The Validity and Reliability of an Instrument to Measure Physical Science Teachers' Topic Specific Pedagogical Content Knowledge in Stoichiometry

Autor/inn/en	Malcolm, Stephen Andrew; Mavhunga, Elizabeth; Rollnick, Marissa
Titel	The Validity and Reliability of an Instrument to Measure Physical Science Teachers' Topic Specific Pedagogical Content Knowledge in Stoichiometry
Quelle	In: African Journal of Research in Mathematics, Science and Technology Education, 23 (2019) 2, S.181-194 (14 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Malcolm, Stephen Andrew) ORCID (Mavhunga, Elizabeth) ORCID (Rollnick, Marissa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1029-8457
DOI	10.1080/18117295.2019.1633080
Schlagwörter	Pedagogical Content Knowledge; Stoichiometry; Test Validity; Test Reliability; Science Teachers; Chemistry; Physical Sciences; Measures (Individuals); Experienced Teachers; Grade 11; Secondary School Teachers; Foreign Countries; South Africa + Suchen Sie Ihr Suchwort? Pädagogische Kompetenz; Stöchiometrie; Testvalidität; Testreliabilität; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Chemie; Natural sciences; Naturwissenschaften; Naturwissenschaft; Messdaten; School year 11; 11. Schuljahr; Schuljahr 11; Ausland; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Stoichiometry, which deals with the quantitative aspects of Chemistry, is a topic students find challenging and which teachers struggle to teach. South African students' performance in stoichiometry in the final matriculation examinations has led to calls for the topic to be taught better and highlighted the need for teacher professional development. This served as the rationale for this study to design an instrument to measure the quality of experienced Physical Science teachers' topic-specific pedagogical content knowledge (TSPCK) using a mixed-methods approach. Responses by five teachers to open questions on each of five components of TSPCK were used to generate scenario-based items for the instrument. The validity of the instrument was determined through Rasch analysis of responses of a sample of 31 teachers. Both the validity and reliability of the instrument to measure the quality of TSPCK in stoichiometry were found to be acceptable based on the fit statistics and reliability measures generated from the Rasch analysis. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01