Content-Related Knowledge of Biology Teachers from Secondary Schools: Structure and learning opportunities

Grossschedl, Joerg, Mahler, Daniela, Kleickmann, Thilo and Harms, Ute (2014) Content-Related Knowledge of Biology Teachers from Secondary Schools: Structure and learning opportunities International Journal of Science Education, 36 (14). pp. 2335-2366.

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Abstract

Teachers' content-related knowledge is a key factor influencing the learning progress of students. Different models of content-related knowledge have been proposed by educational researchers; most of them take into account three categories: content knowledge, pedagogical content knowledge, and curricular knowledge. As there is no consensus about the empirical separability (i.e. empirical structure) of content-related knowledge yet, a total of 134 biology teachers from secondary schools completed three tests which were to capture each of the three categories of content-related knowledge. The empirical structure of content-related knowledge was analyzed by Rasch analysis, which suggests content-related knowledge to be composed of (1) content knowledge, (2) pedagogical content knowledge, and (3) curricular knowledge. Pedagogical content knowledge and curricular knowledge are highly related (r(latent) = .70). The latent correlations between content knowledge and pedagogical content knowledge (r(latent) = .48)-and curricular knowledge, respectively (r(latent) = .35)-are moderate to low (all ps < .001). Beyond the empirical structure of content-related knowledge, different learning opportunities for teachers were investigated with regard to their relationship to content knowledge, pedagogical content knowledge, and curricular knowledge acquisition. Our results show that an in-depth training in teacher education, professional development, and teacher self-study are positively related to particular categories of content-related knowledge. Furthermore, our results indicate that teaching experience is negatively related to curricular knowledge, compared to no significant relationship with content knowledge and pedagogical content knowledge.

Document Type: Article
Additional Information: Times Cited: 0 0
Research affiliation: OceanRep > The Future Ocean - Cluster of Excellence
Kiel University
Refereed: Yes
ISSN: 0950-0693
Projects: Future Ocean
Date Deposited: 30 Mar 2015 12:17
Last Modified: 01 Aug 2018 08:17
URI: http://eprints.uni-kiel.de/id/eprint/27600

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