Student Teachers' Pedagogical Content Knowledge for Teaching Systems Thinking: Effects of Different Interventions

Autor/inn/en	Rosenkränzer, Frank; Hörsch, Christian; Schuler, Stephan; Riess, Werner
Titel	Student Teachers' Pedagogical Content Knowledge for Teaching Systems Thinking: Effects of Different Interventions
Quelle	In: International Journal of Science Education, 39 (2017) 14, S.1932-1951 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2017.1362603
Schlagwörter	Pedagogical Content Knowledge; Intervention; Sustainable Development; Foreign Countries; Quasiexperimental Design; Experimental Groups; Control Groups; Questionnaires; Mixed Methods Research; Systems Approach; Thinking Skills; Teacher Education; Biology; Science Instruction; Geography Instruction; Science Teachers; Preservice Teachers; Pretests Posttests; Germany + Suchen Sie Ihr Suchwort? Pädagogische Kompetenz; Nachhaltige Entwicklung; Ausland; Fragebogen; Systemischer Ansatz; Denkfähigkeit; Lehrerausbildung; Lehrerbildung; Biologie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Geography education; Geography lessons; Geografieunterricht; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Deutschland
Abstract	Systems' thinking has become increasingly relevant not only in education for sustainable development but also in everyday life. Even if teachers know the dynamics and complexity of living systems in biology and geography, they might not be able to effectively explain it to students. Teachers need an understanding of systems and their behaviour ("content knowledge"), and they also need to know how systems thinking can be fostered in students ("pedagogical content knowledge" (PCK)). But the effective development of teachers' professional knowledge in teaching systems thinking is empirically uncertain. From a larger study (SysThema) that investigated teaching systems thinking, this article reports the effects of the three different interventions (technical course, didactic course and mixed course) in student teachers' PCK for teaching systems thinking. The results show that student teachers' PCK for teaching systems thinking can be promoted in teacher education. The conclusion to be drawn from our findings is that a technically orientated course without didactical aspects seems to be less effective in fostering student teachers' PCK for teaching systems thinking. The results inform educators in enhancing curricula of future academic track and non-academic track teacher education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01