Year: 2000
Type: article
Study design: Clinical Trial
Abstract: This article focuses on efforts of facilitate the development of MEd science students' conceptual understanding of content, pedagogy and pedagogical content knowledge (PCK). A basic premise of the approach taken was that to teach conceptually, students must learn conceptually. A four-step conceptual process was followed with the participants to help them actively construct knowledge about fundamental science concepts and enhance their confidence and enthusiasm for science teaching. Equivalent forms of an assessment instrument entitled the Science Test of Content Knowledge (STOCK), used as per- and post-performance measures, revealed a significant difference. The article describes the structured activities built into the approach which employed focused, interactive, and conceptual-change approach taken is presented in relation to broader application in science teacher education.
Authors: Harcharan Pardhan, Alan E. Wheeler
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
Funder: U.S. Department of Agriculture
Award: G8276199292
OpenAlex ID: W33611153