Growing the tree of teacher knowledge: Ten years of learning to teach elementary science

Mulholland, Judith; Wallace, John

doi:10.1002/tea.20073

Cited by 96 publications

(65 citation statements)

References 36 publications

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“…While this third study was not a continuation of the second, it nonetheless provided a context in which to explore promising approaches for effective teacher education that could add to my prior findings. Preparing preservice teachers to effectively use curriculum materials is an important issue (Davis, 2006) as curriculum materials play a significant role in both shaping elementary science instruction and guiding beginning teachers (Ball & Feiman-Nemser, 1988;Grossman & Thompson, 2004;Kauffman, Johnson, Kardos, Lui, & Peske, 2002;Mulholland & Wallace, 2005). Unfortunately, many of the current materials are of poor quality (Kesidou & Roseman, 2002;Stern & Roseman, 2004).…”

Section: Study 3: Elementary Teachers and Curriculum Materialsmentioning

confidence: 99%

Developing preservice elementary teachers' knowledge and practices through modeling‐centered scientific inquiry

Schwarz

2009

Science Education

127

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Preservice elementary teachers face many challenges in learning how to teach science effectively, such as engaging students in science, organizing instruction, and developing a productive learning community. This paper reports on several iterative cycles of design-based research aimed at fostering preservice teachers' principled reasoning around these problems of practice through modeling-centered scientific inquiry. The first design cycle introduced preservice teachers to modeling and simulation software tools in an effort to advance their understanding of science and technology; the second used an instructional framework embodying modeling-centered inquiry to advance their views of effective science teaching and their lesson-planning practices; the third engaged preservice teachers in analyzing and modifying curriculum materials using reform-based criteria to foster effective curriculum materials use. Outcomes from these iterations indicate that the preservice teachers were most likely to advance their knowledge and practices within a coherent approach that focused on a core scientific practice such as modeling-centered inquiry, provided opportunities to unpack and apply robust tools such as reform-based instructional frameworks, and addressed their perceived problems of practice. The findings from this set of approaches are compared to others in an effort to point toward promising future directions for effective science teacher education.

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Section: Study 3: Elementary Teachers and Curriculum Materialsmentioning

confidence: 99%

Developing preservice elementary teachers' knowledge and practices through modeling‐centered scientific inquiry

Schwarz

2009

Science Education

127

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“…PCK is interpreted in many different ways, often to suit the research context (Mulholland and Wallace 2005). For example, some researchers include knowledge of the curriculum (e.g., Grossman 1990), while others exclude this knowledge component (e.g., Cochran et al 1993).…”

Section: Pedagogical Content Knowledgementioning

confidence: 99%

“…Up to now, most researchers who investigated teachers' PCK (e.g., De Jong et al 2005;Jones and Moreland 2004;Mulholland and Wallace 2005;Van Driel et al 1998) used multi method evaluations, a variety of techniques which typically includes structured, semi-structured or stimulated recall interviews, observations, and reflective journals. Data from these sources are triangulated, usually resulting in a general profile of a teacher's PCK.…”

Section: Pedagogical Content Knowledgementioning

confidence: 99%

Exploring the Underlying Components of Primary School Teachers’ Pedagogical Content Knowledge for Technology Education

Rohaan

Taconis

Jochems

2011

EURASIA J MATH SCI T

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In the study described in this article, primary school teachers' pedagogical content knowledge (PCK) of technology education was measured with a multiple choice test; the Teaching of Technology Test (TTT). The aim of the study was to explore the latent factor structure of PCK, which is considered to be a crucial and distinctive domain of teacher knowledge. As far as known, it is the first time that PCK is approached in this way. Many different components of PCK have been proposed in an attempt to define the concept, but these components have never been statistically confirmed. Three components were selected as the main knowledge components of PCK for technology education in primary schools: (1) Knowledge of pupils' concept of technology and knowledge of their pre and misconceptions related to technology; (2) Knowledge of the nature and purpose of technology education; (3) Knowledge of pedagogical approaches and teaching strategies for technology education. The results of this study gave useful insights into primary school teachers' PCK of technology education. It appeared that the theoretically predefined knowledge components could be indentified as latent factors. Furthermore, PCK could be characterized as a heterogeneous construct. That is, it consists of many intrinsic elements, which are difficult to unravel. Although measurement of PCK with a multiple-choice test has clear-cut advantages compared to qualitative methods and the results of the TTT are promising, further steps should be taken to reach satisfactory psychometric properties for practical application. This article provides ideas on how to (further) develop a multiple choice test to measure PCK.

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“…According to Shulman (1986), teachers develop a body of teaching knowledge about the content, which Shulman termed "pedagogical content knowledge," which is specific to each subject, is elaborated personally in the course of their teaching practice, distinguishes teaching as a profession, and is a form of reasoning and pedagogical action by means of which they transform the content of the subject into representations that are comprehensible to their students. In novice teachers, pedagogical content knowledge develops gradually through teaching experience (Mulholland & Wallace, 2005). Indeed, its depth and scope could well serve as a major indicator of a science teacher's development from beginner to expert (Clermont, Borko, & Krajcik, 1994).…”

Section: Educational Change In Science Teachers' Conceptionsmentioning

confidence: 99%

Evolution of the conceptions of a secondary education biology teacher: Longitudinal analysis using cognitive maps

Da-Silva¹,

Jiménez

Ruiz

et al. 2007

Science Education

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ABSTRACT:We describe a longitudinal study of a secondary education biology teacher at two moments in her career (1993 -2002), determining the changes in her conceptions of the nature of science and its teaching and learning, and the factors that favored or hindered such changes. The changes were analyzed using cognitive maps, constructed on the basis of the Inventory of Teachers' Pedagogical & Scientific Beliefs (INPECIP) questionnaire, designed and validated by R. Porlán, A. Rivero, and R. Martín del Pozo (1997), and a semistructured interview. The results showed the process of change in conceptions to be complex and gradual, with different conceptions being out of phase with each other. During her first 4 years of teaching, until 1993, her conceptions of science teaching and learning began to evolve from a teacher and content-centered model to one that was more student

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Growing the tree of teacher knowledge: Ten years of learning to teach elementary science

Cited by 96 publications

References 36 publications

Developing preservice elementary teachers' knowledge and practices through modeling‐centered scientific inquiry

Developing preservice elementary teachers' knowledge and practices through modeling‐centered scientific inquiry

Exploring the Underlying Components of Primary School Teachers’ Pedagogical Content Knowledge for Technology Education

Evolution of the conceptions of a secondary education biology teacher: Longitudinal analysis using cognitive maps

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