Disciplinary Content Knowledge

The Impact of High School Life Science Teachers’ Subject Matter Knowledge and Knowledge of Student Misconceptions on Students’ Learning

One of the foundational assumptions in education is that greater teacher knowledge contributes to greater gains in student knowledge, but empirical evidence in support of this assumption is scarce. Using a U.S. sample of 79 biology teachers and their 2749 high school students, we investigate whether teachers’ subject matter knowledge (SMK) and knowledge of students’ misconceptions (KOSM) in high school life science are associated with students’ posttest performance on multiple-choice test items designed to reveal student misconceptions, after controlling for their pretest scores.
Author/Presenter: 
Chen Chen
Gerhard Sonnert
Philip M. Sadler
Susan Sunbury
Lead Organization(s): 
Year: 
2020
Short Description: 

This article investigates whether teachers’ subject matter knowledge (SMK) and knowledge of students’ misconceptions (KOSM) in high school life science are associated with students’ posttest performance on multiple-choice test items designed to reveal student misconceptions.

Scientific Inquiry for Young Children: Linking Teacher Professional Development and Family Engagement to Improve Student Achievement

Hapgood, S., Paprzycki, P., Czerniak, C.M. (2019). Scientific Inquiry for Young Children: Linking Teacher Professional Development and Family Engagement to Improve Student Achievement. Paper presented at the Society for Research on Child Development conference [SRCD], Balitmore, MD. March 2019.

Author/Presenter: 
Susanna Hapgood
Peter Paprzycki
Charlene M. Czerniak
Lead Organization(s): 
Year: 
2020
Short Description: 

Paper presented at the Society for Research on Child Development Conference.

Resource(s): 

Longitudinal Impact of Early Childhood Science Instruction on Middle Grades Literacy and Mathematics

Czerniak, C. M., Paprzycki, P., Hapgood, S., & Kaderavek, J. (2019). Longitudinal Impact of Early Childhood Science Instruction on Middle Grades Literacy and Mathematics. Paper presented at the Global Conference on Education and Research [GLOCER], Sarasota, FL. May 2019.

Author/Presenter: 
Charlene M. Czerniak
Peter Paprzycki
Susanna Hapgood
Joan N. Kaderavek
Lead Organization(s): 
Year: 
2019
Short Description: 

Paper presented at the Global Conference on Education and Research.

Resource(s): 

Longitudinal Impact of Early Childhood Science Instruction on 5th Grade Science Achievement

Czerniak, C. M., Kaderavek, J., Paprzycki, P., Hapgood, S., Mentzer, G., Molitor, S., & Mendenhall, R. (2019). Longitudinal Impact of Early Childhood Science Instruction on 5th Grade Science Achievement. Paper presented at the European Science Education Research Association [ESERA], Bologna, Italy. August 2019.

Author/Presenter: 
Charlene M. Czerniak
Joan N. Kaderavek
Peter Paprzycki
Susanna Hapgood
Gale Mentzer
Scott Molitor
Robert Mendenhall
Lead Organization(s): 
Year: 
2019
Short Description: 

Paper presented at the European Science Education Research Association.

Early Childhood Educators’ Declarative Knowledge of the Next Generation Science Standards

Hapgood, S., Heuring, J. & Wilson, G., Czerniak, C. (Accepted for January 2020). Early Childhood Educators’ Declarative Knowledge of the Next Generation Science Standards. A poster to be presented at the Association of Science Teacher Educators [ASTE] International Conference, San Antonio, Texas.

Author/Presenter: 
Susanna Hapgood
Jeanna Heuring
Grant Wilson
Charlene M. Czerniak
Lead Organization(s): 
Year: 
2020
Short Description: 

A poster to be presented at the Association of Science Teacher Educators International Conference.

3DLA: Three Dimensional Learning Architecture Instructional Planning Tool

Hapgood, S., Wilson, G., Heuring, J. & Czerniak, C. M. (Accepted for January 2020). 3DLA: Three dimensional Learning Architecture instructional planning tool. A workshop to be presented at the Association of Science Teacher Educators [ASTE] International Conference, San Antonio, Texas.
Author/Presenter: 
Susanna Hapgood
Grant Wilson
Jeanna Heuring
Charlene M. Czerniak
Lead Organization(s): 
Year: 
2020
Short Description: 

A workshop to be presented at the Association of Science Teacher Educators International Conference.

Resource(s): 

Revisiting Purpose and Conceptualisation in the Design of Assessments of Mathematics Teachers’ Knowledge

In this paper, we focus on the design of assessments of mathematics teachers’ knowledge by emphasising the importance of identifying the purpose for the assessment, defining the specific construct to be measured, and considering the affordances of particular psychometric models on the development of assessments as well as how they are able to communicate learning or understanding. We add to the literature by providing illustrations of the interactions among these critical considerations in determining what inferences can be drawn from an assessment.

Author/Presenter: 
Chandra Hawley Orrill
Yasemin Copur-Gencturk
Allan Cohen
Jonathan Templin
Year: 
2019
Short Description: 

In this paper, authors focus on the design of assessments of mathematics teachers’ knowledge by emphasising the importance of identifying the purpose for the assessment, defining the specific construct to be measured, and considering the affordances of particular psychometric models on the development of assessments as well as how they are able to communicate learning or understanding.

Impact of Graph Technologies in K-12 Science and Mathematics Education

Graph technologies are now widely available in K-12 science and mathematics classrooms. These technologies have the potential to impact the learning of science and mathematics, especially by supporting student investigations. We use meta-analysis to analyze 42 design and comparison studies involving data from 7699 students spanning over 35 years. In these studies, graphing technologies include computer software such as simulations; online tools such as graph utilities; and sensors such as temperature probes. We characterize the assessments used to measure graphing.

Author/Presenter: 
Dermot FrancisDonnelly-HermosilloaLibby F.GerardbMarcia C.Linn
Year: 
2020
Short Description: 

In this article, authors use meta-analysis to analyze 42 design and comparison studies involving data from 7699 students spanning over 35 years.

Revealing Teacher Knowledge through Making: A Case Study of Two Prospective Mathematics Teachers

We describe an experience within mathematics teacher preparation that engages pre-service teachers of mathematics (PMTs) in Making and design practices that we hypothesized would inform their conceptual, curricular, and pedagogical thinking. With a focus on the design of new tools that can generate new possibilities for mathematics teaching and learning, this Learning by Design experience has PMTs exploring at the intersection of content, pedagogy, and Making.

Author/Presenter: 
Steven Greenstein
Eileen Fernández
Jessica Davidson
Lead Organization(s): 
Year: 
2019
Short Description: 

We describe an experience within mathematics teacher preparation that engages pre-service teachers of mathematics (PMTs) in Making and design practices that we hypothesized would inform their conceptual, curricular, and pedagogical thinking.

Mathematical content knowledge and knowledge for teaching: exploring their distinguishability and contribution to student learning

During the last three decades, scholars have proposed several conceptual structures to represent teacher knowledge. A common denominator in this work is the assumption that disciplinary knowledge and the knowledge needed for teaching are distinct. However, empirical findings on the distinguishability of these two knowledge components, and their relationship with student outcomes, are mixed. In this replication and extension study, we explore these issues, drawing on evidence from a multi-year study of over 200 fourth- and fifth-grade US teachers.

Author/Presenter: 
Charalambos Y. Charalambous
Heather C. Hill
Mark J. Chin
Daniel McGinn
Lead Organization(s): 
Year: 
2019
Short Description: 

In this replication and extension study, we explore these issues, drawing on evidence from a multi-year study of over 200 fourth- and fifth-grade US teachers. Exploratory and confirmatory factor analyses of these data suggested a single dimension for teacher knowledge.

Resource Type: 
Publication

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