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Abstract Title: Preliminary investigations of physical science teacher content knowledge and PCK
Abstract: There is ongoing discussion of the extent to which specific strands of teacher professional development influence student learning.  We describe research efforts exploring the roles of teacher content knowledge and pedagogical content knowledge, particularly teacher knowledge of student ideas (KSI), in the context of the Maine Physical Sciences Partnership (MainePSP).  The primary focus of the MainePSP is the professional development of physical science instructors in grades 6-9 via curriculum renewal using common instructional resources across multiple school districts.  This particular study looks to assess teacher content knowledge and KSI in order to explore their respective effects on student learning in specific contexts, including density and mechanics.  We will describe our methods, present preliminary results, and outline recommendations for further investigation.
Footnote: This work is partially supported by NSF grant DUE 0962805.
Abstract Type: Contributed Poster Presentation

Author/Organizer Information

Primary Contact: Daniel Laverty
University of Maine
Maine Center for Research in STEM Education
5784 York Complex
Orono, ME 04469
and Co-Presenter(s)
John R. Thompson
MacKenzie R. Stetzer
University of Maine