Abstract
This paper explores new elementary teachers' instructional representations and how these are related to their science subject matter knowledge. One pair of prospective elementary teachers studied here exhibited a well-integrated, principled, and scientifically accurate understanding of the science they were teaching. The other pair exhibited less scientifically accurate and integrated knowledge. The pair with stronger subject matter knowledge developed instructional representations that were more scientifically and pedagogically appropriate. A perspective on one aspect of pedagogical content knowledge—knowledge of instructional representations—is presented. Real-world applications are hypothesized to play a crucial mediating role for elementary teachers. The paper concludes with a discussion of implications for elementary science teacher educators and researchers, including the importance of attending to how prospective teachers apply science knowledge to real-world situations.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
