Tracing physics content knowledge gains using content complexity levels

Woitkowski, David

doi:10.1080/09500693.2020.1772520

Cited by 9 publications

(12 citation statements)

References 33 publications

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“…The main challenge to constructing proficiency levels is to divide a continuous scale (i.e., pPCK abilities derived from the Rasch analysis) into discrete levels. The literature proposed different ways to transform continuous scales into discrete proficiency levels: the bookmark procedure, the regression approach, and the scale anchoring procedure (for an overview, see Woitkowski, 2020). Whereas the bookmark procedure requires experts' rating of item difficulties (Mitzel et al, 2001), the regression approach is based on an a priori model of item difficulties (Woitkowski, 2020).…”

Section: Methodsmentioning

confidence: 99%

“…These average item difficulties then define the thresholds of four corresponding proficiency levels in participants' pPCK (see e.g., Hartig et al, 2012; Woitkowski, 2020). To ensure that all level thresholds are sufficiently different, following Woitkowski (2020), we performed two checks. First, we evaluated that all four sets of items are significantly different.…”

Section: Methodsmentioning

confidence: 99%

“…However, describing individuals' proficiency at every scale point along the proficiency continuum is not possible (Beaton & Allen, 1992). For this purpose, dividing the continuous proficiency scale into discrete levels of proficiency is useful (OECD, 2017) and separates individuals in a way that a person on a higher level is substantively more proficient than one on a lower (Woitkowski, 2020). These discrete proficiency levels then provide descriptions about the actual knowledge associated with different scale locations (Mullis & Fishbein, 2020) and, thus, allow for an interpretation of an otherwise abstract numerical achievement scale (James & Rossiter, 2018).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

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A proficiency model for pre‐service physics teachers' pedagogical content knowledge (PCK)—What constitutes high‐level PCK?

et al. 2022

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This study identifies proficiency levels in pre-service physics teachers' pedagogical content knowledge (PCK) and reveals how teacher education can promote transitions into higher proficiency. Teacher education plays a fundamental role in supporting pre-service teachers' PCK development. Proficiency levels are a powerful source when evaluating this PCK development because they characterize what learners are likely to be able to know on a specific level. Previous research has presented a model of proficiency levels in pre-service physics teachers' PCK; however, evidence for the model's validity is still lacking. According to the Refined Consensus Model of PCK, factors such as teachers' content knowledge (CK), their teaching experience, and their beliefs about teaching and learning science promote PCK development. Thus, understanding how and when pre-service physics teachers' CK, teaching experience, and beliefs contribute to their proficiency can bring insights into how teacher education can promote PCK development. To address this issue, N = 427 observations of pre-service physics teachers were analyzed.

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Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Theoretical Backgroundmentioning

confidence: 99%

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A proficiency model for pre‐service physics teachers' pedagogical content knowledge (PCK)—What constitutes high‐level PCK?

et al. 2022

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“…This model differentiates between the five linkage levels everyday experiences, facts, processes, linear causality, and multivariate interdependencies (Bernholt & Parchmann, 2011). This model is also used for the analysis of videotaped lessons (Podschuweit et al, 2016;Nehring et al, 2017) and serves as a basis in different competence models (Woitkowski et al, 2011;Arx & Bernholt, 2015;Woitkowski & Riese, 2017;Woitkowski, 2020).…”

Section: Models For the Description Of Vertical Linkagementioning

confidence: 99%

Multidimensional Analysis of Knowledge-Linking within the Concept of Energy in Student Essays

Dietz

Bolte²

2022

NorDiNa

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In Germany there is a very conservative tradition to teach science in separated subjects during the secondary level of education. Considering the importance of knowledge-linking in all relevant learning theories of the 20th century, cross-curricular core concepts, like the concept of energy, found their way into German educational standards for biology, chemistry, and physics in 2005 (KMK, 2005a-c). The aim was to foster both more vertical (i.e. intra-subject) and more horizontal (i.e. inter-subject) linkage in subject-differentiated science education. Existing structural models or approaches to analysing and describing knowledge-linking focus exclusively either on the aspect of vertical or horizontal linkage. Based on existing models and approaches, we developed a theory-based model (MAVerBE) that allows a general analysis of the linking performance in essays. In this study, we investigate to what extent we can identify vertical and horizontal linkage structures in student essays on the cross-curricular core concept of energy in grade 9. Our results presented here give an empirical insight into students’ knowledge-linking in the sense of a normative survey. This survey should permit future comparative studies both on a national and international level to prove the popular assumption of the superiority of integrated-science teaching concerning knowledge-linking.

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“…However, it was not possible to differentiate between the procedural and conditional items. Woitkowski (2020) emphasized that student teachers started their study program with only factual (i.e. declarative) CK and were able to extend it during their first year of study.…”

Section: Teachers As Experts Of Teachingmentioning

confidence: 99%

Promoting progression in higher education teacher training: how does cognitive support enhance student physics teachers’ content knowledge development?

Schiering

Sorge

Neumann

2021

Studies in Higher Education

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Tracing physics content knowledge gains using content complexity levels

Cited by 9 publications

References 33 publications

A proficiency model for pre‐service physics teachers' pedagogical content knowledge (PCK)—What constitutes high‐level PCK?

A proficiency model for pre‐service physics teachers' pedagogical content knowledge (PCK)—What constitutes high‐level PCK?

Multidimensional Analysis of Knowledge-Linking within the Concept of Energy in Student Essays

Promoting progression in higher education teacher training: how does cognitive support enhance student physics teachers’ content knowledge development?

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