Exploring Elementary Teachers’ Pedagogical Content Knowledge and Confidence in Implementing the NGSS Science and Engineering Practices

Abstract

ABSTRACTThe aim of this study was to assess elementary teachers’ pedagogical content knowledge (PCK) of and confidence in their ability to support students in enacting the science and engineering practices (SEPs) of the Next Generation Science Standards. Findings from this study were used to inform the planning of a professional development program for these teachers. This was a mixed-methods analysis of teachers’ responses to a survey that included self-assessment ratings of their knowledge and confidence as well as open-ended questions about how students enact the SEPs in class. Responses detailing how students could enact SEPs were used to ascertain teachers’ PCK via a modified novice–expert scale as well as coded for examples of PCK. Findings from the self-report portion revealed remarkable consistency between teachers’ ratings of their perceptions of knowledge and confidence: The highest score was in SEP 4 (analyzing and interpreting data) and the lowest score was in SEP 5 (using mathematics and computational thinking) for both knowledge and confidence. Results from the open-ended questions showed that most teachers’ examples were scored as competent on the components of PCK assessed. Teachers scored highest in SEP 1 (asking questions and defining problems) and lowest in SEP 8 (obtaining, evaluating, and communicating information). Qualitative coding of responses revealed that teachers were able to describe their knowledge of curriculum, students’ ability to enact SEPs, instructional strategies, as well as limitations. Implications for science education research and teacher professional development are discussed.