Exploring Elementary Teachers' Pedagogical Content Knowledge and Confidence in Implementing the NGSS Science and Engineering Practices

Autor/inn/en	Kang, Emily J. S.; Donovan, Corinne; McCarthy, Mary Jean
Titel	Exploring Elementary Teachers' Pedagogical Content Knowledge and Confidence in Implementing the NGSS Science and Engineering Practices
Quelle	In: Journal of Science Teacher Education, 29 (2018) 1, S.9-29 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kang, Emily J. S.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1046-560X
DOI	10.1080/1046560X.2017.1415616
Schlagwörter	Pedagogical Content Knowledge; Elementary School Teachers; Engineering Education; Science Education; Standards; Faculty Development; Teacher Attitudes; Self Evaluation (Individuals); Self Efficacy; Scores; Teaching Methods; Science Teachers; Scoring; Novices; Specialists; Disadvantaged Schools; Grade 2; Knowledge Base for Teaching + Suchen Sie Ihr Suchwort? Pädagogische Kompetenz; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Ingenieurausbildung; Naturwissenschaftliche Bildung; Standard; Lehrerverhalten; Self-efficacy; Selbstwirksamkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Science; Science teacher; Wissenschaft; Bewertung; School year 02; 2. Schuljahr; Schuljahr 02; Teaching theory; Theory of teaching; Unterrichtstheorie
Abstract	The aim of this study was to assess elementary teachers' pedagogical content knowledge (PCK) of and confidence in their ability to support students in enacting the science and engineering practices (SEPs) of the Next Generation Science Standards. Findings from this study were used to inform the planning of a professional development program for these teachers. This was a mixed-methods analysis of teachers' responses to a survey that included self-assessment ratings of their knowledge and confidence as well as open-ended questions about how students enact the SEPs in class. Responses detailing how students could enact SEPs were used to ascertain teachers' PCK via a modified novice--expert scale as well as coded for examples of PCK. Findings from the self-report portion revealed remarkable consistency between teachers' ratings of their perceptions of knowledge and confidence: The highest score was in SEP 4 (analyzing and interpreting data) and the lowest score was in SEP 5 (using mathematics and computational thinking) for both knowledge and confidence. Results from the open-ended questions showed that most teachers' examples were scored as competent on the components of PCK assessed. Teachers scored highest in SEP 1 (asking questions and defining problems) and lowest in SEP 8 (obtaining, evaluating, and communicating information). Qualitative coding of responses revealed that teachers were able to describe their knowledge of curriculum, students' ability to enact SEPs, instructional strategies, as well as limitations. Implications for science education research and teacher professional development are discussed. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01