Elementary Teachers' Pedagogical Content Knowledge for Teaching the Nature of Science: An examination of Teachers Who are Effective in Improving their Students' Views

MOspace/Manakin Repository

Breadcrumbs Navigation

Elementary Teachers' Pedagogical Content Knowledge for Teaching the Nature of Science: An examination of Teachers Who are Effective in Improving their Students' Views

Please use this identifier to cite or link to this item: http://hdl.handle.net/10355/8787

[-] show simple item record

dc.contributor.author Hanuscin, Deborah L.
dc.contributor.author Lee, Michele H.
dc.contributor.author Akerson, Valarie L.
dc.date.accessioned 2010-10-13T17:35:28Z
dc.date.available 2010-10-13T17:35:28Z
dc.date.issued 2010-10-13
dc.identifier.uri http://hdl.handle.net/10355/8787
dc.description This conference paper was presented at the annual meeting of the National Association for Research on Science Teaching in Baltimore, MD in April 2008. en_US
dc.description.abstract This study explored components of pedagogical content knowledge (PCK) of three teachers who were found successful at improving elementary students' views of NOS. Assuming PCK for NOS to be similar to PCK for other science topics, we drew from the model of PCK developed by Magnusson, Krajcik, and Borko (1999). Our efforts reflect a critical re-examination of data from a previous study, or what Heaton (1998) refers to as secondary analysis, and relied on the following data sources (1) field notes and transcripts from professional development sessions, (2) videos, lesson plans, and field notes from observations of teachers' classroom teaching of NOS (3) video stimulated-recall interviews conducted with teachers following classroom observations (4) videos and transcripts from teachers' presentations of their teaching experiences and professional conferences, (5) teachers' written contributions to professional publications, and (6) a focus-group session held with teachers at the conclusion of the project. We found teachers held strong intentions to teach NOS, used strategies modeled for them in workshops with their students, adapted their curricula to emphasize NOS, supported student discourse about NOS using “kidfriendly” language, and used a variety of instructional strategies. Though the teachers informally assessed NOS views, they were less effective in formally assessing students' understandings. en_US
dc.language.iso en_US en_US
dc.relation.ispartof Learning, Teaching, and Curriculum presentations (MU) en_US
dc.subject.lcsh Pedagogical content knowledge en_US
dc.subject.lcsh Science -- Study and teaching (Elementary) en_US
dc.subject.lcsh Science teachers -- Training of en_US
dc.title Elementary Teachers' Pedagogical Content Knowledge for Teaching the Nature of Science: An examination of Teachers Who are Effective in Improving their Students' Views en_US
dc.type Conference paper en_US
dc.source.harvested Deborah L. Hanuscin web site (web.missouri.edu/~hanuscind/index.html) en_US
dc.relation.ispartofcommunity University of Missouri-Columbia. College of Education. Department of Learning, Teaching, and Curriculum


This item appears in the following Collection(s)

[-] show simple item record