Aligning preservice teacher basic science knowledge with INTASC I and NSTA Core content standards

Leonard A. Annetta, Sharon Dotger

Research output: Contribution to journalArticle

2 Scopus citations


Training preservice teachers to develop a predisposition toward constructivist instruction is a major goal for many faculty in teacher education. One critical attribute of a constructivist teacher is a strong hold on pedagogical content knowledge. This study examined the prior knowledge of preservice science teachers and how that knowledge aligned with INTASC Standard I and the NSTA Core Knowledge Standards for science teachers. Basic content knowledge of twenty-four preservice teachers in an introductory science education course was assessed through released items from the grade 8 Trends in International Mathematics and Science Study (TIMSS) and the National Assessment of Educational Progress (NAEP) tests. Kruskal-Wallis analysis showed no significant differences in content knowledge across 3 content domains.

Original languageEnglish (US)
Pages (from-to)40-57
Number of pages18
JournalEurasia Journal of Mathematics, Science and Technology Education
Issue number2
StatePublished - Jul 2006



  • Misconceptions
  • Non-parametric statistics
  • Science content knowledge
  • Standards
  • Teacher training

ASJC Scopus subject areas

  • Education
  • Applied Mathematics

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