Strengthening Elementary Preservice Teachers' Physical Science Content Knowledge: A 3-Year Study

Autor/inn/en	Long, Christopher Sean; Harrell, Pamela; Subramaniam, Karthigeyan; Pope, Elizabeth; Thompson, Ruthanne
Titel	Strengthening Elementary Preservice Teachers' Physical Science Content Knowledge: A 3-Year Study
Quelle	In: Research in Science Education, 53 (2023) 3, S.613-632 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Long, Christopher Sean)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0157-244X
DOI	10.1007/s11165-022-10071-9
Schlagwörter	Elementary School Teachers; Preservice Teachers; Science Teachers; Physical Sciences; Pedagogical Content Knowledge + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Science; Science teacher; Wissenschaft; Natural sciences; Naturwissenschaften; Naturwissenschaft; Pädagogische Kompetenz
Abstract	This study investigated how an intervention consisting of a series of physical science lessons embedded within the elementary science methods course impacted elementary preservice teachers' (N = 473) science content knowledge as evidenced in their scaled scores for the science content component of a standardized subject certification examinations for elementary teachers (TExES Core Subjects EC-6, Science (804) exam). The science content component of the certification exam was the instrument used to generate data for this study. The independent variables for this study were the timing of the exam attempt compared to the participation in the science intervention. The dependent variables included the scaled score for the exam and the science content competencies. Results for an independent sample t-test indicated that the difference between the mean scores for these two groups was statistically significant (t = - 4.21, df = 102, p < 0.001) with the preintervention group scoring lower compared to the postintervention group. Mean scores for the exam were higher (MS = 57.7%, SD = 29.8%) than the mean score for exam attempts occurring before the intervention (MS = 44.4%, SD = 29.2%). The results suggest that the intervention implemented as part of the science methods course had a positive impact on prospective teachers. That is, their science content knowledge resulted in an increased passing rate on the certification exam. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01