A Structural Model of Elementary Teachers' Knowledge, Beliefs, and Practices for Next-Generation Science Teaching

• In Event: 42.083 - Roundtable Session 17
  In Roundtable Session: 42.083-23 - The Role of Science in Eary Childhood Education

Abstract

To successfully realize the vision for science education that was articulated in the National Research Council’s Framework for K-12 Science Education (2012), elementary teachers’ science classroom practices will need to change. The goal of this causal structural analysis was to empirically test a conceptual model for teachers’ knowledge, beliefs, and practices. Structural equation modeling was used to test the model structure, the amount of variance in science classroom practices that could be explained by the model, and the direct and indirect effects of subject matter knowledge, topic specific professional knowledge, and beliefs about effective science instruction on classroom practices. Results from analyses supported the conclusion that subject matter knowledge and topic specific professional knowledge work together to impact classroom practices.

Author

• Katahdin Cook Whitt, Thomas College