Secondary Science Teachers’ Subject Matter Knowledge Development Across the First 5 Years
| Autor: | Ryan S. Nixon, Julie A. Luft, Kathleen M. Hill |
|---|---|
| Rok vydání: | 2017 |
| Předmět: |
Longitudinal study
Concept map 4. Education media_common.quotation_subject 05 social sciences 050401 social sciences methods 050301 education Science teachers Experiential learning Science education Education Subject matter knowledge 0504 sociology Mathematics education Quality (business) Psychology 0503 education Knowledge structure media_common |
| Zdroj: | Journal of Science Teacher Education. 28:574-589 |
| ISSN: | 1573-1847 1046-560X |
| DOI: | 10.1080/1046560x.2017.1388086 |
| Popis: | Although studies repeatedly show both the importance of teachers’ science subject matter knowledge (SMK) and the fact that teachers have limited SMK, there are few opportunities for teachers to formally enhance their understanding of science after entering the classroom. Therefore, there is significant need for teachers to develop their SMK through classroom experience. In this longitudinal study, we explore the development of new secondary science teachers’ SMK by analyzing concept maps constructed in their 1st year of teaching and in their 5th year of teaching. We present a scoring system that reliably accounts for both the quality of connections and knowledge structure. Based on the findings presented, we conclude that these new chemistry teachers’ SMK did not change significantly from their 1st year of teaching to their 5th year of teaching. Implications for teacher educators and future research are presented. |
| Databáze: | OpenAIRE |
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