Effects of biology teachers’ professional knowledge and cognitive activation on students’ achievement

Förtsch, Christian; Werner, Sonja; Kotzebue, Lena von; Neuhaus, Birgit J.

doi:10.1080/09500693.2016.1257170

Cited by 71 publications

(67 citation statements)

References 56 publications

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“…Yet, results concerning the knowledge structure indicate that both teachers' CK and PK are correlated with their PCK, however, CK and PK are less correlated (e.g., References [48,60]). Additionally, empirical results further indicate that teachers require CK (e.g., Reference [61]), PCK (e.g., References [3,62]), as well as PK (e.g., Reference [63]) to successfully act in classrooms. However, it is currently unknown which of these facets are needed for specific professional actions.…”

Section: Role Of the Knowledge Facets For Competent Acting And Transfmentioning

confidence: 98%

“…However, it is currently unknown which of these facets are needed for specific professional actions. There are indications that PCK is a stronger direct predictor for the success of teachers' acting when compared to CK [61,62]. Additionally, it is assumed that CK may not be sufficient for effective teaching [64] but may be a prerequisite for developing PCK [59,61].…”

Section: Role Of the Knowledge Facets For Competent Acting And Transfmentioning

confidence: 99%

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Systematizing Professional Knowledge of Medical Doctors and Teachers: Development of an Interdisciplinary Framework in the Context of Diagnostic Competences

Förtsch

Sommerhoff²,

Fischer

et al. 2018

Education Sciences

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Professional knowledge is highlighted as an important prerequisite of both medical doctors and teachers. Based on recent conceptions of professional knowledge in these fields, knowledge can be differentiated within several aspects. However, these knowledge aspects are currently conceptualized differently across different domains and projects. Thus, this paper describes recent frameworks for professional knowledge in medical and educational sciences, which are then integrated into an interdisciplinary two-dimensional model of professional knowledge that can help to align terminology in both domains and compare research results. The models’ two dimensions differentiate between cognitive types of knowledge and content-related knowledge facets and introduces a terminology for all emerging knowledge aspects. The models’ applicability for medical and educational sciences is demonstrated in the context of diagnosis by describing prototypical diagnostic settings for medical doctors as well as for teachers, which illustrate how the framework can be applied and operationalized in these areas. Subsequently, the role of the different knowledge aspects for acting and the possibility of transfer between different content areas are discussed. In conclusion, a possible extension of the model along a “third dimension” that focuses on the effects of growing expertise on professional knowledge over time is proposed and issues for further research are outlined.

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Section: Role Of the Knowledge Facets For Competent Acting And Transfmentioning

confidence: 98%

Section: Role Of the Knowledge Facets For Competent Acting And Transfmentioning

confidence: 99%

Systematizing Professional Knowledge of Medical Doctors and Teachers: Development of an Interdisciplinary Framework in the Context of Diagnostic Competences

Förtsch

Sommerhoff²,

Fischer

et al. 2018

Education Sciences

Self Cite

View full text Add to dashboard Cite

show abstract

“…In this project, the effects of different dimensions of science teachers' professional knowledge on different features of instructional quality, and students' outcomes are analyzed and the findings of the subjects biology, physics, and chemistry were compared [24]. In the biological part of the project, 43 teachers participated and two lessons of each teacher on the topic neurobiology were videotaped (N = 85 lessons) [62]; for one teacher, only one lesson could be videotaped owing to illness. All participating teachers taught the subject biology and another a science subject.…”

Section: Design and Samplementioning

confidence: 99%

“…In the videotaped lessons in our study, teachers taught the topic neurobiology as described in the Bavarian curriculum for the subject biology [63]. This study analyzed a subsample of 36 teachers (51% female; teaching experience after the traineeship in years: M = 6.3, SD = 5.8; age in years: M = 35.9, SD = 8.5) from the biological part of the ProwiN project and their 72 lessons (length of the lessons in minutes: M = 43.4; SD = 8.5) [47,62]. The participating teachers were given no requirements on how they have to teach or how they have to use three-dimensional models in their classroom instruction.…”

Section: Design and Samplementioning

confidence: 99%

“…Both measurements indicated good validity of both PCK and CK test. To verify the objectivity of the tests, 10% of the open-ended items of the PCK and CK test were coded by a second independent test marker and the ICC (Intraclass Correlation Coefficient) measures were found to be very good for PCK items: ICC (unjust) = 0.96; F (116,116) = 24.30, p < 0.001; and for CK items: ICC (unjust) = 0.94; F (119,119) = 16.63, p < 0.001 [62]. A Rasch analysis for both knowledge tests was conducted separately using the partial credit Rasch model (PCM) [68] (see Supplementary Material).…”

Section: Domain-specific Knowledge Dimensions Pck and Ckmentioning

confidence: 99%

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Effects of Teachers’ Professional Knowledge and Their Use of Three-Dimensional Physical Models in Biology Lessons on Students’ Achievement

Förtsch

Kotzebue

et al. 2018

Education Sciences

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Using three-dimensional physical models elaborately in their learning, students can develop high-level understanding of models and modeling in science, thereby attaining higher achievement. However, there are in the literature few indications of how teachers should use three-dimensional physical models in instruction and whether teachers’ professional knowledge is a prerequisite for teaching with elaborate use of models. Therefore, our study used a mixed-methods approach to analyze the effects of biology teachers’ domain-specific pedagogical content knowledge (PCK) and content knowledge (CK) on students’ achievement mediated by elaborate model use (ELMO). Our quantitative sample comprised 36 German secondary school teachers whose lessons on the topic of neurobiology were videotaped twice (N = 72 lessons). Teachers completed professional knowledge tests on their PCK and CK. Students’ achievement was measured using pre- and post-knowledge tests. Our qualitative analysis involved five selected teachers according to aspects of ELMO. The results of our study indicated that teachers’ PCK and CK had no direct effect on students’ achievement. However, teachers’ PCK had a significant indirect and positive effect on students’ achievement mediated by ELMO. The findings of our study can provide teachers and researchers examples of how to implement biology instruction with elaborate use of three-dimensional physical models.

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Assessing the quality of science teachers' lesson plans: Evaluation and application of a novel instrument

Großmann,

Krüger

2023

Science Education

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Lesson planning is a core part of teachers' professional competence. Written lesson plans play a significant role in science teacher education as a preparation for demonstration lessons during the final teacher certification exam. However, the few existing scoring rubrics on lesson plans are not particularly theoretically sound and are barely tested for the validity of score interpretations. In response to the demand for transparent and applicable criteria, we developed the rubric to assess science lesson plans (RALP) to assess science teachers' lesson plan quality. We employed a mixed‐methods approach: First, we present multiple sources of validity evidence (based on test content, internal structure, relations to other variables, and consequences of testing) as mainly quantitative indicators for the quality of the RALP. Based upon that, we applied the RALP to lesson plans written by preservice and trainee science teachers (N = 100) and provided a qualitative analysis of six cases to illustrate common patterns in these lesson plans. Results indicate that teacher educators consider the RALP criteria (N = 24) relevant and objectively applicable. Correlation analyses of the scores and two teacher educators' holistic quality assessment of all lesson plans provide convincing evidence that the RALP can discriminate lesson plan quality levels. Moreover, comparisons between preservice science teachers and trainee science teachers reveal that trainee teachers score significantly higher than preservice teachers, indicating that the RALP is sensitive to differences in teaching and planning experience. The application and in‐depth analysis of three criteria of the RALP illustrate these differences in levels of planning quality. We discuss possible applications of the RALP in science teacher education and research in science teaching.

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Effects of biology teachers’ professional knowledge and cognitive activation on students’ achievement

Cited by 71 publications

References 56 publications

Systematizing Professional Knowledge of Medical Doctors and Teachers: Development of an Interdisciplinary Framework in the Context of Diagnostic Competences

Systematizing Professional Knowledge of Medical Doctors and Teachers: Development of an Interdisciplinary Framework in the Context of Diagnostic Competences

Effects of Teachers’ Professional Knowledge and Their Use of Three-Dimensional Physical Models in Biology Lessons on Students’ Achievement

Assessing the quality of science teachers' lesson plans: Evaluation and application of a novel instrument

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