Session Information
ERG SES C 07, Science Education
Parallel Paper Session
Contribution
Limited numbers of study (Aydın & Boz, 2012; Pine, Messer, & John, 2001) have attempted to directly study teachers’ knowledge about assessment (Abell, 2007). Teachers’ knowledge about assessment contains two categories: knowledge about the science learning that is important to be assessed in a specific unit and knowledge about the assessment methods (Magnusson, Krajcik, & Borko (1999). In the first category, the teachers should be aware of the aspects of scientific literacy to be able to assess students’ conceptual understanding, interdisciplinary ideas, and scientific reasoning and investigation in a specific unit (Champagne, 1989). The second category includes the knowledge about assessment tools that can be used to assess the important dimensions of students’ science learning along with knowledge about the advantages and disadvantages of using these tools in a specific unit. The teachers should be aware of which assessment tools or procedures to be used in order to assess students’ understanding of science concepts, and scientific reasoning and investigation (Magnusson et al. 1999). The research on science teachers’ usage of assessment tools showed that the science teachers mostly use teacher-generated tests to assess the students’ understanding of the scientific concepts (Doran, Lawrenz, & Helgeson, 1994). The student-generated science products, such as, journals, portfolios, laboratory reports, or multimedia products on the other hand, yield important advantages wherever they are used in the teaching process (Kulm & Malcom, 1991).
Although there are many studies investigated in-service teachers’ PCK (Balta& Eryilmaz, 2011; Beyer & Davis, 2011; Coruhlu & Cepni, 2010; Hanuscin, Lee, & Akerson, 2010; Karakulak & Tekkaya, 2010; Nezvalová, 2011; Nuangchalerm, 2011; Syh-Jong & Hsiu-Chuan, 2009), there is a need for studies in the literature investigating the inservice teachers’ knowledge about assessment strategies in classes with different academic success levels in order to shed more light on the nature of in-service teachers’ PCK. The assessment is one of the dimensions of PCK that the teachers experience the biggest problem about (Aydin & Cakiroglu, 2010). Therefore, the current study will focus on an experienced science teacher’s knowledge about assessment strategies in two classes with different academic success levels based on Magnusson et al. (1999)’s PCK model. Following research questions will guide the present study;
- What is the nature of a science teacher’s knowledge about assessment?
Method
Expected Outcomes
References
Abell, S. K. (2007). Research on science teacher knowledge. In S. K. Abell & N. G. Lederman (Eds.), Handbook of research on science education (pp.1105-1151). New Jersey: Lawrence Erlbaum Associates. Balta, N. & Eryilmaz, A. (2011). Turkish New High School Physics Curriculum: Teachers' Views and Needs. Eurasian Journal of Physics and Chemistry Education, January, (Special Issue), 72-88. Coruhlu, T. S. & Cepni, S. (2010). Reflection of an in-service education course program: Pedagogical content knowledge about alternative measurement and assessment techniques and attitude development. Elementary Education Online, 9(3), 1106-1121. Doran, R L., Lawrenz, F., & Helgeson, S. (1994). Research on assessment in science, in D. L. Gabel (ed.), Handbook of Research on Science Teaching and Learning, New York MacMillan, 388-442. Duffee, L., & Aikenhead, G. (1992). Curriculum change, student evaluation, and teacher practical knowledge. Science Education, 76, 493-506. Karakulak, O. & Tekkaya C. (2010). Göreve yeni başlamış Fen bilgisi öğretmenlerinin Ekoloji Öğretimi konusunda pedagojik alan bilgilerinin incelenmesi. Bildiri XI. Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi’nde sunulmuştur (UFBMEK-9), Dokuz Eylül Üniversitesi, İzmir. Loughran, J., Berry, A., & Mulhall P. (2006). Understanding and developing science teachers’ pedagogical content knowledge. Rotterdam: Sense Publishers. Magnusson, S., Krajcik, J., & Borko, H. (1999). Nature, sources, and development of Pedagogical content knowledge for science teaching. In J. Gess-Newsome & N.G. Lederman (Eds.), Examining pedagogical content knowledge: The construct and its implications for science education (pp. 95–132). Dordrecht: Kluwer. Nuangchalerm, P. (2011). In-Service Science Teachers’ Pedagogical Content Knowledge. Studies in Sociology of Science, 2 (2), 33-37. Pine, K., Messer, D., & St. John, K. (2001). Children’s misconceptions in primary science: A survey of teachers’ views. Research in Science & Technological Education, 19, 79-96. Ubuz, B. & Yayan, B. (2010). Primary Teachers’ Subject Matter Knowledge: Decimals. International Journal of Mathematical Education in Science and Technology, 41 (6), 787–804.
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