Primary school student teachers' perceived and actual knowledge in biology.

Autor/inn/en	Eija, Yli-Panula; Eila, Jeronen; Pongsakdi, Nonmanut
Titel	Primary school student teachers' perceived and actual knowledge in biology. Paralleltitel: Predstava bodocih uciteljev razrednega pouka o njihovem znanju biologije in njihovo dejansko znanje biologije.
Quelle	In: CEPS journal, 7 (2017) 4, S. 125-146Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2232-2647
URN	urn:nbn:de:0111-pedocs-152265
Schlagwörter	Clusteranalyse; Empirische Untersuchung; Selbstevaluation; Metakognition; Selbstwahrnehmung; Biologieunterricht; Curriculum; Finnland; Grundschule; Lehramtsstudent; Metakognition; Fachwissen; Selbstevaluation; Grundschule; Lehramtsstudent; Fachkompetenz; Fachwissen; Curriculum; Biologieunterricht; Tierbestimmung; Finnland
Abstract	Individuals' perceptions of their knowledge can have an important role in shaping their cognition and influencing their behaviour. However, there has been a scarcity of studies in biology on how perceived knowledge relates to actual knowledge. The focus of this article is on quantitative results analysing and interpreting student teachers' perceived knowledge of biological content in relation to their actual animal and species name knowledge linked to the ecosystem in which they live. K-means cluster analysis and ANOVA were used. The results show a high- and low-level perceived knowledge cluster group among the participants. They further indicate that the difference in actual animal and species name knowledge between these cluster groups remained the same during the five years of the study. The student teachers with a higher level of perceived knowledge tended to have better actual animal and species name knowledge than those in the low-level group. The actual animal name knowledge in these cluster groups was similar with regard to the local Finnish ecosystems but differed concerning the exotic species by year. The year that the participants enrolled in the study programme had an impact on their actual animal and species name knowledge. Strategies for coping with work-related demands and maintaining engagement in one's career would be important additions to the teacher education (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2018/2