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, USA
2 Syracuse University
* Corresponding Author

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.

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

https://doi.org/10.12973/ejmste/75452

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

Publication date: 23 Jun 2006

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