Understanding Middle School Teachers’ Content Knowledge and Pedagogical Content Knowledge of the Nature of Science

• In Event: AERA Roundtable Session Saturday 9:45 am - Gold 3
  In Roundtable Session: Innovating Middle Grades Curriculum and Pedagogy: Inquiry, Literacy, and STEM Integration

Abstract

Teachers foster students’ scientific literacy by integrating the nature of science (NOS) into instruction. Sixty-one middle school teachers completed VNOS and CoRe that measured their content knowledge (NOS-CK) and pedagogical content knowledge (NOS-PCK) of NOS. Teachers demonstrated strengths in understanding some aspects of NOS (e.g., empirical, creative) but weaknesses in others (e.g., myth of “the scientific method” and social-cultural dimension). Regression analysis indicates that, despite a slight positive relationship, NOS-CK was not a significant predictor of NOS-PCK. Among gender, certification area, degree level and certification status, only certification status was a significant predictor of NOS-CK. Classroom observations and follow-up interviews of 12 teachers showed that they struggled to translate their knowledge into practice. Implications for professional development were discussed.

Authors

• Austin Wilson, Georgia College & State University

• Rui Kang, Georgia College & State University