ERIC Number: EJ1108698
Record Type: Journal
Publication Date: 2006-Jul
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1305-8223
EISSN: N/A
Aligning Preservice Teacher Basic Science Knowledge with INTASC I and NSTA Core Content Standards
Annetta, Leonard A.; Dotger, Sharon
EURASIA Journal of Mathematics, Science & Technology Education, v2 n2 p39-58 Jul 2006
Training preservice teachers to develop a predisposition toward constructivist instruction is a major goal for many faculty in teacher education. One critical attribute of a constructivist teacher is a strong hold on pedagogical content knowledge. This study examined the prior knowledge of preservice science teachers and how that knowledge aligned with INTASC Standard I and the NSTA Core Knowledge Standards for science teachers. Basic content knowledge of twenty-four preservice teachers in an introductory science education course was assessed through released items from the grade 8 Trends in International Mathematics and Science Study (TIMSS) and the National Assessment of Educational Progress (NAEP) tests. Kruskal-Wallis analysis showed no significant differences in content knowledge across 3 content domains.
Descriptors: Alignment (Education), Preservice Teachers, Pedagogical Content Knowledge, Constructivism (Learning), Prior Learning, Academic Standards, Introductory Courses, Secondary School Science, International Assessment, National Competency Tests, Teacher Competency Testing, Undergraduate Students, Knowledge Level, Achievement Rating, Statistical Analysis, Achievement Tests, Foreign Countries, Elementary Secondary Education, Mathematics Tests, Mathematics Achievement, Science Tests, Science Achievement, Case Studies
EURASIA. Gazi Egitim Fakultesi, K Blok 210, Teknikokullar, Ankara, 06500 Turkey. Tel: +90-312-202-8192; Fax: +90-312-222-8483; e-mail: editor.eurasiajournal@gmail.com; Web site: http://www.ejmste.com
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education; Secondary Education; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: National Assessment of Educational Progress; Trends in International Mathematics and Science Study
Grant or Contract Numbers: N/A