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Preservice Biology Teachers’ Professional Knowledge: Structure and Learning Opportunities

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Journal of Science Teacher Education

Abstract

What learning opportunities in higher education promote the development of content knowledge (CK), pedagogical content knowledge (PCK), and pedagogical knowledge (PK)? In order to investigate this question, a cross-sectional study with a total of 274 German preservice biology teachers (21.5 % male, average age 22.8 years) was conducted in German universities. Preservice teachers were recruited via announcements in teacher education courses. The participation rate amounted to 45 %. Results indicate that CK, PCK, and PK are three unique and separable, but correlated domains of knowledge. Regression analyses show how particular learning opportunities are related to preservice biology teachers’ CK, PCK, and PK. Both (a) the type of teacher education program and (b) the period of university studies are related to CK and PCK. Moreover, (c) additional subjects studied and (d) teaching experience seem relevant for PCK development. Conclusions for teacher education are drawn.

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Acknowledgments

This study is a part of the “Measuring the professional knowledge of preservice mathematics and science teachers’ project” (German acronym: KiL), which is funded by the Leibniz Association (Project No. SAW-2011-IPN-2) and is carried out by the Leibniz Institute for Science and Mathematics Education (IPN) in cooperation with the Psychology for Educators work group at Kiel University.

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Authors and Affiliations

  1. Leibniz Institute for Science and Mathematics Education (IPN), University of Kiel, Olshausenstraße 62, 24118, Kiel, Germany

    Jörg Großschedl, Ute Harms & Thilo Kleickmann

  2. Center for Biology Education, University of Potsdam, Karl-Liebknecht-Straße 24-25, 14476, Potsdam-Golm, Germany

    Ingrid Glowinski

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  1. Jörg Großschedl
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  2. Ute Harms
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  3. Thilo Kleickmann
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  4. Ingrid Glowinski
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Correspondence to Jörg Großschedl.

Appendices

Appendix 1: Content Knowledge

Item Example: Knowledge of Evolution

Tick off whether the pairs below are homologous or analog structures.

figure a

Item Example: Knowledge of Genetics and Microbiology

Mice with homozygous black and homozygous brown coat color are crossed. Coat color is transmitted as an autosomal trait; black is dominant.

Select both correct statements for heredity.

figure b

Item Example: Knowledge of Morphology

Tick off which cell structures can be found in all living cells of prokaryotes and eukaryotes (one answer is correct).

figure c

Appendix 2: Pedagogical Content Knowledge

Item Example: Knowledge of Students’ Understanding

In the seventeenth century, van Helmont—a natural scientist—conducted the following experiment. He determined the mass of a willow tree seedling and the dry mass of the flower soil in a flower pot. Then, he watered the willow tree under controlled conditions regularly. After 5 years, he determined the dry mass of the flower soil as well as the dry mass of the willow tree again.

The description of this experiment can be used with the intention to address a particular student’s misconception in the area of plant nutrition. With this, this misconception should be altered by conceptual change into a correct conception.

Describe the misconception held by many students which can be addressed by that experiment.

Possible correct response: “The increase of biomass in plant growth can be attributed to the absorption of organic substances from the soil”.

Item Example: Knowledge of Instructional Strategies for Teaching

Identification keys are means to obtain an overview about the diversity and systematics of living things.

A particular scientific method that is a requirement to use identification keys has to be communicated and practiced with students. Specify the scientific method.

Possible correct response: “observation”

Another scientific method that is necessary to construct identification keys autonomously has to be communicated and practiced with students. Specify the scientific method.

Possible correct response: “(criteria - led) comparison”

Item Example: Knowledge of Assessment

The task below originates from an achievement test:

figure d

Explicate which shortcomings concerning the formulation of the task should be improved before their use in an achievement test.

Possible response for full credit: “(1) A description of what is to be done with or to that task should be added (e.g., ‘Tick off…’). (2) The number of correct answers should be determined (e.g., ‘one answer is correct’). (3) The third answer alternative should be revised, as ‘diffusion’ is neither an organelle nor a component of cells. (4) More than three answer alternatives should be used, in order to decrease guessing probability”.

Item Example: Knowledge of Biology Curriculum

Which of the requirements below is mentioned in the definition of the OECD for scientific literacy? Tick off which answer alternative fits best.

figure e

Appendix 3: Pedagogical Knowledge

Item Example: Knowledge of Students’ Understanding

What is inert knowledge? Please tick off the correct answer.

figure f

Item Example: Knowledge of Instructional Strategies for Teaching

In which situations is direct instruction an appropriate instructional method?

Specifically, direct instruction is appropriate …

(Please tick off “correct” or “wrong” for each answer.)

figure g

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Großschedl, J., Harms, U., Kleickmann, T. et al. Preservice Biology Teachers’ Professional Knowledge: Structure and Learning Opportunities. J Sci Teacher Educ 26, 291–318 (2015). https://doi.org/10.1007/s10972-015-9423-6

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