The Role of Knowledge Structures in the Ability of Preservice Elementary Teachers to Diagnose a Child's Understanding of Molecular Kinetics

Autor/in	Bischoff, Paul J.
Titel	The Role of Knowledge Structures in the Ability of Preservice Elementary Teachers to Diagnose a Child's Understanding of Molecular Kinetics
Quelle	In: Science Education, 90 (2006) 5, S.936-951 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8326
DOI	10.1002/sce.20155
Schlagwörter	Preservice Teacher Education; Cognitive Structures; Preservice Teachers; Kinetics; Correlation; Teacher Attitudes; Grade 4; Molecular Structure; Knowledge Level; Pedagogical Content Knowledge; Knowledge Base for Teaching; Scores; Instructional Effectiveness; Science Instruction; Elementary School Science + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Cognitive structure; Kognitive Struktur; Kinetik; Korrelation; Lehrerverhalten; School year 04; 4. Schuljahr; Schuljahr 04; Wissensbasis; Pädagogische Kompetenz; Teaching theory; Theory of teaching; Unterrichtstheorie; Unterrichtserfolg; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht
Abstract	This study explored preservice teachers' (n = 25) knowledge structures and their mastery of content knowledge in relation to their ability to diagnose the strengths and weaknesses of a fourth grader's videotaped explanations of a scientific phenomenon, i.e., molecular kinetic properties of air. Participants' knowledge structures were analyzed using flow maps before and following a unit of instruction on molecular kinetic properties of air. Participants' diagnostic scores were obtained before and after instruction. An additional diagnostic score used to explore relationships between knowledge structures and participants' abilities to apply understandings in a novel task was obtained following instruction. Findings include a significant increase in the mean number of diagnostic scores following instruction (t = 5.6; p less than or equal to 0.00) and a positive correlation (r = 0.58; p less than or equal to 0.02) between knowledge structure complexity and participants' ability to diagnose the child's thinking on a novel molecular kinetics task. Implications for teacher education programs are discussed. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10