Influences of Elementary Science Preservice Teachers’ Content Understanding on Their Use of Pedagogical Content Knowledge

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Abstract

Science preservice teachers' content knowledge, developed during program courses and field experiences, likely influences their use of pedagogical content knowledge. Using assessment and observation data, this study examined how much science content knowledge gained in methods course can affect their application of pedagogical content understanding in planning and teaching the energy topic. It showed that participants improved understanding of energy in methods course when exposed to Content Representation (CoRe) intervention. They also effectively applied overall pedagogical content understanding in planning and delivering lessons. While their overall understanding of energy, developed in methods course, significantly and positively impacted their use of pedagogical content understanding in lesson plans, it did not significantly influence their use of pedagogical content understanding in teaching the lessons.

Authors

• Yanhong Moore, McGregor Independent School District

• Jian Wang, Texas Tech University