ALIGNING PRESERVICE TEACHER BASIC SCIENCE KNOWLEDGE WITH INTASC I AND NSTA CORE CONTENT STANDARDS

Leonard A. Annetta
Sharon Dotger

ABSTRACT. Training preservice teachers to develop a predisposition toward constructivist instruction is a major goal for many faculty in teacher education.  One critical attribute of a constructivist teacher is a strong hold on pedagogical content knowledge.  This study examined the prior knowledge of preservice science teachers and how that knowledge aligned with INTASC Standard I and the NSTA Core Knowledge Standards for science teachers. Basic content knowledge of twenty-four preservice teachers in an introductory science education course was assessed through released items from the grade 8 Trends in International Mathematics and Science Study (TIMSS) and the National Assessment of Educational Progress (NAEP) tests.  Kruskal-Wallis analysis showed no significant differences in content knowledge across 3 content domains.

KEYWORDS. Teacher Training, Science Content Knowledge, Standards, Non-parametric Statistics, Misconceptions.

Annetta, L. A. and Dotger, S. (2006) Aligning Preservice Teacher Basic Science Knowledge with INTASC I and NSTA Core Content Standards. Eurasia Journal of Mathematics, Science and Technology Education, 2(2). http://www.ejmste.com

2006, Moment Publications, ISSN: 1305-8223