Aligning Preservice Teacher Basic Science Knowledge with INTASC I and NSTA Core Content Standards

Autor/inn/en	Annetta, Leonard A.; Dotger, Sharon
Titel	Aligning Preservice Teacher Basic Science Knowledge with INTASC I and NSTA Core Content Standards
Quelle	In: EURASIA Journal of Mathematics, Science & Technology Education, 2 (2006) 2, S.39-58 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-8223
Schlagwörter	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; National Assessment of Educational Progress; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Pädagogische Kompetenz; Vorkenntnisse; Einführungskurs; Wissensbasis; Achievement; Rating; Leistung; Beurteilung; Leistungsbeurteilung; Statistische Analyse; Achievement test; Testing; Test; Tests; Leistungsüberprüfung; Testdurchführung; Testen; Ausland; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Case study; Fallstudie; Case Study
Abstract	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. (As Provided).
Anmerkungen	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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01