Academic Journal
What Prospective Chemistry Teachers Know about Chemistry: An Analysis of 'Praxis Chemistry Subject Assessment' Category Performance
| العنوان: | What Prospective Chemistry Teachers Know about Chemistry: An Analysis of 'Praxis Chemistry Subject Assessment' Category Performance |
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| اللغة: | English |
| المؤلفون: | Shah, Lisa (ORCID |
| المصدر: | Journal of Chemical Education. Nov 2018 95(11):1912-1921. |
| الاتاحة: | Division of Chemical Education, Inc. and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc |
| Peer Reviewed: | Y |
| Page Count: | 10 |
| تاريخ النشر: | 2018 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Chemistry, Science Teachers, Science Instruction, Gender Differences, Race, Ethnicity, Pedagogical Content Knowledge, Beginning Teachers, Science Tests, Nuclear Physics, Majors (Students), Education Majors, Faculty Development, Educational Change, Undergraduate Study, Graduate Study, Teacher Characteristics, Grade Point Average, Science Achievement |
| DOI: | 10.1021/acs.jchemed.8b00365 |
| تدمد: | 0021-9584 |
| مستخلص: | Acquiring sufficient content knowledge to lead effectively in the classroom is one of the greatest challenges for beginning teachers. National and state agencies have made significant investments in content-specific induction supports, but these efforts have not been informed by any empirical evidence regarding the topic-level content knowledge of novice teachers. Here we analyze category-level data from the "Praxis Chemistry Subject Assessment" from May 2006 to June 2016 to determine the areas of general strength and weakness among examinees and explore differences in categorical performance by test-taker demographics. Examinees have generally performed well in the area of "Atomic and Nuclear Structure" and appear to have struggled most in the area of "Solutions and Solubility; Acid-Base Chemistry". Across categories, estimates of academic preparation (e.g., undergraduate GPA, undergraduate major, and graduate major) have explained a large proportion of variance in examinee performance, although demographic characteristics such as gender and race or ethnicity were more explanatory in certain categories, such as "Atomic and Nuclear Structure". Chemistry majors were the top performers in almost all categories, and education majors underperformed, often at the level of non-STEM majors, across all topics. The findings from this work should inform both professional development efforts for beginning teachers as well as instructional reform at the undergraduate level. |
| Abstractor: | As Provided |
| Entry Date: | 2018 |
| رقم الانضمام: | EJ1196668 |
| قاعدة البيانات: | ERIC |
| تدمد: | 0021-9584 |
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| DOI: | 10.1021/acs.jchemed.8b00365 |