Development of Elementary Science Preservice Teachers’ Content and Pedagogical Content Knowledge About Energy Using Content Representation Model

• In Event: Reflective Practices and Science Education in Teacher Training: Addressing Challenges and Strengthening Noticing in Classrooms

Abstract

Many science teachers face challenges in teaching science effectively. This problem has been largely attributed to teachers’ inadequacy in transforming science content knowledge into pedagogy, making content understandable to students. The Content Representation (CoRe) model presumably supports science preservice teachers in developing content knowledge and pedagogical content knowledge central to teaching specific topics in methods courses and teaching practicum. This paper explored the influences of CoRe model in one methods course module on elementary science preservice teachers’ such knowledge development in planning and teaching the lesson about energy and their relationships. Findings of significant improvement of overall and specific energy content and pedagogical content knowledge will facilitate teaching specific topic in science teacher education. Implications are also discussed.

Authors

• Yanhong Moore, McGregor Independent School District

• Jian Wang, Texas Tech University

• Jianlan Wang, Texas Tech University

• Jeasik Cho, Texas Tech University