NDLI: INVESTIGATING THE IMPACT OF TEACHERS’ PHYSICS CK ON STUDENTS OUTCOMES

Content Provider	Springer Nature Link
Author	Ohle, Annika Boone, William J. Fischer, Hans E.
Copyright Year	2014
Abstract	Decreasing student interest and achievement during the transition from elementary to secondary school is an international problem, especially in science education. The question of what factors influence this decline has been a widely discussed topic. This study focuses on investigating the relationship of elementary school teachers’ content knowledge (CK) in physics upon the student outcomes of interest and achievement. Data were collected from K-4 elementary school teachers (N = 58) and their students (N = 1,326). Besides questionnaire surveys of teachers and students, one science lesson on the topic “states of matter and phase transitions” of each classroom was videotaped for assessing teaching quality. Analyses from a triangulation of data could not identify an impact of teachers’ CK upon students’ interest. However, the sequencing of learning processes within a lesson was found to be a positive predictor for students’ achievement, although only minimal time was spent on reflective phases during the lessons.
Starting Page	1211
Ending Page	1233
Page Count	23
File Format	PDF
ISSN	15710068
Journal	International Journal of Science and Mathematics Education
Volume Number	13
Issue Number	6
e-ISSN	15731774
Language	English
Publisher	Springer Netherlands
Publisher Date	2014-05-10
Publisher Place	Dordrecht
Access Restriction	One Nation One Subscription (ONOS)
Subject Keyword	elementary school mixed methods physics Rasch measurement students’ achievement students’ interest teachers’ content knowledge Mathematics Education Science Education
Content Type	Text
Resource Type	Article
Subject	Education Mathematics

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4	Project PI / Joint PI	Principal Investigator and Joint Principal Investigators of the project	Dr. B. Sutradhar bsutra@ndl.gov.in Prof. Saswat Chakrabarti will be added soon
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