Elementary Teachers’ Pedagogical Content Knowledge and Student Outcomes in Science Education

• In Event: Defining and Measuring What Math and Science Teachers Need to Know: Implications for Professional Development

Abstract

The study presented here focuses on the development of an instrument to measure ele-mentary science teachers’ pedagogical content knowledge (PCK) in the domain of science edu-cation and explores whether the developed measures contribute to student outcomes (achieve-ment and interest in science).
Shulman (1986) presented the concept of PCK within a classification of teachers’ profes-sional knowledge. It is described as an understanding of how certain topics, problems or issues ought to be presented and adapted to the learners’ different interests and abilities (Shulman, 1987) and is considered a central component of teachers’ professional knowledge (Grossman, 1990). Recent studies building on Shulman’s definition of PCK in mathematics found that teach-ers’ PCK was positively related to instructional quality and students’ mathematical achievement (e.g. Staub & Stern, 2002; Hill, Ball, Blunk, Goffney, & Rowan, 2007; Baumert et al., 2010). Studies constructing measures of PCK in elementary science education that link these measures to student outcomes in terms of validation are still missing (Abell, 2008).
In the study at hand, the assessment of teachers’ PCK was based on the Magnusson et al. model (1999) and the taxonomy of PCK proposed by Veal and MaKinster (1999). It focuses on topic-specific ‘knowledge of student understanding’ (KSU) and ‘knowledge of instructional strategies’ (KIS) as core components of PCK. The developed items asked teachers e.g. to list as many alternative student conceptions as possible concerning everyday, natural phenomena (KSU). Other items presented situations in which teachers are asked to describe adequate repre-sentations to promote insightful student learning (KIS). The final test focuses on the topic “eva-poration and condensation” and consists of 14 items (11 free-response-, 3 multiple-choice-items). The measures show good psychometrical qualities (average ICC= .92, range: .8- 1.0; Cron¬bachs α = 0.67).
To validate the measures, multilevel analyses were used to analyze the impact of teachers’ PCK on student outcome. The data is derived from a project funded by the German Research Foundation (“PLUS”). It is a value-added study with a sample of 60 fourth-grade classes (1326 students). Teachers’ PCK and students’ learning gains as well as their situational and personal interest were directly assessed with paper-and-pencil tests. Two-level models controlling for sev-eral relevant variables at the individual and the class level were specified. Results revealed a sub-stantial positive effect of the measured PCK on students’ learning achievement as well as on students’ situational interest. Thirteen percent of the variance in achievement between classes was explained by PCK. Concerning the motivational outcome criteria, the effect was smaller: Eight percent of the variance between classes concerning situational interest was explained by PCK. An effect on personal interest could not be found.
The findings support initiatives designed to improve teacher education and in-service-training. Since studies have shown that teacher knowledge can be changed in training courses (Richardon & Placier, 2001), it might then be possible to improve students’ achievement in science by improving teachers’ PCK. The developed paper-and-pencil-test could serve as a con-ceptual, analytical tool for examining whether and what teachers learn from specific programs.

Authors

• Kim Lange, University of Muenster, Seminar für Didaktik des Sachunterrichts

• Thilo Kleikmann, Seminar für Didaktik des Sachunterrichts

• Kornelia Möller, Seminar für Didaktik des Sachunterrichts