Effective teachers of science understand and articulate the knowledge and practices of contemporary science. They interrelate and interpret important concepts, ideas, and applications in their fields of licensure.
Reflection
In How People Learn: Brain, Mind, Experience and School, the National Research Council (NRC) found that effective science teachers must “a) have a deep foundation of factual knowledge, b) understand facts and ideas in the context of the conceptual framework, and c) organize knowledge in ways that facilitate retrieval and application" (p. 16). There is surprisingly little research that examines the link between the depth and breadth of teacher knowledge and student achievement - perhaps because of the difficulty in verifying a causal link between the two. It may also be the introduction of the idea of pedagogical content knowledge (PCK) by Lee Shulman in 1986, which has been a greater focus of research and is easier to show a direct connection to student learning, as this involves actual teacher practices in the classroom. Points B and C given by the NRC fall under PCK and are addressed more directly by NSTA standards two, five and six.
For part a, the deep foundation of factual knowledge, some studies have indicated that teachers need to know the material to view it from many perspectives, understanding content both broadly and at a deep level (Hill & Ball, 2009; NRC, 1996; Bybee, 2010). In other words, the science teacher should have a solid foundation in science, not just methods for teaching. This helps cut down on misconceptions held by the teacher that could be passed on to students. Personally I have found that my extensive coursework and continued personal reading in various science fields gives me a solid foundation so that I feel confident enough in the content that I can focus more on methods for teaching the material - and individualizing instruction for the students.
For part a, the deep foundation of factual knowledge, some studies have indicated that teachers need to know the material to view it from many perspectives, understanding content both broadly and at a deep level (Hill & Ball, 2009; NRC, 1996; Bybee, 2010). In other words, the science teacher should have a solid foundation in science, not just methods for teaching. This helps cut down on misconceptions held by the teacher that could be passed on to students. Personally I have found that my extensive coursework and continued personal reading in various science fields gives me a solid foundation so that I feel confident enough in the content that I can focus more on methods for teaching the material - and individualizing instruction for the students.
Assessment
This Standard is usually met using Assessments 1- state licensure exam and Assessment 2 - comprehensive content exams or science courses’ GPA and content analysis form.
Content Knowledge
M.A. in Curriculum & Instruction with focus on Integrated-STEM Education from Virginia Tech
PRAXIS II Biology: PASSED 2005
PRAXIS I (SAT substitute): PASSED
B.S. in Biological Sciences from Virginia Commonwealth University (VCU)
(Magna cum laude, member of Phi Beta Kappa and award University Honors)
75 Quarter hours at VCU: Medical College of Virginia
Continuing education includes Chemical Ecology from University of Maryland
M.A. in Curriculum & Instruction with focus on Integrated-STEM Education (Science, Technology, Engineering and Mathematics)
PRAXIS II Biology: PASSED 2005
PRAXIS I (SAT substitute): PASSED
B.S. in Biological Sciences from Virginia Commonwealth University (VCU)
(Magna cum laude, member of Phi Beta Kappa and award University Honors)
75 Quarter hours at VCU: Medical College of Virginia
Continuing education includes Chemical Ecology from University of Maryland
M.A. in Curriculum & Instruction with focus on Integrated-STEM Education (Science, Technology, Engineering and Mathematics)