Primary School Teachers' Content Knowledge in Physics and Its Impact on Teaching and Students' Achievement
Primary School Teachers' Content Knowledge in Physics and Its Impact on Teaching and Students' Achievement

Author: Annika Ohle

Publisher: Logos Verlag Berlin GmbH

Published: 2010

Total Pages: 179

ISBN-13: 3832526846

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One influencing factor on students' achievement is teachers' professional knowledge. The goal of this dissertation was to assess primary school teachers' content knowledge (CK) of physics, as one domain of professional knowledge, and analyse the impact of CK on the actual teaching and students' learning outcomes in the topic "tates of matter and phase transitions". A test assessing the teachers' CK and a video analysis scheme have been developed to describe the quality of teachers' instruction during the lessons in terms of learning process sequencing and content structure. Multilevel analyses showed a significant positive impact of teachers' CK on students' achievement depending on the way the learning opportunities were sequenced within the lesson, while no significant influence of content structure could be shown.

Understanding and Developing Science Teachers' Pedagogical Content Knowledge
Understanding and Developing Science Teachers' Pedagogical Content Knowledge

Author: J. John Loughran

Publisher: BRILL

Published: 2006-01-01

Total Pages: 238

ISBN-13: 9087903650

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There has been a growing interest in the notion of a scholarship of teaching. Such scholarship is displayed through a teacher’s grasp of, and response to, the relationships between knowledge of content, teaching and learning in ways that attest to practice as being complex and interwoven. Yet attempting to capture teachers’ professional knowledge is difficult because the critical links between practice and knowledge, for many teachers, is tacit. Pedagogical Content Knowledge (PCK) offers one way of capturing, articulating and portraying an aspect of the scholarship of teaching and, in this case, the scholarship of science teaching. The research underpinning the approach developed by Loughran, Berry and Mulhall offers access to the development of the professional knowledge of science teaching in a form that offers new ways of sharing and disseminating this knowledge. Through this Resource Folio approach (comprising CoRe and PaP-eRs) a recognition of the value of the specialist knowledge and skills of science teaching is not only highlighted, but also enhanced. The CoRe and PaP-eRs methodology offers an exciting new way of capturing and portraying science teachers’ pedagogical content knowledge so that it might be better understood and valued within the profession. This book is a concrete example of the nature of scholarship in science teaching that is meaningful, useful and immediately applicable in the work of all science teachers (preservice, in-service and science teacher educators). It is an excellent resource for science teachers as well as a guiding text for teacher education.

Handbook of Research on Science Education
Handbook of Research on Science Education

Author: Norman G. Lederman

Publisher: Taylor & Francis

Published: 2023-03-17

Total Pages: 1916

ISBN-13: 1000828662

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Volume III of this landmark synthesis of research offers a comprehensive, state-of-the-art survey highlighting new and emerging research perspectives in science education. Building on the foundations set in Volumes I and II, Volume III provides a globally minded, up-to-the-minute survey of the science education research community and represents the diversity of the field. Each chapter has been updated with new research and new content, and Volume III has been further developed to include new and expanded coverage on astronomy and space education, epistemic practices related to socioscientific issues,design-based research, interdisciplinary and STEM education, inclusive science education, and the global impact of nature of science and scientific inquiry literacy. As with the previous volumes, Volume III is organized around six themes: theory and methods of science education research; science learning; diversity and equity; science teaching; curriculum and assessment; and science teacher education. Each chapter presents an integrative review of the research on the topic it addresses, pulling together the existing research, working to understand historical trends and patterns in that body of scholarship, describing how the issue is conceptualized within the literature, how methods and theories have shaped the outcomes of the research, and where the strengths, weaknesses, and gaps are in the literature. Providing guidance to science education faculty, scholars, and graduate students, and pointing towards future directions of the field, Handbook of Research on Science Education Research, Volume III offers an essential resource to all members of the science education community.

Re-examining Pedagogical Content Knowledge in Science Education
Re-examining Pedagogical Content Knowledge in Science Education

Author: Amanda Berry

Publisher: Routledge

Published: 2015-03-24

Total Pages: 281

ISBN-13: 1317564650

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Pedagogical Content Knowledge (PCK) has been adapted, adopted, and taken up in a diversity of ways in science education since the concept was introduced in the mid-1980s. Now that it is so well embedded within the language of teaching and learning, research and knowledge about the construct needs to be more useable and applicable to the work of science teachers, especially so in these times when standards and other measures are being used to define their knowledge, skills, and abilities. Re-examining Pedagogical Content Knowledge in Science Education is organized around three themes: Re-examining PCK: Issues, ideas and development; Research developments and trajectories; Emerging themes in PCK research. Featuring the most up-to-date work from leading PCK scholars in science education across the globe, this volume maps where PCK has been, where it is going, and how it now informs and enhances knowledge of science teachers’ professional knowledge. It illustrates how the PCK research agenda has developed and can make a difference to teachers’ practice and students’ learning of science.

The Impact of Physics Teachers' Pedagogical Content Knowledge on Teacher Actions and Student Outcomes
The Impact of Physics Teachers' Pedagogical Content Knowledge on Teacher Actions and Student Outcomes

Author: Jennifer Olszewski

Publisher: Logos Verlag Berlin GmbH

Published: 2010

Total Pages: 118

ISBN-13: 3832526803

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Research on teachers' professional knowledge hints at teachers' pedagogical content knowledge being an important criterion for instructional quality and student achievement. This research project investigates the relation between teachers' pedagogical content knowledge, teachers' actions, and students' content knowledge in physics comparing Finland, Germany, and Switzerland.

Classroom Management and its Impact on Lesson Outcomes in Physics
Classroom Management and its Impact on Lesson Outcomes in Physics

Author: Katharina Fricke

Publisher: Logos Verlag Berlin GmbH

Published: 2016

Total Pages: 316

ISBN-13: 3832543945

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The major purpose of research in the present study was to contribute to the clarification of physics-related learning conditions in the phase when students change from primary to secondary school stage. This purpose goes back to the divergent performance of German primary and secondary school students in the science part of international comparative studies which have placed teachers under considerable pressure to provide an effective working atmosphere in their classrooms including an appropriate use of time for engagement in physics-specific contents. There is a wide consensus that, in developing efficient classroom management strategies, teachers can guarantee a higher amount of academic learning time, which proves relevant not only for students' school performance, but also for fostering their motivation to learn (science). The present study firstly aimed at contributing to the demand of a theoretical conceptualization that regards classroom management in the overall structure of quality of instruction. Against this background, the study suggests a clear, detailed definition of classroom management with three subconstructs discipline, rules and rituals and prevention of disruption, but also addresses the desiderata in terms of subject-specific research on classroom management.

Applying the Rasch Model
Applying the Rasch Model

Author: Trevor G. Bond

Publisher: Psychology Press

Published: 2013-11-05

Total Pages: 358

ISBN-13: 1135602646

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Written in an accessible style, this book facilitates a deep understanding of the Rasch model. Authors Bond and Fox review the crucial properties of the Rasch model and demonstrate its use with a wide range of examples including the measurement of educational achievement, human development, attitudes, and medical rehabilitation. A glossary and numerous illustrations further aid the reader's understanding. The authors demonstrate how to apply Rasch analysis and prepare readers to perform their own analyses and interpret the results. Updated throughout, highlights of the Second Edition include: a new CD that features an introductory version of the latest Winsteps program and the data files for the book’s examples, preprogrammed to run using Winsteps; a new chapter on invariance that highlights the parallels between physical and human science measurement; a new appendix on analyzing data to help those new to Rasch analysis; more explanation of the key concepts and item characteristic curves; a new empirical example with data sets demonstrates the many facets of the Rasch model and other new examples; and an increased focus on issues related to unidimensionality, multidimensionality, and the Rasch factor analysis of residuals. Applying the Rasch Model is intended for researchers and practitioners in psychology, especially developmental psychologists, education, health care, medical rehabilitation, business, government, and those interested in measuring attitude, ability, and/or performance. The book is an excellent text for use in courses on advanced research methods, measurement, or quantitative analysis. Significant knowledge of statistics is not required.

Handbook of Research on Science Education, Volume II
Handbook of Research on Science Education, Volume II

Author: Norman G. Lederman

Publisher: Routledge

Published: 2014-07-11

Total Pages: 2490

ISBN-13: 1136221964

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Building on the foundation set in Volume I—a landmark synthesis of research in the field—Volume II is a comprehensive, state-of-the-art new volume highlighting new and emerging research perspectives. The contributors, all experts in their research areas, represent the international and gender diversity in the science education research community. The volume is organized around six themes: theory and methods of science education research; science learning; culture, gender, and society and science learning; science teaching; curriculum and assessment in science; science teacher education. Each chapter presents an integrative review of the research on the topic it addresses—pulling together the existing research, working to understand the historical trends and patterns in that body of scholarship, describing how the issue is conceptualized within the literature, how methods and theories have shaped the outcomes of the research, and where the strengths, weaknesses, and gaps are in the literature. Providing guidance to science education faculty and graduate students and leading to new insights and directions for future research, the Handbook of Research on Science Education, Volume II is an essential resource for the entire science education community.

Early Science Education – Goals and Process-Related Quality Criteria for Science Teaching
Early Science Education – Goals and Process-Related Quality Criteria for Science Teaching

Author: Yvonne Anders

Publisher: Verlag Barbara Budrich

Published: 2017-11-13

Total Pages: 268

ISBN-13: 384741190X

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Scientific contributions authored by distinguished experts from the field of early education are published periodically within the framework of the series Scientific Studies on the Work of the “Haus der kleinen Forscher” Foundation. This publication series serves to foster informed dialogue between the Foundation, scientists, and practitioners with the aim of giving all early childhood education and care centres, after-school centres, and primary schools in Germany scientifically sound support in fulfilling their early education mandate. This fifth volume in the series focuses on goals of science education at the level of the children, the early childhood professionals, and the pedagogical staff at after-school centres and primary schools, and on process-related quality criteria for science teaching at pre-primary and primary level. In their expert reports, Yvonne Anders, Ilonca Hardy, Sabina Pauen, Beate Sodian, and Mirjam Steffensky specify pedagogical content dimensions of the goals of early science education at pre-primary and primary school age. In addition to theoretically underpinning these goals, the authors present instruments for their assessment. In his expert report, Jörg Ramseger formulates ten quality criteria for science teaching. Early childhood professionals and pedagogical staff at after-school centres and primary schools can draw on these process-related criteria when planning lessons and conducting self-evaluations of science learning opportunities at pre-primary and primary level. The concluding chapter of the volume describes the implementation of these expert recommendations in the substantive offerings of, and the accompanying research on, the “Haus der kleinen Forscher“ Foundation.

Physics Education
Physics Education

Author: Hans Ernst Fischer

Publisher: Springer Nature

Published: 2022-01-12

Total Pages: 504

ISBN-13: 3030873919

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This book offers a comprehensive overview of the theoretical background and practice of physics teaching and learning and assists in the integration of highly interesting topics into physics lessons. Researchers in the field, including experienced educators, discuss basic theories, the methods and some contents of physics teaching and learning, highlighting new and traditional perspectives on physics instruction. A major aim is to explain how physics can be taught and learned effectively and in a manner enjoyable for both the teacher and the student. Close attention is paid to aspects such as teacher competences and requirements, lesson structure, and the use of experiments in physics lessons. The roles of mathematical and physical modeling, multiple representations, instructional explanations, and digital media in physics teaching are all examined. Quantitative and qualitative research on science education in schools is discussed, as quality assessment of physics instruction. The book is of great value to researchers involved in the teaching and learning of physics, to those training physics teachers, and to pre-service and practising physics teachers.