Abstract
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 language | English (US) |
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Pages (from-to) | 40-57 |
Number of pages | 18 |
Journal | Eurasia Journal of Mathematics, Science and Technology Education |
Volume | 2 |
Issue number | 2 |
State | Published - Jul 2006 |
Keywords
- Misconceptions
- Non-parametric statistics
- Science content knowledge
- Standards
- Teacher training
ASJC Scopus subject areas
- Education
- Applied Mathematics