Understanding and Developing Science Teachers’ Pedagogical Content Knowledge

Loughran, John; Berry, Amanda; Mulhall, Pamela

doi:10.1007/978-94-6091-821-6

Cited by 210 publications

(25 citation statements)

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“…The idea that CKT occurs at the topic level (e.g., matter or ecosystems), as opposed to the disciplinary level (e.g., biology or science), has been gaining momentum in the field. Recent models of teacher professional knowledge have attended to the topic-specific nature of this knowledge base, and assessment tools have been designed to gather, record, and measure the knowledge needed to teach particular topics within different grade levels (Gess-Newsome, 2015;Loughran, Berry, & Mulhall, 2012). This finding suggests that researchers and assessment developers need to pay attention to the topic-specific nature of science teachers' CKT.…”

Section: Discussionmentioning

confidence: 99%

Practice‐Based Measures of Elementary Science Teachers' Content Knowledge for Teaching: Initial Item Development and Validity Evidence

Mikeska

Phelps

Croft

2017

ETS Research Report Series

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Since its 1947 founding, ETS has conducted and disseminated scientific research to support its products and services, and to advance the measurement and education fields. In keeping with these goals, ETS is committed to making its research freely available to the professional community and to the general public. Published accounts of ETS research, including papers in the ETS Research Report series, undergo a formal peer-review process by ETS staff to ensure that they meet established scientific and professional standards. All such ETS-conducted peer reviews are in addition to any reviews that outside organizations may provide as part of their own publication processes. Peer review notwithstanding, the positions expressed in the ETS Research Report series and other published accounts of ETS research are those of the authors and not necessarily those of the Officers and Trustees of Educational Testing Service.The Daniel Eignor Editorship is named in honor of Dr. Daniel R. Eignor, who from 2001 until 2011 served the Research and Development division as Editor for the ETS Research Report series. The Eignor Editorship has been created to recognize the pivotal leadership role that Dr. Eignor played in the research publication process at ETS. This report describes efforts by a group of science teachers, teacher educators, researchers, and content specialists to conceptualize, develop, and pilot practice-based assessment items designed to measure elementary science teachers' content knowledge for teaching (CKT). The report documents the framework used to specify the content-specific teaching practices and instructional tools that are critical to the work that elementary science teachers engage in with students, curriculum, and instruction. Drawing on this framework, the report details the development process for practice-based assessment items designed to measure CKT elementary science in three content areas: (a) structure and properties of matter, (b) ecosystems, and (c) Earth's place in the universe. These practice-based assessment items address the various content challenges elementary science teachers face in their work and were designed to be used as a foundation for building large-scale assessments of elementary science teachers' CKT science. This report presents initial validity evidence examining the practice-based CKT science item characteristics using results from online administrations of these items to 250 upper elementary science teachers. Findings reveal that the majority of these new assessment items capture variability in elementary science teachers' performance and that a large proportion of the items differentiate moderately well, supporting a beginning proof-of-concept for the conceptualization and design of these practice-based CKT elementary science assessment items. Keywords Science; assessment; content knowledge for teaching; specialized content knowledge; pedagogical content knowledge; subject matter knowledge; elementary teachers doi:10.1002/ets2.12168 Enhancing the capacity of K-12 teachers ...

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Section: Discussionmentioning

confidence: 99%

Practice‐Based Measures of Elementary Science Teachers' Content Knowledge for Teaching: Initial Item Development and Validity Evidence

Mikeska

Phelps

Croft

2017

ETS Research Report Series

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“…Therefore, a number of current researchers view PCK as a developmental aim for teachers and use it to assess teachers' development (e.g. Henze, Van Driel, & Verloop, 2008;Loughran, Berry, & Mulhall, 2006). However, even if PCK can be viewed as a developmental aim and a framework from which to assess this integration, teacher education still needs methods and tools that can promote this development.…”

Section: In Search Of Ways To Bridge the Theory-practice Divide Durinmentioning

confidence: 99%

“…This manual was produced by researchers in TasS. After the intervention, the manual was revised and published (Munthe, Helge- (Loughran, Berry, & Mulhall, 2006) Martin Vogt Juhler Teaching procedures (particular reasons for using these to engage with this idea)…”

Section: Data Collectionmentioning

confidence: 99%

Pre-service teachers’ reflections on teaching a physics lesson: How does Lesson Study and Content Representation affect pre-service teachers’ potential to start developing PCK during reflections on a physics lesson

Juhler

2018

NorDiNa

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has a teacher education focusing on math's, physics/chemistry, biology and woodwork. Then he has taken a master in natural didactics, specializing in biology and chemistry, where he wrote about outdoor education. Subsequently, he studied pure physics for a half year at a university. Currently he is taking a Ph.D. at the University of Stavanger within Natural didactics, focusing on Lesson Study, Content Representation and Pedagogical Content Knowledge. Pre-service teachers' reflections on teaching a physics lesson: How does Lesson Study and Content Representation affect pre-service teachers' potential to start developing PCK during reflections on a physics lesson AbstractShulman states that deliberate reflections are needed in order for teachers to start developing their Pedagogical Content Knowledge (PCK). This is important, since a teacher who has a well-developed PCK, also has integrated knowledge of theory and practice. However, recent research has found that reflection, as used during mentoring in field practice, regularly is an obstacle to deliberate reflection. Thus, the theory-practice divide persists. This study addresses this problem by introducing Lesson Study and Content Representation as an intervention in teacher education field practice. The results of the intervention showed that the pre-service teachers reflected differently compared to the current state of practice. During the intervention, they focused more on 'Goals for instruction', 'Pupils and their learning', 'Best representation of specific content', and 'Specific assessment'. These differences in reflection might lead to pre-service teachers developing a more inter-related understanding of these focus areas as opposed to what happens in the current state of practice. This, in turn, could affect the per-service teachers' potential to start developing their PCK. Consequently, this might give teacher educators a new way of addressing the problem of the theory-practice divide. However, further studies are needed on the quality of these differences and whether or not the intervention influences the pre-service teachers' practices in the future. In search of ways to bridge the theory-practice divide during f ield practiceThe theory-practice divide is a dominant theme within teacher education and the literature on reflective practice. This is because this divide hinders pre-service teachers in teacher education from making strong connections between subject-matter knowledge, pedagogical competence and real life practice (e.g. Bransford, Brown, & Cocking, 2000; NOKUT, 2006). Reflection during reflective practice is considered as a means of making this connection. However, research finds that reflection during mentoring is often an obstacle to this integration (Darling-Hammond, 2006;Sundli, 2007).[ 23] 14(1), 2018Therefore, it is apparent that teacher education needs to test out multiple ways that can possibly help pre-service teachers develop their capacity for reflection, as well as focusing on reflection in a way that promotes this integrati...

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“…Since its conception, PCK has been the topic of many notable publications within science education (e.g., Abell, 2008;Baxter & Lederman, 1999;Gess-Newsome, 1999;Hume & Berry, 2011;Loughran, Berry, & Mulhall, 2012). It has also been a controversial research topic, with science education experts questioning its existence (Settlage, 2013) and how accurately it can be examined (Gess-Newsome & Lederman, 1999).…”

Section: Review Of Literaturementioning

confidence: 99%

Examining the Teaching of Science, and Technology and Engineering Content and Practices: An Instrument Modification Study

Love¹,

Wells

Parkes

2017

Journal of Technology Education

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A modified Reformed Teaching Observation Protocol (RTOP) (Piburn & Sawada, 2000) instrument was used to separately examine eight technology and engineering (T&E) (NGSS Lead States, 2013). The modified RTOP presented in this article can help provide feedback to teachers at all grade levels concerning their reformed teaching of science content and practices, and T&E content and practices. The instrument achieved acceptable interrater reliability (> 80%) and was tested in a larger study (Love & Wells, 2017). Results revealed a significant difference among participants' teaching of science and T&E content and practices according to a myriad of variables, such as years of teaching experience, years of experience teaching the Foundations of Technology (FoT) curriculum, length of the FoT curriculum training attended, and select preparation experiences. Research implications suggest that the instrument affords equal applicability for examining science educators' teaching of T&E content and practices and informing pre-and in-service teacher preparation efforts by determining key factors that significantly influence educators' teaching of these concepts.Keywords: Technology and engineering education, science education, pedagogical content knowledge (PCK), observation instrumentThe main goal of this research was to examine the teaching of science and technology and engineering (T&E) content and practices embedded within Foundations of Technology (FoT), an international T&E education curriculum. To investigate this, an observation instrument was needed to separately rate instructors' teaching of science content and practices and instructors' teaching of T&E content and practices. As a result, a reliable and practical observation instrument was developed to quantify the level at which P-12 educators teach these concepts. This instrument, modified from the widely used Reformed Teaching Observation Protocol (RTOP) (Piburn & Sawada, 2000) and a newly created rubric (Appendix B), helps raters provide more consistent scores for observed teaching practices while providing timely and detailed feedback for instructors to enhance their teaching of science and T&E content and practices. Journal of Technology EducationVol. Technology education is concerned with the broad spectrum of technology, which encompasses, but is not limited to, such areas as: design, making, problem solving, technological systems, resources and materials, criteria and constraints, processes, controls, optimization and trade-offs, invention, and many other human topics dealing with human innovation. (p. 31) T&E education requires the use of various technologies, materials, and tools to develop engineering solutions, which is distinctly different from educational technology (ITEEA, 2017). Understanding the difference between T&E education and educational technologies is critical for recognizing and accurately recording T&E content and practices ratings when using the instrument presented in this article.The modified instrument in this study was develop...

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Understanding and Developing Science Teachers’ Pedagogical Content Knowledge

Cited by 210 publications

References 0 publications

Practice‐Based Measures of Elementary Science Teachers' Content Knowledge for Teaching: Initial Item Development and Validity Evidence

Practice‐Based Measures of Elementary Science Teachers' Content Knowledge for Teaching: Initial Item Development and Validity Evidence

Pre-service teachers’ reflections on teaching a physics lesson: How does Lesson Study and Content Representation affect pre-service teachers’ potential to start developing PCK during reflections on a physics lesson

Examining the Teaching of Science, and Technology and Engineering Content and Practices: An Instrument Modification Study

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