Concept Mapping as a Mechanism for Assessing Science Teachers' Cross-Disciplinary Field-Based Learning

Autor/inn/en	Garner, Joanna K.; Kaplan, Avi; Hathcock, Stephanie; Bergey, Bradley
Titel	Concept Mapping as a Mechanism for Assessing Science Teachers' Cross-Disciplinary Field-Based Learning
Quelle	In: Journal of Science Teacher Education, 31 (2020) 1, S.8-33 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Garner, Joanna K.) ORCID (Kaplan, Avi) ORCID (Hathcock, Stephanie) ORCID (Bergey, Bradley)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1046-560X
DOI	10.1080/1046560X.2019.1625573
Schlagwörter	High School Teachers; Science Teachers; Scientific Literacy; Pedagogical Content Knowledge; Concept Mapping; Evaluation Methods; Teacher Evaluation; Scoring Rubrics; Interdisciplinary Approach; Faculty Development; Expertise; Summer Science Programs + Suchen Sie Ihr Suchwort? High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Science; Science teacher; Wissenschaft; Pädagogische Kompetenz; Concept Map; Teacher appraisal; Lehrerbeurteilung; Scoring formulas; Auswertungsbogen; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Expert appraisal
Abstract	Two common goals of science teacher professional development (PD) are increased content knowledge (CK) and improved readiness to teach through inquiry. However, PD assessment challenges arise when the context is structured around inquiry-based, participant-driven learning, and when the content crosses scientific disciplines. This study extended the use of concept mapping as an assessment tool for examining changes in the content knowledge of 21 high school science teachers who participated in a field-based environmental science summer institute. The scoring rubric focused on documenting concepts, links, and map organization and scope in an attempt to capture development of cross-disciplinary knowledge in ways that correspond with theories of expertise development. The analysis revealed significant gains from pre-PD to post PD maps in the sophistication of links between concepts and in the number of additional, participant-generated scientifically valid concepts. Relative to the initial maps, post PD maps also manifested more complete clustering of concepts. Findings are discussed in reference to previous studies on teachers' learning and implications for future research using concept mapping as a means of assessing teacher PD. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01