Exploring Preschool Teachers' Science-Specific Knowledge

Autor/inn/en	Barenthien, Julia; Lindner, Marlit Annalena; Ziegler, Tobias; Steffensky, Mirjam
Titel	Exploring Preschool Teachers' Science-Specific Knowledge
Quelle	In: Early Years: An International Journal of Research and Development, 40 (2020) 3, S.335-350 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Barenthien, Julia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-5146
DOI	10.1080/09575146.2018.1443321
Schlagwörter	Foreign Countries; Preschool Teachers; Scientific Literacy; Pedagogical Content Knowledge; Science Tests; Test Reliability; Test Validity; Factor Analysis; Scientific Concepts; Germany + Suchen Sie Ihr Suchwort? Ausland; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Pädagogische Kompetenz; Testreliabilität; Testvalidität; Faktorenanalyse; Deutschland
Abstract	Preschool teachers' domain-specific professional knowledge is assumed to play an important role in the quality of early childhood education and thus in young children's learning in different areas. Due to a lack of adequate instruments little is known about preschool teachers' science-specific knowledge. In order to develop such a test instrument, we reviewed the literature on preschool teachers' professional knowledge. On the basis of our literature review, we conceptualized preschool teachers' science-specific content knowledge (concepts and inquiry) and pedagogical content knowledge. Drawing on this conceptualization, we developed a first version of a paper-and-pencil test focusing on physical and chemical contents, which was administered to a sample of N = 318 German preschool teachers. The test showed acceptable-to-satisfactory reliability. In addition, we present indicators for the validity of our test instrument. Results of confirmatory factor analyses indicated that preschool teachers' science-specific content knowledge of concepts, content knowledge about inquiry, and pedagogical content knowledge were empirically separable, but with high latent correlations. Further development of standardized instruments is a prerequisite to generate more knowledge regarding preschool teachers' science-specific knowledge, for instance concerning effects on instructional quality and effects of professional development programs for preschool teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01