Content Knowledge for Teaching Science: A Longitudinal Study of Novice Elementary Teachers' Knowledge Development in a Practice-Based Teacher Education Program and School Contexts
Bismack, Amber
2019
Abstract
When students engage in the science practices, “they learn that science is not just something that happens in the classroom. It’s actually a process that you can implement in order to solve problems and identify problems… Science is not just knowledge, but it’s action” (Y4 Harry Interview 2). As this novice elementary teacher argues – and as is emphasized in current science education reform documents – engaging students in the science practices is important if students are to develop as scientifically literate citizens. This means teachers, including elementary teachers, need to develop an understanding of the science practices and how to teach them, yet we know little about what elementary teachers know about them or the opportunities supporting knowledge development. Also, few studies investigate how teachers’ knowledge develops over time and what opportunities support that knowledge development. To address these gaps, I ask two overarching research questions: a) How do novice elementary teachers develop their content knowledge for teaching science over time? And what opportunities support the development of their content knowledge for teaching science over time? I used a qualitative, longitudinal, case study approach to investigate three novice elementary teachers’ knowledge development and learning opportunities across four years – two years in a practice-based teacher education program and their first two years teaching. To respond to research question one, I coded and analyzed videorecords, lesson plans, reflections and interviews of the novice elementary teachers’ science teaching. I also analyzed the quality of the teacher’s knowledge of the science practices and how to teach the science practices over time. To respond to research question two, I coded and analyzed course syllabi, assignments, readings, and PowerPoint slides for three courses foregrounding science teaching, as well as videorecords of class sessions in the Elementary Science Methods course within the practice-based teacher education program. I also coded and analyzed surveys and interviews with the novice elementary teachers, as well as interviews with their mentor teachers and principals within the school contexts. In their teaching practice, these novice elementary teachers primarily drew on their understanding of the science concepts and practices, as well as their knowledge of how to teach science. These teachers also demonstrated stronger understanding of how to teach the science practices compared to a lesser understanding of what the science practices are. Across the four years, the teachers mainly had opportunities to develop their pedagogical content knowledge with some opportunities in the Elementary Science Methods course supporting their understanding of the science practices. Overall, when supported, these novice elementary teachers were able to develop as well-started beginners who drew on aspects of their content knowledge for teaching science throughout their teaching practice. To support novice elementary teachers in becoming well-started beginners, learning opportunities should be carefully designed to support teachers’ pedagogical content knowledge and understanding of the science practices, because teacher education programs and school contexts likely provide the main opportunities foregrounding these knowledge sub-domains. Also, providing opportunities that help novice elementary teachers develop their knowledge for how to teach science may provide a foundation for elementary teachers to develop as well-started beginning science teachers with further knowledge developing later in their careers. Helping students become scientifically literate citizens means elementary teachers need to develop the necessary content knowledge for teaching science for engaging students in the work of science.Subjects
Teacher Knowledge Science Education Teacher Education Practice-Based Teacher Education Content Knowledge for Teaching School Contexts
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