Mapping the Astronomy Content Knowledge of Chilean In-Service Teachers

Autor/inn/en	Rodrigues, Lara; Montenegro, Maximiliano; Meneses, Alejandra
Titel	Mapping the Astronomy Content Knowledge of Chilean In-Service Teachers
Quelle	In: International Journal of Science Education, 45 (2023) 6, S.451-469 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rodrigues, Lara) ORCID (Meneses, Alejandra)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2022.2164704
Schlagwörter	Foreign Countries; Science Teachers; Elementary School Teachers; Secondary School Teachers; Pedagogical Content Knowledge; Astronomy; Scientific Concepts; Gender Differences; Faculty Development; Science Tests; Diagnostic Tests; Chile + Suchen Sie Ihr Suchwort? Ausland; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Elementary school; Grundschule; Volksschule; Pädagogische Kompetenz; Astronomie; Geschlechterkonflikt; Diagnostic test; Diagnostischer Test
Abstract	This paper reports a mapping of the astronomy content knowledge held by a sample of 171 Chilean in-service teachers, both from primary and secondary education, using a multiple-choice test. The responses were analysed by total achievement, and the proportion of alternative conceptions for each item was identified. Moreover, the test items were divided by Big Ideas in Astronomy and curricular topics to analyse teachers' performance by subject, and the effect of some demographic factors was calculated. The results show a relatively low level of astronomy content knowledge and a considerable presence of alternative conceptions amongst Chilean in-service teachers, especially in day-to-day topics like diurnal motion, seasons, and Moon phases. Furthermore, we detected a significant effect on secondary teachers' performance depending on their teaching degree and on primary teachers' performance concerning their gender and previous participation in astronomy professional development programmes. Our outcomes offer evidence to improve astronomy teacher training, especially in the Chilean context, and contribute to the still scarce astronomy education research from the country. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01