The Influence of Teachers' Knowledge on Student Learning in Middle School Physical Science Classrooms

Autor/inn/en	Sadler, Philip M.; Sonnert, Gerhard; Coyle, Harold P.; Cook-Smith, Nancy; Miller, Jaimie L.
Titel	The Influence of Teachers' Knowledge on Student Learning in Middle School Physical Science Classrooms
Quelle	In: American Educational Research Journal, 50 (2013) 5, S.1020-1049 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831213477680
Schlagwörter	Pedagogical Content Knowledge; Middle School Teachers; Science Teachers; Middle School Students; Academic Standards; Academic Achievement; Misconceptions; Science Instruction; Measures (Individuals); Pretests Posttests; Hierarchical Linear Modeling; Regression (Statistics); Inferences; Models; Physical Sciences + Suchen Sie Ihr Suchwort? Pädagogische Kompetenz; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Science; Science teacher; Wissenschaft; Student; Students; Schüler; Schülerin; Schulleistung; Missverständnis; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Messdaten; Regression; Regressionsanalyse; Inference; Inferenz; Analogiemodell; Natural sciences; Naturwissenschaften; Naturwissenschaft
Abstract	This study examines the relationship between teacher knowledge and student learning for 9,556 students of 181 middle school physical science teachers. Assessment instruments based on the National Science Education Standards with 20 items in common were administered several times during the school year to both students and their teachers. For items that had a very popular wrong answer, the teachers who could identify this misconception had larger classroom gains, much larger than if the teachers knew only the correct answer. On items on which students did not exhibit misconceptions, teacher subject matter knowledge alone accounted for higher student gains. This finding suggests that a teacher's ability to identify students' most common wrong answer on multiple-choice items, a form of pedagogical content knowledge, is an additional measure of science teacher competence. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10