Use of the Rasch measurement model to explore the relationship between content knowledge and topic-specific pedagogical content knowledge for organic chemistry

Davidowitz, Bette; Potgieter, Marietjie

doi:10.1080/09500693.2016.1196843

Cited by 29 publications

(16 citation statements)

References 29 publications

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“…Yet, the moderate nature of the correlation suggests some divergence, indicating they are likely measuring distinct aspects of science knowledge. Similar findings in terms of moderate correlations between measures of science teachers' subject matter knowledge and measures designed to assess these practice-based aspects of CKT more closely have been reported in the literature (Davidowitz & Potgieter, 2016;Grobschedl, Harms, Kleickmann, & Glowinski, 2015;Mikeska, Phelps, & Croft, 2016). Additional research, especially the use of cognitive interviews, would be useful for better understanding this relationship and the knowledge and reasoning that teachers use as they respond to these CKT science items.…”

Section: Discussionsupporting

confidence: 83%

Assessing Elementary Teachers' Content Knowledge for Teaching Science for the ETS® Educator Series: Pilot Results

Mikeska

Kurzum

Steinberg

et al. 2018

ETS Research Report Series

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The purpose of this report is to examine the performance of assessment items designed to measure elementary teachers' content knowledge for teaching (CKT) science as part of the ETS® Educator Series. The Elementary Education: CKT Science assessment is 1 component of licensure examination through the PRAXIS® assessments. The Elementary Education: CKT Science assessment is designed to determine whether kindergarten through 6th‐grade elementary teacher candidates have the essential content knowledge needed for teaching elementary science as new teachers at the entry level. This report provides information about the development of the Elementary Education: CKT Science framework and the associated assessment items. The main part of the report focuses on the evidence gathered when piloting 104 CKT science assessment items with 417 preservice and novice elementary teachers. This evidence included the following: (a) how these new CKT science assessment items function, including their item difficulties and discrimination, and reliabilities of the pilot forms and of the classification of examinees; (b) how teachers perceive the importance and relevance of these new assessment items; (c) how teachers' performances on these items relate to their background characteristics and professional and academic preparation; and (d) how teachers' performances on the CKT science items compare to their performances on an assessment designed to measure only their science subject matter knowledge.

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Section: Discussionsupporting

confidence: 83%

Assessing Elementary Teachers' Content Knowledge for Teaching Science for the ETS® Educator Series: Pilot Results

Mikeska

Kurzum

Steinberg

et al. 2018

ETS Research Report Series

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“…With respect to this claim, Friedrichsen et al (2009) have argued that teaching experience plays a critical role in PCK development by further facilitating the integration among PCK components. In a study conducted by Davidowitz and Potgieter (2016), it was determined that subject matter knowledge was not the only determinant of an improved and integrated PCK. Accordingly, it was observed that teachers with a low level of subject matter knowledge also had a low level of PCK; however, the PCK of teachers with a high level of subject matter knowledge was not always high, and the value of experience emerges at this point.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

An investigation of elementary teachers' pedagogical content knowledge for socioscientific argumentation: The effect of a learning and teaching experience

Kutluca

2021

Science Education

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The aim of this study was to determine how a learning and teaching experience, which related to socioscientific argumentation and pedagogical content knowledge (PCK), changed elementary teachers' views of teaching with socioscientific argumentation, as well as the change in their PCK and instructional practices. Five teachers studying for the classroom‐teaching master's degree program of a foundation university in Turkey were included in the study, which lasted for a total of 10 weeks. Interviews to determine the PCK of these elementary teachers were first conducted, and their instructional practices were observed. Then, teachers attended a course related to socioscientific argumentation and PCK. Finally, PCK interviews were conducted for a second time with all the teachers and their instructional practices were observed again. The qualitative data collected from the study were analyzed by inductive content analysis, based on the constant comparative method. Classroom observations were evaluated with an analytical evaluation rubric. The results revealed that the learning and teaching experience undergone by the participating teachers improved the following components of their PCK: orientations (OTS), students' understanding (KSU), instructional strategies (KISR), and knowledge of assessment (KAS). After the course, strong interactions occurred among all the components, with the exceptions of knowledge of curriculum and knowledge of assessment. Furthermore, teacher efficacy, which is an effective element of PCK, is embedded in the components of KSU and KISR of the PCK for socioscientific argumentation. Therefore, it was concluded that the PCK for socioscientific argumentation of the participating elementary teachers improved while both learning and teaching.

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“…Teacher's science SMK is foundational for other forms of teacher knowledge, such as PCK (Abell, ; Chan & Yung, ; Davidowitz & Potgieter, ; Rollnick et al, ; van Driel et al, ). For example, Chan and Yung () found the PCK development of four Hong Kong biology teachers was facilitated by strong SMK and limited when teachers had weak SMK.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Other studies have explored shorter term teaching experiences during teacher preparation with similar results (Cisterna, Hanuscin, & Lipsitz, ; Gess‐Newsome & Lederman, ), finding that “Teaching experience alone was not enough to facilitate learning ‘on the job,’ calling into question the simple assumption that teachers automatically learn from experience” (Gess‐Newsome & Lederman, , p. 313). Cross sectional studies have also found teaching experience does not necessarily lead to improvements in teachers' SMK (Davidowitz & Potgieter, ; Hoz et al, ; Kleickmann et al, ; Nowicki et al, ).…”

Section: Literature Reviewmentioning

confidence: 99%

Elementary teachers’ science subject matter knowledge across the teacher career cycle

2018

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Although widely touted as important, there is little evidence regarding the influence of teaching experience on elementary teachers' science subject matter knowledge (SMK). To better understand this phenomenon, we administered an assessment of science topics taught in the fifth and sixth grades to 169 preservice teachers, 231 fifthgrade teachers, and 208 sixth-grade teachers. We then compared the mean scores of teachers at different stages in the career cycle using one-way and two-way ANOVA and explored the relationship between SMK scores and years of teaching experience using regression analysis. Findings indicate that (i) being assigned to a specific grade level had an impact on teachers' SMK for topics included in the grade level, (ii) teachers' SMK scores were lower later in their careers for both science topics they had never taught and for science topics they were responsible for teaching, and (iii) results differed for fifth and sixth grades. This study adds to the existing literature through the examination of a large sample of elementary teachers, with teachers of varying years of experience, while focusing on the science topics these teachers are responsible for teaching. The results of this study provide strong evidence that (i) years of experience teaching specific science topics is associated with the development of teachers' knowledge of these topics, and (ii) teaching experience, what teachers do in the context of their everyday practice, can be an effective means of self-directed learning for teachers. There is also evidence that this influence is not uniform across years of teaching experience or science topics taught. These findings raise important implications about future research into the mechanism of SMK development through teaching experience and teacher grade-level assignments.

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Use of the Rasch measurement model to explore the relationship between content knowledge and topic-specific pedagogical content knowledge for organic chemistry

Cited by 29 publications

References 29 publications

Assessing Elementary Teachers' Content Knowledge for Teaching Science for the ETS® Educator Series: Pilot Results

Assessing Elementary Teachers' Content Knowledge for Teaching Science for the ETS® Educator Series: Pilot Results

An investigation of elementary teachers' pedagogical content knowledge for socioscientific argumentation: The effect of a learning and teaching experience

Elementary teachers’ science subject matter knowledge across the teacher career cycle

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