Setting empirically informed content knowledge policy benchmarks for physical science teaching

2021 ◽  
Author(s):  
Elizabeth B. Lewis ◽  
Ana M. Rivero ◽  
Lyrica L. Lucas ◽  
Aaron A. Musson ◽  
Brandon A. Helding
Keyword(s):  
Science Teaching ◽  
Content Knowledge ◽  
Physical Science ◽  
Knowledge Policy

scholarly journals Technology Driven Differentiated Instruction in Science Teaching

2019 ◽  
Vol 11 (2) ◽  
pp. 15
Author(s):  
Mohammed S. Al-rsa’i ◽  
Mohammed F. Shugairat
Keyword(s):  
Differentiated Instruction ◽  
Science Teaching ◽  
Content Knowledge ◽  
Science Teachers ◽  
Analytical Approach ◽  
Science Curriculum ◽  
Technological Pedagogical Content Knowledge ◽  
Pedagogical Content ◽  
Learning Patterns ◽  
Use Of Technology

This study aimed to investigate how to implement Differentiated instruction in Science teaching by using technology. The analytical approach was used and the results showed that technology enhanced Differentiated instruction because of the diversity of technology tools and programs. Moreover, the use of technology in Differentiated instruction requires the hiring of (TPACK) model (Technological Pedagogical content Knowledge) regarding the interrelationship between content, teaching and technology. Technology also helps in applying Differentiated instruction of Science through identifying students’ interests, and the degree of readiness, along with the appropriate learning patterns for each of them. The study recommends training science teachers how to implement the Differentiated instruction by using technology, and sensitize them to (TPACK) model increasing opportunities of including this model in the science curriculum.

scholarly journals Self-Efficacy Beliefs of Interdisciplinary Science Teaching (SElf-ST) Instrument: Drafting a Theory-based Measurement

2019 ◽  
Vol 9 (4) ◽  
pp. 247 ◽  
Author(s):  
Handtke ◽  
Bögeholz
Keyword(s):  
Science Teaching ◽  
Content Knowledge ◽  
Self Efficacy ◽  
Teaching Experience ◽  
Cross Sectional Study ◽  
Efficacy Beliefs ◽  
Measurement Instruments ◽  
Cross Sectional ◽  
Interdisciplinary Science ◽  
New Instrument

Interdisciplinary science teaching is an issue in various countries. One example in Europe is Germany, especially regarding comprehensive schools. At the same time, German teacher education is primarily subject-specific. An examination of data on self-efficacy beliefs is helpful for understanding the qualifications of teachers for interdisciplinary science. Previous measurement instruments for teaching biology, chemistry, physics, and science lack a literature-based, theory-based, or curricular-valid measurement or a systematic obstacle to overcome. Thus, to meet these requirements, this research developed a draft for a new instrument to measure self-efficacy beliefs of interdisciplinary science teaching (SElf-ST). As the theoretical base, the instrument operationalizes a model of pedagogical content knowledge for teaching science and adapts it to self-efficacy beliefs. In a cross-sectional study (N = 114 pre-service and trainee teachers), a ten-factor-solution for self-efficacy beliefs resulted from an exploratory factor analysis (Kaiser–Meyer–Olkin-criterion = 0.858, α = 0.70–0.86). Nine factors are linked to the theoretical model. An additional tenth factor emerged: Teaching Ethically Relevant Issues. Nine factors show low and medium correlations with teaching experience. Eight factors show at least low correlations with self-rated content knowledge in no less than one of the three subjects. In general, science-specific factors show rather low or medium correlations, and generic factors (e.g., Applying Media, and Applying Methods of Evaluation) show low or no correlations. This result is in accordance with the context specificity of self-efficacy beliefs. These results meet most of the research expectations and provide initial indications of the concurrent, curricular, and divergent validity of the SElf-ST instrument. The paper argues for the development of a new, theory-based instrument to measure self-efficacy beliefs of interdisciplinary science teaching.

scholarly journals Examining Mathematics Teacher Content Knowledge: Policy and Practice

2012 ◽  
Vol 10 (1) ◽  
pp. 103-116
Author(s):  
Pamela Esprívalo Harrell ◽  
Colleen McLean Eddy
Keyword(s):  
Content Knowledge ◽  
Mathematics Teacher ◽  
Policy And Practice ◽  
Teacher Content Knowledge ◽  
Knowledge Policy

Equipment and Budgets for Physical Science Teaching in Kansas High Schools

1976 ◽  
Vol 79 (3/4) ◽  
pp. 155
Author(s):  
Robert K. James ◽  
Joel Schaaf
Keyword(s):  
High Schools ◽  
Science Teaching ◽  
Physical Science

Integrating the epistemic and ontological aspects of content knowledge in science teaching and learning

2017 ◽  
Vol 39 (6) ◽  
pp. 663-682 ◽  
Author(s):  
Nicos Papadouris ◽  
Constantinos P. Constantinou
Keyword(s):  
Science Teaching ◽  
Content Knowledge ◽  
Teaching And Learning ◽  
Science Teaching And Learning

Secondary Physical Science Teachers' Conceptions of Science Teaching in a Context of Change

2015 ◽  
Vol 37 (8) ◽  
pp. 1299-1320 ◽  
Author(s):  
Dale L. Taylor ◽  
Shirley Booth
Keyword(s):  
Science Teaching ◽  
Science Teachers ◽  
Physical Science

scholarly journals On Physical Science in Schools

1885 ◽  
Vol 4 ◽  
pp. 21-22
Author(s):  
A.J.G. Barolay
Keyword(s):  
Science Teaching ◽  
General Public ◽  
Physical Science ◽  
Daily Routine ◽  
Popular Belief ◽  
Great Expectations ◽  
Educational Course ◽  
The Way

Now that more science has become the popular educational cry, there is a danger of raising too great expectations of what physical science can do, and so of paving the way for a reaction against it when it is found not to yield the results unduly expected of it. This arises mainly from basing the claims of physical science to a school place upon an exaggerated estimate of the value of the knowledge imparted, and from not admitting it as an educative agent capable of filling a unique place in the educational course. On account of the popular belief in the ultimate practical, or bread-and-butter value of science teaching, it has been introduced in many cases as an attraction in a school prospectus without adequate means being provided for efficiently carrying it on. In such cases it often takes the form of the popular lecture illustrated by experiments which requires no great mental application on the pupil's part, gives him amusement, and relieves him for the time from some of his dry daily routine, but which fills him at the same time with a false and mischievous notion of what science is. It is of great importance that the true place and aim of physical science in schools should be clearly recognised, not merely by scientific men and educationists, but also by the intelligent general public, for it is only when such recognition is general that the means of equipping and maintaining science work will be forthcoming.

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