Aligning Preservice Teacher Basic Science Knowledge with Instasc I and Nsta Core Content Standards
Leonard A. Annetta 1 * , Sharon Dotger 2
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1 College of Education, North Carolina State University, Raleigh, NC, USA2 Syracuse University* Corresponding Author


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.


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Article Type: Research Article

EURASIA J Math Sci Tech Ed, Volume 2, Issue 2, 2006, 40-58

Publication date: 23 Jun 2006

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