Pedagogy of Science Teaching Tests: Formative Assessments of Science Teaching Orientations

Autor/inn/en	Cobern, William W.; Schuster, David; Adams, Betty; Skjold, Brandy Ann; Mugaloglu, Ebru Zeynep; Bentz, Amy; Sparks, Kelly
Titel	Pedagogy of Science Teaching Tests: Formative Assessments of Science Teaching Orientations
Quelle	In: International Journal of Science Education, 36 (2014) 13, S.2265-2288 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2014.918672
Schlagwörter	Science Instruction; Pedagogical Content Knowledge; Formative Evaluation; Preservice Teacher Education; Science Teachers; Vignettes; Teaching Methods; Course Content; Discussion (Teaching Technique); Methods Courses; Student Attitudes; Statistical Analysis; Multiple Choice Tests; Test Construction; Test Items; Scientific Concepts; Elementary School Science + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Pädagogische Kompetenz; Lehramtsstudiengang; Lehrerausbildung; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Kursprogramm; Methodisch-didaktische Anleitung; Schülerverhalten; Statistische Analyse; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Testaufbau; Test content; Testaufgabe
Abstract	A critical aspect of teacher education is gaining pedagogical content knowledge of how to teach science for conceptual understanding. Given the time limitations of college methods courses, it is difficult to touch on more than a fraction of the science topics potentially taught across grades K-8, particularly in the context of relevant pedagogies. This research and development work centers on constructing a formative assessment resource to help expose pre-service teachers to a greater number of science topics within teaching episodes using various modes of instruction. To this end, 100 problem-based, science pedagogy assessment items were developed via expert group discussions and pilot testing. Each item contains a classroom vignette followed by response choices carefully crafted to include four basic pedagogies (didactic direct, active direct, guided inquiry, and open inquiry). The brief but numerous items allow a substantial increase in the number of science topics that pre-service students may consider. The intention is that students and teachers will be able to share and discuss particular responses to individual items, or else record their responses to collections of items and thereby create a snapshot profile of their teaching orientations. Subsets of items were piloted with students in pre-service science methods courses, and the quantitative results of student responses were spread sufficiently to suggest that the items can be effective for their intended purpose. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10