Teaching What They Don't Know: Baseline Analysis of Elementary Preservice Teachers' Science Content and Pedagogical Knowledge

• In Event: AERA Poster Session Saturday 1:45 pm
  In Poster Session: Understanding Teacher Learning and Practice in Science Education

Abstract

This study examines elementary preservice teachers' baseline science teaching capabilities before formal pedagogical training through collaborative video analysis of 16 microteaching sessions. PSTs taught physics concepts to peers in a content course prior to methods training. Three major themes emerged: (1) persistent content knowledge misconceptions, with 75% of PSTs demonstrating various gaps in fundamental physics concepts; (2) limited pedagogical reasoning leading to presentation-dominated instruction and superficial technology-based assessments; and (3) an "enthusiasm-misconception transmission paradox" where passionate delivery amplified incorrect scientific understanding. Content knowledge gaps directly influenced pedagogical choices, with PSTs defaulting to surface-level strategies when lacking conceptual understanding. These preliminary findings challenge sequential content-then-pedagogy teacher preparation models and highlight the need for integrated approaches addressing misconceptions from the earliest preparation stages.

Authors

• Jingyun Wu, Indiana University

• Gholamreza Shamsi Pour, Indiana University

• Fidelis Onwunyili, Indiana University

• Adam V. Maltese, Indiana University