Preservice Teachers’ Uses of Content and Pedagogical Content Knowledge in Lesson Plans and Lessons on Energy

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Abstract

Science content knowledge (CK) is a vital foundation for developing science pedagogical content knowledge (PCK), which can be cultivated through teaching practices (Neumann et al., 2019). Science CK and PCK become key focus areas in science teacher preparation programs. This study examined this assumption by exploring how elementary science preservice teachers use CK and PCK and the connections between them when planning and teaching lessons about energy during practicum. The study found that, overall, participants could effectively demonstrate CK and PCK in their energy lesson plans and lessons during the practicum associated with their methods course. Although their use of CK and PCK is related, this relationship disappeared during actual energy instruction.

Authors

• Yanhong Moore, McGregor Independent School District

• Jian Wang, Texas Tech University