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ERIC Number: EJ1131065
Record Type: Journal
Publication Date: 2017
Pages: 25
Abstractor: As Provided
ISSN: ISSN-0950-0693
Using Doubly Latent Multilevel Analysis to Elucidate Relationships between Science Teachers' Professional Knowledge and Students' Performance
Mahler, Daniela; Großschedl, Jörg; Harms, Ute
International Journal of Science Education, v39 n2 p213-237 2017
Teachers make a difference for the outcome of their students in science classrooms. One focus in this context lies on teachers' professional knowledge. We describe this knowledge according to three domains, namely (1) content knowledge (CK), (2) pedagogical content knowledge (PCK), and (3) curricular knowledge (CuK). We hypothesise a positive relationship between these three domains and students' performance in science. Students' science performance was conceptualised by "system thinking" performance in the context of biology teaching. In order to test our hypothesis, we examined the relationship between the knowledge triplet CK, PCK, and CuK and students' performance. 48 biology teachers and their students (N = 1036) participated in this study. Teachers' content-related professional knowledge and students' performance were measured by paper-and-pencil tests. Moreover, we used concept maps to further assess students' performance. By specifying doubly latent models, we found a significant positive relationship between biology teachers' PCK and students' performance. On the contrary, the results reveal no relationship between CK and CuK and students' performance. These findings are discussed in respect to modelling the interrelationship of teachers' content-related professional knowledge and students' learning in science, as well as concerning their relevance for further research and teacher education programmes.
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Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Secondary Education; Grade 7; Junior High Schools; Middle Schools; Elementary Education; Grade 8; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Germany
Grant or Contract Numbers: N/A