Universität zu Köln

Mahler, Daniela, Großschedl, Jörg ORCID: 0000-0002-7943-4818 and Harms, Ute ORCID: 0000-0001-6284-9219 (2017). Using doubly latent multilevel analysis to elucidate relationships between science teachers' professional knowledge and students' performance. Int. J. Sci. Educ., 39 (2). S. 213 - 238. ABINGDON: ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD. ISSN 1464-5289

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Abstract

Teachers make a difference for the outcome of their students in science classrooms. One focus in this context lies on teachers' professional knowledge. We describe this knowledge according to three domains, namely (1) content knowledge (CK), (2) pedagogical content knowledge (PCK), and (3) curricular knowledge (CuK). We hypothesise a positive relationship between these three domains and students' performance in science. Students' science performance was conceptualised by system thinking performance in the context of biology teaching. In order to test our hypothesis, we examined the relationship between the knowledge triplet CK, PCK, and CuK and students' performance. 48 biology teachers and their students (N = 1036) participated in this study. Teachers' content-related professional knowledge and students' performance were measured by paper-and-pencil tests. Moreover, we used concept maps to further assess students' performance. By specifying doubly latent models, we found a significant positive relationship between biology teachers' PCK and students' performance. On the contrary, the results reveal no relationship between CK and CuK and students' performance. These findings are discussed in respect to modelling the interrelationship of teachers' content-related professional knowledge and students' learning in science, as well as concerning their relevance for further research and teacher education programmes.

Item Type:	Journal Article
Creators:	Creators Email ORCID ORCID Put Code Mahler, Daniela UNSPECIFIED UNSPECIFIED UNSPECIFIED Großschedl, Jörg UNSPECIFIED orcid.org/0000-0002-7943-4818 UNSPECIFIED Harms, Ute UNSPECIFIED orcid.org/0000-0001-6284-9219 UNSPECIFIED
URN:	urn:nbn:de:hbz:38-243522
DOI:	10.1080/09500693.2016.1276641
Journal or Publication Title:	Int. J. Sci. Educ.
Volume:	39
Number:	2
Page Range:	S. 213 - 238
Date:	2017
Publisher:	ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
Place of Publication:	ABINGDON
ISSN:	1464-5289
Language:	English
Faculty:	Faculty of Human Sciences
Divisions:	Weitere Institute, Arbeits- und Forschungsgruppen > Interdisziplinäres Zentrum für empirische LehrerInnen- und Unterrichtsforschung (IZeF)
Subjects:	Education
Uncontrolled Keywords:	Keywords Language PEDAGOGICAL CONTENT KNOWLEDGE; SYSTEM THINKING SKILLS; BIOLOGY TEACHERS; MATHEMATICAL KNOWLEDGE; ELEMENTARY-SCHOOL; EDUCATION; PCK; INSTRUCTION; COMPETENCE; INSTRUMENT Multiple languages Education & Educational Research Multiple languages
Refereed:	Yes
URI:	http://kups.ub.uni-koeln.de/id/eprint/24352