This project develops an instrument to measure the content knowledge that teachers need to teach about energy in high school classroom instruction that focuses on mechanical energy. The project uses a framework that includes tasks based on instructional practices in the classroom that can identify the extent to which the teacher understands both the disciplinary knowledge and the appropriate teaching processes that support student learning.
Assessing, Validating, and Developing Content Knowledge for Teaching Energy (Collaborative Research: Gitomer)
Rutgers University (RU)
This project represents a new approach to quality assessment of K-12 science and engineering learning experiences. By updating and expanding the Dimensions of Success (DoS) observation tool initially established for informal science learning settings to middle school science and engineering classrooms (DoS-MSSE), the project will create and implement a sustainable and scalable system of support for teachers who are learning how to implement the Next Generation Science Standards (NGSS) Framework for K-12 effectively and equitably.