Effects of Biology Teachers' Professional Knowledge and Cognitive Activation on Students' Achievement

Autor/inn/en	Förtsch, Christian; Werner, Sonja; von Kotzebue, Lena; Neuhaus, Birgit J.
Titel	Effects of Biology Teachers' Professional Knowledge and Cognitive Activation on Students' Achievement
Quelle	In: International Journal of Science Education, 38 (2016) 17, S.2642-2666 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2016.1257170
Schlagwörter	Biology; Science Teachers; Pedagogical Content Knowledge; Science Instruction; Path Analysis; Hierarchical Linear Modeling; Seminars; Faculty Development; Preservice Teachers; Guides; Cognitive Processes; Foreign Countries; Video Technology; Secondary School Teachers; Neurology; Neurosciences; Teaching Methods; Germany + Suchen Sie Ihr Suchwort? Biologie; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Pädagogische Kompetenz; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Pfadanalyse; Seminar; Handbuch; Leitfaden; Cognitive process; Kognitiver Prozess; Ausland; Neurologie; Neuroscience; Neurowissenschaften; Neurowissenschaft; Teaching method; Lehrmethode; Unterrichtsmethode; Deutschland
Abstract	This study examined the effects of teachers' biology-specific dimensions of professional knowledge--pedagogical content knowledge (PCK) and content knowledge (CK)--and cognitively activating biology instruction, as a feature of instructional quality, on students' learning. The sample comprised 39 German secondary school teachers whose lessons on the topic neurobiology were videotaped twice. Teachers' instruction was coded with regard to cognitive activation using a rating manual. Multilevel path analysis results showed a positive significant effect of cognitive activation on students' learning and an indirect effect of teachers' PCK on students' learning mediated through cognitive activation. These findings highlight the importance of PCK in preservice biology teachers' education. Items of the rating manual may be used to provide exemplars of concrete teaching situations during university seminars for preservice teacher education or professional development initiatives for in-service teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01