Science Content Knowledge Research Articles

A Performance-Based Test to Measure Teachers’ Mathematics and Science Content and Pedagogical Knowledge

A Performance-Based Test to Measure Teachers’ Mathematics and Science Content and Pedagogical Knowledge

Academic vocabulary instruction and socio-scientific issue discussion in urban sixth-grade science classrooms

Given the growing evidence of academic language demands embodied in science practices, this study aimed to design and evaluate the effectiveness of a literacy-science integrated program that emphasized the incorporation of academic vocabulary instruction and collaborative discussion of a socio-scientific issue in sixth-grade science classrooms in an urban school. The treatment students (n = 73) who participated in the intervention had significantly higher academic vocabulary knowledge and scientific argumentation posttest scores than the control students (n = 62). The effect on academic vocabulary knowledge was particularly greater for bilingual students than their monolingual peers. Mediation analyses revealed that the intervention effects on science content knowledge and scientific argumentation were mediated by academic vocabulary knowledge. Findings indicate that science teachers’ instructional scaffolding for academic vocabulary and authentic discourse can not only improve students’ academic vocabulary knowledge but also indirectly affect science content knowledge and scientific argumentation via academic vocabulary knowledge.

Analysis of the Factors Influencing of Pre-service Science Teacher in Conceptualization of STEM Education: Self-Efficacy and Content Knowledge

This research investigates the factors that influence pre-service science teachers' conceptualization of STEM education. The factors involved STEM self-efficacy, STEM anxiety, science content knowledge, and mathematics content knowledge. The survey method was utilized in this research to collect a huge number of respondents at one time. The participants were 604 pre-service science teachers in Indonesia with different backgrounds (physics Education, biology education, chemistry education, Ingrate of Science education, and primary school education). The instruments were developed and share with participants using a google form to avoid the items that the participant did not fill in. The data analyzed using STEM showed that science content knowledge, STEM self-efficacy, and STEM anxiety were influencing the conceptualization of STEM education. This research suggested that to improve the quality of STEM education in the classroom. Pre-service science teachers should understand the concept of the content taught

Area of Specialization and Teaching Performance of the Secondary Science Teachers in Negros Oriental, Philippines

The K to 12 reform and the new Philippine Professional Standard for Teachers have changed the landscape of teacher quality requirements in the Philippines. It is in this context that this study is deemed necessary to determine the area of specialization and the teaching performance of the public secondary school Science teachers in terms of science content knowledge with this new educational schemeThere were 46 respondents in this study from the Department of Education-Guihulngan City Division, Negros Oriental Philippines. Findings reveal that the science teachers’ area of specialization can be categorized as Bachelor of Secondary Education (BSED) major in General Science, BS in Scientific Field (Nursing, Biology, and Chemical Engineering) and the Non-Science Field (English, TLE, Social Science). It indicates that majority of them lack the needed educational qualification to teach all science disciplines in the K12 curriculum. Furthermore, it shows that the BSED-General Science teachers with outstanding rating perform better than the B.S. in Scientific Field group and the non-science teachers with very good and good performance ratings respectively. It is an indication of lack of science content knowledge among the non-science teachers. Furthermore, the result discloses that the area of specialization is a determining factor in their teaching performance. It revealed that among the three groups of respondents, the general science teachers appear to be the most efficient. They are followed by those in the B.S. in Scientific field, and the non-science teachers came out to be the lowest. Hence, it clearly suggests that the BSED-General Science teachers are the most qualified to teach science since they have the sufficient educational preparations. The B.S.in Scientific Field teachers need to undergo more training and enroll in graduate studies to master all the science areas in the K12 curriculum. While the non-science teachers are discouraged to handle science subjects since they lack the necessary educational preparation to teach science.

Effects of an Interdisciplinary Course on Pre-Service Primary Teachers’ Content Knowledge and Academic Self-Concepts in Science and Technology–A Quantitative Longitudinal Study

Primary school teachers need adequate professional knowledge and motivational orientations to qualify scientifically and technologically literate students. Previous studies have focused on the impact of coursework on (pre-service) primary teachers’ content knowledge, rather than on the development of academic self-concepts. In addition, the influence of the course format and the major field of study has not been investigated much to this date. Thus, this study examines the effects of an interdisciplinary course on pre-service primary teachers’ content knowledge and academic self-concepts in science and technology using a quasi-experimental, quantitative, pre-post-follow-up design (n = 202). Whilst no significant changes in knowledge were revealed for the baseline group not participating in the course, significant short-term and long-term cognitive gains were found for the experimental group. Biology-, chemistry-, physics- and technology-related self-concepts increased significantly when participating in the course. The results also indicate that the course format and major field of study can have an impact on the development of pre-service teachers’ professional knowledge. Regarding the development of academic self-concepts in the experimental group, it can be assumed that both the weekly and block course format are beneficial for heterogeneous learner groups consisting of pre-service teachers with different major fields of study.

Students’ Reactions to Natural and Physical Phenomena: Documenting Wonder and Engagement with Science Content Knowledge

The purpose of this study was twofold: First, to document how students react to various natural and physical phenomena, and second, whether observation of these phenomena can foster students’ sense of wonder and their engagement with science content knowledge through self-directed inquiry. The sample consisted of forty-six 11th and 12th grade students from a variety of schools located in the wider metropolitan area of a European capital. They were all volunteers, who kept a journal, in which they wrote their ‘genuine’ feelings and thoughts about nine specific phenomena, when they first looked at them (first reaction), and during their investigation, if they did choose to pursue an investigation, in order to understand and/or learn more about them. Those phenomena were given to the students in the form of a photograph and a short videoclip. The students were given the option not to make an entry (i.e., write anything in their journals) if they thought the phenomenon was not worthy of their attention. A content analysis of students’ journal entries provided evidence for three major categories/reactions to natural phenomena, namely, (a) “admiration/perception of beauty”, (b) “intellectual curiosity” and (c) “admiration mingled with intellectual curiosity”. For some students, although a small percentage of the sample, the above categories could be considered student ‘profiles’, given that those students consistently expressed “admiration” or “intellectual curiosity” or “admiration mixed with curiosity” across all situations/phenomena. However, most students’ reactions and thoughts varied according to the situation/phenomenon they observed. All students, with the exception of those whose reactions fell within the first category, were engaged in self-directed inquiry for the purpose of understanding, and in some cases even learn more about, natural and physical phenomena. The implications of these results for science education are also discussed.

Professional Knowledge and Organizational Commitment of Faculty Members Handling Science Subjects in the University of Eastern Philippines

This study aimed to determine the professional knowledge of faculty members in terms of knowledge of science content, knowledge of general pedagogy, pedagogical content knowledge, and knowledge of the curriculum structure and materials and find out the degree of organizational commitment along with affective, continuance, and normative organizational commitment. A complete enumeration of faculty members handling science teacher education courses in the College of Education and College of Science. Descriptive-observational and survey were employed. The questionnaires were adapted from the framework for Philippine Science Teacher Education published by the Department of Science and Technology (DOST) and University of the Philippines-National Institute for Science and Mathematics Education Development (UP-NISMED) and the organizational commitment along with affective, continuance, and normative commitment constructed and tested. It was found out that faculty members have very high professional; specifically, very high knowledge content, very high knowledge of general pedagogy, and very high knowledge of the curriculum structure and materials. It was also found out that faculty members are very highly committed to the University. Specifically, faculty members are very highly committed to affective, continuance, and normative organizational commitment.

Pengembangan Perangkat Pembelajaran IPA Terpadu Model Nested Berbasis Perahu Phinisi untuk Meningkatkan Keterampilan Komunikasi dan Pengetahuan Konseptual

Conventional learning models that still dominate the science learning process have a negative impact on learning psychology and student learning outcomes, for example the lecture method. In addition, the integration of local knowledge in learning almost done because the teacher thought local knowledge of science content is not relevant to modern science. This study has the prospect to develop an integrated learning tools nested models based on local wisdom phinisi boat. Products developed focuses on improving communication skills and conceptual knowledge of students. Adapting product development methods development framework Dick and Carey to modify it in 5 stages. Stages of needs analysis, product design, product development, product implementation and evaluation, and the final product. The results of product development tested in a limited class of the class VII SMPN 32 Bulukumba the 15 students who have been selected by purposive sampling. The choice of subjects represented each of 5 students with low, medium, and high abilities. Primary data were obtained from the assessment of the product by 2 experts and through the assessment questionnaire. The feasibility of the product in the category "very high". The syllabus has a validity level of 94.00%, RPP 93.75%, LKPD 96.00%, and assessment instruments 95.00%. Response practitioners and learners in the category ratings "high" and "very high" throughout the assessment indicators. In the implementation phase, learning nested models based on local wisdom boat phinisi provide more space for students to express their knowledge and digging skills

Lesson-study on health education with pre-service biology teachers

ABSTRACT The purpose of this paper is to present an appraisal of a lesson-study implementation with pre-service biology teachers concerning a health education issue, how blood pressure works and how it is affected. The participants were 11 pre-service teachers, a secondary school biology teacher and three teacher educators from a local University. A qualitative and interpretative approach was followed. Data were collected through participant observation, content analysis of the pre-service biology teachers’ individual written reflections, and their proposal of a lesson plan. The results evidenced the value of this formative approach, concerning the learning opportunities it offers, not only related to the scientific content knowledge but also the didactic knowledge developed by pre-service teachers. They seemed to develop a holistic understanding of how to teach a theme as multidimensional as this one, health education, but they also developed didactic knowledge related to different central aspects of the teaching process, concerning lesson planning, task development, classroom management, and communication, and became aware of the importance of developing several crucial competencies as science teachers. The lesson-study approach revealed to be a strategy for learning about teaching planning that has the particularity of bringing theory and practice remarkably closer.

Pre-service science teachers’ and in-service physics teachers’ views on the knowledge and skills of a good teacher

Science teacher knowledge and skills have been thoroughly discussed by researchers; however, less is known about how teachers themselves conceptualise their professional qualities. We asked first and final-year pre-service science teachers and in-service physics teachers to describe the knowledge and skills needed to be a good science/physics teacher. Data was collected through a one-item questionnaire, followed by interviews. Using thematic coding with inductively defined codes as well as codes derived from theoretical perspectives on teacher knowledge and skills (notably the Refined Consensus Model of PCK), we found that all respondent groups emphasised science content knowledge as important. In-service teachers also often described external factors such as working conditions. First-year pre-service teachers put more emphasis on pedagogical skills and personality traits, whereas final-year pre-service teachers expressed a more integrated view of science teacher knowledge and skills. Further, we discuss the need for teacher education to focus on integrating science content knowledge and pedagogical knowledge through articulating aspects of PCK, and on giving pre- and in-service teachers arenas for professional development and for research-based discussions of teaching and learning.

Formal Learning in Informal Settings—Increased Physics Content Knowledge After a Science Centre Visit

Over the past 50 years, the prevalence of interactives in museums and science centres has increased dramatically, with interactive learning proliferating around the world. With a current estimated visitation of 300 million people each year, free-choice learning through museums and related venues has become a major source of human learning over the course of a lifetime. While many studies of visitor experience have examined positive changes in affective components of learning, fewer have examined whether specific scientific content knowledge is included in what is learnt. This research investigated gains in content knowledge through informal science learning. Three surveys were conducted at the Otago Museum’s science centre (Dunedin, New Zealand) with visitors eight years and older. The main component of the survey included a brief “formal” content knowledge assessment in the form of a pre-post multiple-choice test, with a focus on physics concepts illustrated in the science centre. Self-reported examples of science learned during the visit and selected items from the Modes of Learning Inventory complement the data. In the pre-post test, prior knowledge was age and gender dependent, with younger visitors and females getting significantly lower scores. Notwithstanding, visitors to the science centre had an overall average of 13% more correct answers in the test after visiting, independent of age and gender. A learning flow diagram was created to visualise learning in the presence or absence of interactivity. As expected, interactivity was found to increase learning.

Mapping and reflecting on integration of the components of pedagogical content knowledge (PCK) for teaching natural selection: A case study of an experienced middle-school science teacher

This study examined the ways pedagogical content knowledge (PCK) components were integrated during a middle school teacher's teaching of natural selection and explored how she reflected on those connections. A PCK map approach was used to analyze a natural selection lesson. Major findings include knowledge of instructional strategies and representation (KISR) and knowledge of science content (KSC) were the most frequently connected with other PCK components while knowledge of assessment (KAs) had the most limited connection with other components. Analysis of a joint reflective conversation found both productive and unproductive reflective episodes, the nature of which will be discussed.

Conceptualizing STEM teacher professional knowledge for teaching ELs: Initial impact of subject matter and disciplinary literacy PD on content knowledge and practice

ABSTRACT This paper advances the conceptualization of STEM teacher professional knowledge reflecting the specialized knowledge needed to support English learner (EL) language development during science and mathematics instruction. What distinguishes this model is the integration of conceptual understanding, a key feature of subject matter knowledge, with disciplinary literacy knowledge (DLK). Several models have been proposed to capture the knowledge, skills, and dispositions of effective teachers. However, few studies have empirically investigated the model’s utility in producing effective EL instruction. Two professional development (PD) approaches were tested. One approach explicitly focused on developing subject matter knowledge and the second approach focused on developing pedagogical knowledge without an explicit attention to subject matter knowledge. Both approaches included PD on DLK. Outcome variables included teacher math and science content knowledge and instructional quality. Findings show overall science content knowledge score increased for both PD approaches, but no significant differences in overall math content knowledge score were found. This pattern suggests that for elementary teachers, prolonged PD can improve teacher science knowledge. Significant increases in instructional quality were found only for teachers who received PD with an explicit focus subject matter. PD focused on pedagogical knowledge did not improve overall teaching quality. Implications are discussed.

Engineering integration in elementary science classrooms: Effects of disciplinary language scaffolds on English learners' content learning and engineering identity

AbstractBackgroundLimited research examines the effects of integrated science and engineering (SE) instruction emphasizing disciplinary literacy and language activities on engineering identity and content understanding. Far fewer studies target English learners (ELs).PurposeThe impact of an SE intervention on the development of science, engineering, and technology knowledge as well as engineering identity was examined. To address ELs' learning needs, the curricular design was built on a validated SE model by integrating (1) developmental, (2) language scaffolds, and (3) culturally based accommodations.Design/MethodSeparate analysis of variance examined the effects of the intervention on science, engineering, and technology knowledge as well as engineering identity. The relationship among engineering identity and content outcomes was also examined. ELs from kindergarten to second grade classrooms were randomly assigned to the integrated SE group or control group.ResultsIntegrated SE instruction significantly increased ELs' science, engineering, and technology knowledge as well as a substantially developed engineering identity. Overall, ELs' engineering identity is associated with an increase in science, engineering, and technology content knowledge. However, second grade girls' identity development was not associated with learning measures. These correlations suggest the context of the engineering activity may have reinforced gendered stereotypes and reduced the effects for girls' engineering attitudes.ConclusionsIntegrated SE instruction emphasizing disciplinary literacy and cultural accommodations increases early elementary ELs' learning and engineering identity. Future studies should examine the unique effects of language scaffolds and cultural modifications on student learning and the impact of gender stereotypes on girls' engineering attitudes.

The Factors Predicting Pre-service Science Teachers’ Scientific Literacy

The purposes of the study are to investigate pre service science teachers’ level of scientific literacy, beliefs about science teaching, and science teaching efficacy belief and how much variance in pre service science teachers’ scientific literacy can be explained by beliefs about science teaching, science teaching efficacy belief and grade point average (GPA). The survey design was used in this study and the sample of this study consisted of 172 pre service science teachers enrolled in elementary science education department in the university. Test of basic scientific literacy, science teaching efficacy belief instrument, beliefs about science teaching questionnaire were used as data collection tools of this study. Descriptive statistics and multiple regression analyses were used as data analyses technique. Descriptive analysis results revealed that while preservice science teachers had high levels of scientific literacy and beliefs about science teaching, they had low level of personal science teaching efficacy belief. On the other hand, preservice science teachers’ science teaching outcome expectancy and grade point average indicating academic achievement was acceptable level. Multiple regression analyses results revealed that preservice science teachers’ academic achievement was the best predictor of the variance in preservice science teachers’ scientific literacy. Besides, science content knowledge, personal science teaching efficacy belief, and beliefs about science teaching with respect to assessment made significant contribution to explaining science teachers’ scientific literacy. Key Words: Scientific literacy, Science teaching efficacy belief, Beliefs about science teaching, DOI: 10.7176/JSTR/7-05-02

Developing Pre-service Teachers Conceptualization of STEM and STEM Pedagogical Practices

Science, Technology, Engineering, and Mathematics (STEM) integrated curricular approach has become the leading type of education reform worldwide. This paper presents a STEM integrated collaborative activity to enhance STEM knowledge among pre-service mathematics and chemistry teachers. Well-structured and planned on-site workshops on STEM activities were delivered to pre-service teachers while growing mathematics and science content knowledge and pedagogical practices. The qualitative content analysis research methodology was used to identify relevant topics related to post reflective questions regarding pre-service teacher perspectives on the experience gained through the collaborative practices at the STEM workshop. The results show that the workshop had a positive effect on pre-service teachers’ conceptualization of STEM—through collaborative, participatory practices, an effective learning environment while bringing attention to teacher professional development and education policymakers. Key elements of this study approach included: (1) collaboration between university professors to teach and incorporate STEM in higher education; (2) unique partnership among mathematical and chemistry pre-service teachers; and (3) professional development, which is devoted and adopted into a study course.

USING NURSETUNE SONG AS A MOTIVATIONAL AND COGNITIVE TECHNIQUE IN SCIENCE TEACHING

The purpose of the study was to determine the significant difference between the pretest performance and posttest performance of the Control group and Experimental Group after the use of nursetune song as a motivational and cognitive technique in teaching science. The sample consisted of 261 grade IV students which were divided into two groups; the first group was exposed to nursetune songs while the other group served as the control group. Researchers assessed the level of nursetune songs in terms of self-reflection and benefits using a five – point Likert type of survey questionnaire. The findings supported the hypothesis that by singing the Nursetune science-content songs which in turn contribute to the learners to remember the lesson and building concepts because of the repetitive nature. A pre-test and post-test was administered to measure the science content knowledge acquired during the use of nursetune songs. Results indicate that there is a statistically significant difference between the mean score in the post-test of control and experimental group. This suggests that the performance in the post-test of the pupils in the experimental group is significantly better than the control group. Further, the outcome of the post-test proves that using nursetune songs in teaching topics related to matter produces a greater improvement in the performance of the learners and it is superior to the traditional teaching technique. The need to incorporate the use of science-content songs in lesson planning is recommended in teaching lessons for the learners having a below average performance.

EFFECTIVENESS OF CLAIM, EVIDENCE AND REASONING AS AN INNOVATION TO DEVELOP STUDENTS’ SCIENTIFIC ARGUMENTATIVE WRITING SKILLS

This study focused on inquiry necessities on the students' use of argument, particularly in writing, that is, to communicate their knowledge and scientific findings and develop an understanding of scientific practice/s. The purpose of this action research is to evaluate the effectiveness of Claim, Evidence and Reasoning as an innovation to develop students' argumentative writing skills in the senior high school classrooms. The CER Framework, while extensive and complex, shows promise building both argumentative writing skills and science content knowledge of the learners. The results of this study demonstrated that modified iterations of this model should include data sets that are personally meaningful to students, writing tasks scaffolded to areas of students' need, attitude and comfort, and clear communication of feedback, from both peers and teacher - focused on all three areas of scientific arguments: claim, evidence, and reasoning. Information gained from this study will benefit science educators by yielding information about how scientific argumentative writing can be most effectively implemented in the science classroom to yield the maximum benefit for literacy in the science curriculum.

EFFECTIVENESS OF CLAIM, EVIDENCE AND REASONING AS AN INNOVATION TO DEVELOP STUDENTS’ SCIENTIFIC ARGUMENTATIVE WRITING SKILLS

This study focused on inquiry necessities on the students’ use of argument, particularly in writing, that is, to communicate their knowledge and scientific findings and develop an understanding of scientific practice/s. The purpose of this action research is to evaluate the effectiveness of Claim, Evidence and Reasoning as an innovation to develop students’ argumentative writing skills in the senior high school classrooms. The CER Framework, while extensive and complex, shows promise building both argumentative writing skills and science content knowledge of the learners. The results of this study demonstrated that modified iterations of this model should include data sets that are personally meaningful to students, writing tasks scaffolded to areas of students’ need, attitude and comfort, and clear communication of feedback, from both peers and teacher - focused on all three areas of scientific arguments: claim, evidence, and reasoning. Information gained from this study will benefit science educators by yielding information about how scientific argumentative writing can be most effectively implemented in the science classroom to yield the maximum benefit for literacy in the science curriculum.

Identifying Science Content Knowledge of Primary School Pre-Service Teachers at the Essential Physics Concepts

Science Content Knowledge (SCK) teachers are one of the main things in providing science learning that follows scientific conceptions. One of the causes of misconceptions or inappropriate concepts that students have regarding science is the teacher. So, the purpose of this study is to identify pre-service teachers at primary school about the SCK. The research method used in this study is a quantitative method with a survey design. Data were collected from 131 participants from the Primary School Teacher Education Program in the early semester. The essential concepts in science (physics) used in the study are elementary and junior high school. The instrument is a multiple-choice test with four answers choices with 40 questions. The study finds that for almost every essential physics/science concept, the SCK of the pre-service teachers needs to be improved. This result contradicts our expectations considering the concepts being tested are for elementary and junior high schools. SCK is playing an important element in giving the quality of learning science and building and preparing students to meet the next educational level. Thus, teaching physics from an early age must be taught conceptually and presented with appropriate representations to make it easier for students to learn.