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Strengthening Elementary Preservice Teachers' Physical Science Content Knowledge: A 3-Year Study

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Bibliographic Details
Title: Strengthening Elementary Preservice Teachers' Physical Science Content Knowledge: A 3-Year Study
Language: English
Authors: Long, Christopher Sean (ORCID 0000-0002-6671-3551), Harrell, Pamela, Subramaniam, Karthigeyan, Pope, Elizabeth, Thompson, Ruthanne
Source: Research in Science Education. Jun 2023 53(3):613-632.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 20
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Elementary Education
Higher Education
Postsecondary Education
Descriptors: Elementary School Teachers, Preservice Teachers, Science Teachers, Physical Sciences, Pedagogical Content Knowledge
DOI: 10.1007/s11165-022-10071-9
ISSN: 0157-244X
1573-1898
Abstract: This study investigated how an intervention consisting of a series of physical science lessons embedded within the elementary science methods course impacted elementary preservice teachers' (N = 473) science content knowledge as evidenced in their scaled scores for the science content component of a standardized subject certification examinations for elementary teachers (TExES Core Subjects EC-6, Science (804) exam). The science content component of the certification exam was the instrument used to generate data for this study. The independent variables for this study were the timing of the exam attempt compared to the participation in the science intervention. The dependent variables included the scaled score for the exam and the science content competencies. Results for an independent sample t-test indicated that the difference between the mean scores for these two groups was statistically significant (t = - 4.21, df = 102, p < 0.001) with the preintervention group scoring lower compared to the postintervention group. Mean scores for the exam were higher (MS = 57.7%, SD = 29.8%) than the mean score for exam attempts occurring before the intervention (MS = 44.4%, SD = 29.2%). The results suggest that the intervention implemented as part of the science methods course had a positive impact on prospective teachers. That is, their science content knowledge resulted in an increased passing rate on the certification exam.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1376311
Database: ERIC
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Abstract:This study investigated how an intervention consisting of a series of physical science lessons embedded within the elementary science methods course impacted elementary preservice teachers' (N = 473) science content knowledge as evidenced in their scaled scores for the science content component of a standardized subject certification examinations for elementary teachers (TExES Core Subjects EC-6, Science (804) exam). The science content component of the certification exam was the instrument used to generate data for this study. The independent variables for this study were the timing of the exam attempt compared to the participation in the science intervention. The dependent variables included the scaled score for the exam and the science content competencies. Results for an independent sample t-test indicated that the difference between the mean scores for these two groups was statistically significant (t = - 4.21, df = 102, p < 0.001) with the preintervention group scoring lower compared to the postintervention group. Mean scores for the exam were higher (MS = 57.7%, SD = 29.8%) than the mean score for exam attempts occurring before the intervention (MS = 44.4%, SD = 29.2%). The results suggest that the intervention implemented as part of the science methods course had a positive impact on prospective teachers. That is, their science content knowledge resulted in an increased passing rate on the certification exam.
ISSN:0157-244X
1573-1898
DOI:10.1007/s11165-022-10071-9