A Comparison of Experienced and Preservice Elementary School Teachers' Content Knowledge and Pedagogical Content Knowledge about Electric Circuits

Autor/in	Lin, Jing-Wen
Titel	A Comparison of Experienced and Preservice Elementary School Teachers' Content Knowledge and Pedagogical Content Knowledge about Electric Circuits
Quelle	In: EURASIA Journal of Mathematics, Science & Technology Education, 13 (2017) 3, S.835-856 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-8223
Schlagwörter	Foreign Countries; Elementary School Teachers; Preservice Teachers; Science Teachers; Pedagogical Content Knowledge; Electronics; Elementary School Students; Scientific Concepts; Grade 3; Science Tests; Multiple Choice Tests; Likert Scales; Knowledge Level; Taiwan + Suchen Sie Ihr Suchwort? Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Science; Science teacher; Wissenschaft; Pädagogische Kompetenz; Elektronik; School year 03; 3. Schuljahr; Schuljahr 03; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Likert-Skala; Wissensbasis
Abstract	This study investigated the differences between Taiwanese experienced and preservice elementary school science teachers' content knowledge (CK) about electric circuits and their ability to predict students' preconceptions about electric circuits as an indicator of their pedagogical content knowledge (PCK). An innovative web-based recruitment and data collection technique were involved to purposeful collect samples totalling of 76 experienced teachers, 85 preservice teachers, and 438 students. Confidence assessment was used to assist in identifying alternative conceptions. Results indicated the experienced teachers possessed more acceptable CK with higher confidence than the preservice teachers. However, both groups' predictions of students' conceptions about electric circuits were not significantly different in two-thirds of the test items, and their learning experiences were the main source used to predict students' preconceptions. This study suggests establishing science teacher qualification to enhance preservice teachers' CK, and helping both preservice and inservice teachers become aware of their students' preconceptions were needed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01