Elementary Teachers’ Professional Background, Science Knowledge, and Science Teaching Practices and Students’ Science Achievement: Path Analysis Results

• In Event: Critical Issues in Science Teaching and Learning

Abstract

This study applied path analysis to investigate the relationships among elementary teachers’ (1) professional background measured using a teacher background form, (2) science knowledge measured using a teacher science test, (3) science teaching practices measured through classroom observations, and (4) students’ science achievement measured using a student science test. A hypothesized path model had a good fit with the collected data. First, years of science teaching showed effects on science teaching but not on student achievement. Second, although teacher science test scores had no effect on student achievement, change in test scores showed positive effect. Finally, one measure of science teaching practice, teaching for scientific understanding, showed direct effect on student achievement.

Authors

• Feng Jiang, New York University

• Corey O'Connor, New York University