Setting Empirically Informed Content Knowledge Policy Benchmarks for Physical Science Teaching

Autor/inn/en	Lewis, Elizabeth B.; Rivero, Ana M.; Lucas, Lyrica L.; Musson, Aaron A.; Helding, Brandon A.
Titel	Setting Empirically Informed Content Knowledge Policy Benchmarks for Physical Science Teaching
Quelle	In: Journal of Research in Science Teaching, 58 (2021) 8, S.1238-1277 (40 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lewis, Elizabeth B.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4308
DOI	10.1002/tea.21709
Schlagwörter	Pedagogical Content Knowledge; Beginning Teachers; Science Teachers; Benchmarking; Science Instruction; Physical Sciences; Secondary School Teachers; Misconceptions; Chemistry; Physics; Scientific Concepts; Educational Attainment; Masters Degrees; Bachelors Degrees; Teacher Certification; College Credits; Grade Point Average; Predictor Variables; State Policy + Suchen Sie Ihr Suchwort? Pädagogische Kompetenz; Junior teacher; Junglehrer; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Natural sciences; Naturwissenschaften; Naturwissenschaft; Missverständnis; Chemie; Physik; Bildungsabschluss; Bildungsgut; 'Bachelor''s degrees'; Bachelor-Studiengang; College; Colleges; Achievement; Performance; Anrechnung; Hochschule; Fachhochschule; Leistung; Prädiktor
Abstract	In the United States, research on beginning science teachers provides little guidance regarding empirical minimum levels of discipline-specific science coursework for sufficient subject matter knowledge to teach science. Accordingly, in this study we analyzed secondary physical science teachers' science coursework for subject matter knowledge (SMK) and resulting misconceptions of chemistry and physics concepts. Findings were compared with state-level science teacher certification policies. Participants had either: (a) completed a master's level teacher preparation program with an undergraduate degree in science, (b) completed an undergraduate teacher preparation program with a minor degree or more in science, or (c) were undergraduate students enrolled in science courses required for chemistry and physics teacher certification. We analyzed participants' transcripts for discipline-specific science coursework credit hours and GPAs and identified possible predictors of SMK predictors of the likelihood of passing chemistry and physics misconceptions tests. We categorized teachers' level of SMK and used multiple variable and logistic regressions (n = 212 participants; n = 109 chemistry and n = 103 physics). To identify teacher candidates' possible misconceptions, we analyzed chemistry (n = 97) and physics (n = 91) participants' item responses with the corresponding science credit hours and GPAs. With increasing numbers of credit hours teachers held fewer misconceptions. However, even with medium to high SMK levels, teachers still held misconceptions about chemical bonding, electromagnetism, and Newton's laws until they reached critical credit hour and GPA thresholds. Lastly, we provide recommendations for physical science teachers' programs of study and state-level teaching certification policies, using empirical minimum quantity and quality of chemistry, physics, and mathematics coursework. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01