Investigating the Impact of Teachers' Physics CK on Students Outcomes

Autor/inn/en	Ohle, Annika; Boone, William J.; Fischer, Hans E.
Titel	Investigating the Impact of Teachers' Physics CK on Students Outcomes
Quelle	In: International Journal of Science and Mathematics Education, 13 (2015) 6, S.1211-1233 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1571-0068
DOI	10.1007/s10763-014-9547-8
Schlagwörter	Science Teachers; Elementary School Teachers; Physics; Pedagogical Content Knowledge; Academic Achievement; Teacher Surveys; Student Surveys; Educational Quality; Teacher Effectiveness; Research Methodology; Data Analysis; Student Interests; Learning Processes; Predictor Variables; Science Education; Elementary School Science + Suchen Sie Ihr Suchwort? Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Elementary school; Grundschule; Volksschule; Physik; Pädagogische Kompetenz; Schulleistung; Schülerbefragung; Quality of education; Bildungsqualität; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Research method; Forschungsmethode; Auswertung; Studieninteresse; Learning process; Lernprozess; Prädiktor; Naturwissenschaftliche Bildung
Abstract	Decreasing student interest and achievement during the transition from elementary to secondary school is an international problem, especially in science education. The question of what factors influence this decline has been a widely discussed topic. This study focuses on investigating the relationship of elementary school teachers' content knowledge (CK) in physics upon the student outcomes of interest and achievement. Data were collected from K-4 elementary school teachers (N = 58) and their students (N = 1,326). Besides questionnaire surveys of teachers and students, one science lesson on the topic "states of matter and phase transitions" of each classroom was videotaped for assessing teaching quality. Analyses from a triangulation of data could not identify an impact of teachers' CK upon students' interest. However, the sequencing of learning processes within a lesson was found to be a positive predictor for students' achievement, although only minimal time was spent on reflective phases during the lessons. (As Provided).
Anmerkungen	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01