{"title":"开发和使用可扩展的评估方法,衡量小学教师职前物质教学内容知识","authors":"Katherine E. Castellano, Jamie N. Mikeska","doi":"10.1002/tea.21894","DOIUrl":null,"url":null,"abstract":"<p>There is strong agreement in science teacher education of the importance of teachers' content knowledge for teaching (CKT), which includes their subject matter knowledge and their pedagogical content knowledge. However, there are limited instruments that can be easily administered and scored on a large scale to assess and study elementary science teachers' CKT. Such measures would support strategic monitoring of large groups of science teachers' CKT and the investigation of comparative questions about science teachers' CKT longitudinally across the professional continuum or across teacher education or professional development sites. To address this gap, this study focused on designing an automatically scorable summative assessment that can be used to measure preservice elementary teachers' (PSETs') CKT in one high-leverage science content area: matter and its interactions. We conducted a field test of this CKT instrument with 822 PSETs from across the United States and used the response data to examine how this instrument functions as a potential tool for measuring PSETs' CKT in this science content area. Results suggest this instrument is reliable and can be used on large scale to support valid inferences about PSETs' CKT in this content area. In addition, the dimensionality analysis showed that all items measure a single construct of CKT about matter and its interactions, as participants did not show any differential performance by content topic or work of teaching science instructional tool categories. Implications for progressing the field's understanding of the nature of CKT and approaches to developing summative instruments to assess science teachers' CKT are discussed.</p>","PeriodicalId":48369,"journal":{"name":"Journal of Research in Science Teaching","volume":null,"pages":null},"PeriodicalIF":3.6000,"publicationDate":"2023-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Developing and using a scalable assessment to measure preservice elementary teachers' content knowledge for teaching about matter\",\"authors\":\"Katherine E. Castellano, Jamie N. Mikeska\",\"doi\":\"10.1002/tea.21894\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p>There is strong agreement in science teacher education of the importance of teachers' content knowledge for teaching (CKT), which includes their subject matter knowledge and their pedagogical content knowledge. However, there are limited instruments that can be easily administered and scored on a large scale to assess and study elementary science teachers' CKT. Such measures would support strategic monitoring of large groups of science teachers' CKT and the investigation of comparative questions about science teachers' CKT longitudinally across the professional continuum or across teacher education or professional development sites. To address this gap, this study focused on designing an automatically scorable summative assessment that can be used to measure preservice elementary teachers' (PSETs') CKT in one high-leverage science content area: matter and its interactions. We conducted a field test of this CKT instrument with 822 PSETs from across the United States and used the response data to examine how this instrument functions as a potential tool for measuring PSETs' CKT in this science content area. Results suggest this instrument is reliable and can be used on large scale to support valid inferences about PSETs' CKT in this content area. In addition, the dimensionality analysis showed that all items measure a single construct of CKT about matter and its interactions, as participants did not show any differential performance by content topic or work of teaching science instructional tool categories. Implications for progressing the field's understanding of the nature of CKT and approaches to developing summative instruments to assess science teachers' CKT are discussed.</p>\",\"PeriodicalId\":48369,\"journal\":{\"name\":\"Journal of Research in Science Teaching\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":3.6000,\"publicationDate\":\"2023-09-12\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Research in Science Teaching\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://onlinelibrary.wiley.com/doi/10.1002/tea.21894\",\"RegionNum\":1,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Research in Science Teaching","FirstCategoryId":"95","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1002/tea.21894","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Developing and using a scalable assessment to measure preservice elementary teachers' content knowledge for teaching about matter
There is strong agreement in science teacher education of the importance of teachers' content knowledge for teaching (CKT), which includes their subject matter knowledge and their pedagogical content knowledge. However, there are limited instruments that can be easily administered and scored on a large scale to assess and study elementary science teachers' CKT. Such measures would support strategic monitoring of large groups of science teachers' CKT and the investigation of comparative questions about science teachers' CKT longitudinally across the professional continuum or across teacher education or professional development sites. To address this gap, this study focused on designing an automatically scorable summative assessment that can be used to measure preservice elementary teachers' (PSETs') CKT in one high-leverage science content area: matter and its interactions. We conducted a field test of this CKT instrument with 822 PSETs from across the United States and used the response data to examine how this instrument functions as a potential tool for measuring PSETs' CKT in this science content area. Results suggest this instrument is reliable and can be used on large scale to support valid inferences about PSETs' CKT in this content area. In addition, the dimensionality analysis showed that all items measure a single construct of CKT about matter and its interactions, as participants did not show any differential performance by content topic or work of teaching science instructional tool categories. Implications for progressing the field's understanding of the nature of CKT and approaches to developing summative instruments to assess science teachers' CKT are discussed.
期刊介绍:
Journal of Research in Science Teaching, the official journal of NARST: A Worldwide Organization for Improving Science Teaching and Learning Through Research, publishes reports for science education researchers and practitioners on issues of science teaching and learning and science education policy. Scholarly manuscripts within the domain of the Journal of Research in Science Teaching include, but are not limited to, investigations employing qualitative, ethnographic, historical, survey, philosophical, case study research, quantitative, experimental, quasi-experimental, data mining, and data analytics approaches; position papers; policy perspectives; critical reviews of the literature; and comments and criticism.