Effective Science Teachers: Their Content Knowledge
Year: 2004
Type: article
Abstract: Chapter One: Overview of the StudyCurriculum in teacher education programs has been the subject of debate for decades.Subject matter and pedagogy have existed as components of teacher education since its origin, and research suggests that they will continue to be debated in research and policy circles (Sosniak, 1999).Both components of teacher education are necessary, and research exists in both areas; however, explicit research about the content knowledge involved in effective teaching is lacking.As Sosniak (1999) clarifies that is it easy to say that content knowledge is important, but difficult to explain what precise content knowledge teachers should learn and how they should learn it.Lederman and Flick (2003) describe the lack of research related to defining the subject matter required for teachers.They explain the past research related to this problem and conclude that to date, there is no answer to the question, "What do teachers need to know about their content area in order to be effective?" Research QuestionsDue to the lack of specific research related to the content knowledge of effective teachers and the current debates on the issue, the research questions for this study are:1. How does content knowledge influence planning for an effective secondary science teacher? 2. How does content knowledge influence the conversations and activities that take place in the effective secondary science teacher's classroom?3. Do the effective secondary science teachers have similar content knowledge?If they do, what are the similarities?
Author: Debbie Jackson
Institution: University of Cincinnati
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W102692790