What Prospective Chemistry Teachers Know about Chemistry: An Analysis of "Praxis Chemistry Subject Assessment" Category Performance

Autor/inn/en	Shah, Lisa; Schneider, Jeremy; Fallin, Rebekah; Cortes, Kimberly Linenberger; Ray, Herman E.; Rushton, Gregory T.
Titel	What Prospective Chemistry Teachers Know about Chemistry: An Analysis of "Praxis Chemistry Subject Assessment" Category Performance
Quelle	In: Journal of Chemical Education, 95 (2018) 11, S.1912-1921 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Shah, Lisa) ORCID (Rushton, Gregory T.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9584
DOI	10.1021/acs.jchemed.8b00365
Schlagwörter	Chemistry; Science Teachers; Science Instruction; Gender Differences; Race; Ethnicity; Pedagogical Content Knowledge; Beginning Teachers; Science Tests; Nuclear Physics; Majors (Students); Education Majors; Faculty Development; Educational Change; Undergraduate Study; Teacher Characteristics; Grade Point Average; Science Achievement + Suchen Sie Ihr Suchwort? Chemie; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Geschlechterkonflikt; Rasse; Abstammung; Ethnizität; Pädagogische Kompetenz; Junior teacher; Junglehrer; Atomphysik; Kernphysik; Bildungsreform; Grundstudium
Abstract	Acquiring sufficient content knowledge to lead effectively in the classroom is one of the greatest challenges for beginning teachers. National and state agencies have made significant investments in content-specific induction supports, but these efforts have not been informed by any empirical evidence regarding the topic-level content knowledge of novice teachers. Here we analyze category-level data from the "Praxis Chemistry Subject Assessment" from May 2006 to June 2016 to determine the areas of general strength and weakness among examinees and explore differences in categorical performance by test-taker demographics. Examinees have generally performed well in the area of "Atomic and Nuclear Structure" and appear to have struggled most in the area of "Solutions and Solubility; Acid-Base Chemistry". Across categories, estimates of academic preparation (e.g., undergraduate GPA, undergraduate major, and graduate major) have explained a large proportion of variance in examinee performance, although demographic characteristics such as gender and race or ethnicity were more explanatory in certain categories, such as "Atomic and Nuclear Structure". Chemistry majors were the top performers in almost all categories, and education majors underperformed, often at the level of non-STEM majors, across all topics. The findings from this work should inform both professional development efforts for beginning teachers as well as instructional reform at the undergraduate level. (As Provided).
Anmerkungen	Division of Chemical Education, Inc. and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01