Using the Plan–Teach–Reflect Cycle of the Refined Consensus Model of PCK to Improve Pre-Service Biology Teachers’ Personal PCK as Well as Their Motivational Orientations

In this article, we analyse how to improve pre-service biology teachers’ pPCK (personal Pedagogical Content Knowledge), professional values and motivational orientations in the field of academic and scientific language. On the basis of the theory of the Refined Consensus Model of PCK (RCM), we made a two-month quasi-experimental intervention study with 32 pre-service biology teachers. As a treatment, we trained the participants in the Plan–Teach–Reflect Cycle of enacted PCK in a school class, in the framework of a seminar. In the control group, the teaching of the cycle was replaced by presentations of their lesson plans. As dependent variables, we analysed participants’ pPCK, professional values and motivational orientations. Our results showed an increase in pre-service biology teachers’ pPCK (F(1,28) = 3.51, p = 0.04, part. η2 = 0.11, d = 0.70) and motivational orientations (F(1,23) = 29.68, p < 0.01, part. η2 = 0.56, d = 2.26) in both groups, but no effects on participants’ professional values. The teaching experience in a school class strengthened the effects both in participants’ pPCK (F(1,28) = 2.92, p = 0.04, part. η2 = 0.10, d = 0.67) and motivational orientations (F(1,23) = 7.64, p < 0.01, part. η2 = 0.25, d = 1.15). We recommend integrating the use of the Plan–Teach–Reflect Cycle of ePCK into science teacher education programmes

The Refined Consensus Model of Pedagogical Content Knowledge (PCK): Detecting Filters Between the Realms of PCK

In this article, we analyse potential filters that moderate the transformation process between the realms of PCK defined in the refined consensus model of pedagogical content knowledge. We tested 58 preservice biology teachers in a 15-week one-group pretest/post-test design. To identify filters between collective PCK (cPCK) and personal PCK (pPCK), we set up moderation models with pretest pPCK as an independent variable, post-test pPCK as a dependent variable, and motivational orientations or professional values as moderator variables. To identify filters between pPCK and enacted PCK (ePCK), we set up moderation models with post-test pPCK as an independent variable, ePCK as a dependent variable, and noticing or knowledge-based reasoning as moderator variables. We did this specifically with a focus on language in biology education. We found that only the variable knowledge-based reasoning had a role as a filter. It moderates the transformation process between pPCK and ePCK (moderation analysis: F(3,19) = 10.40, p < 0.001, predicting 25.72% of the variance). In future studies, other filters should be identified

Integrating or Not-Integrating—That is the Question. Effects of Integrated Instruction on the Development of Pre-Service Biology Teachers’ Professional Knowledge

For successful classroom instruction, teachers require a well-founded knowledge base consisting of the three knowledge facets pedagogical-psychological knowledge (PK), content knowledge (CK), and pedagogical content knowledge (PCK). However, there is not yet clarity about the circumstances and instructional pathways through which teachers can best develop these knowledge facets. In an experimental study (N = 118 pre-service biology teachers), we investigated the effects of separated instruction (knowledge facets were treated successively without linking) or integrated instruction (knowledge facets were presented in an interrelated way) on PK, CK, PCK and the application of PCK in a video-based assessment tool in comparison to a control group (receiving no instruction). Both pathways of instruction were provided by a lecturer on the curricular topic of senses and sensory organs, exemplified for the topic skin. Results point to the effectiveness of both ways of instruction in terms of knowledge increases for CK and PCK. In addition, working with the video-based assessment tool may have had an additional effect on PCK. No effects for PK could be found, possibly due to a ceiling effect. Moreover, there was no effect of the intervention on the application of PCK. However, tendencies in descriptive results indicating a possible advantage concerning separated or integrated instruction with regard to CK and PCK are discussed. Overall, our results indicate that the use of video-based tools can complement instructional approaches to knowledge acquisition

Scientific Reasoning in Biology – the Impact of Domain-General and Domain-Specific Concepts on Children’s Observation Competency

Research on the development of scientific reasoning has put the main focus on children's experimentation skills, in particular on the control-of-variables strategy. However, there are more scientific methods than just experimentation. Observation is defined as an independent scientific method that includes not only the description of what is observed, but also all phases of the scientific inquiry, such as questioning, hypothesizing, testing, and interpreting. Previous research has shown that the quality of observations depends on specific knowledge in the domain. We argue that observation competency shares the domain-general ability to differentiate hypotheses from evidence with other scientific methods. The present study investigates the relations of both domain-general scientific thinking and domain-specific knowledge in biology with observation competency in grade K children. We tested relations between observation competency, domain-general scientific reasoning, domain-specific knowledge, and language abilities of 75 children (age 4;9 to 6;7). Both scientific reasoning and domain-specific knowledge proved to be significant predictors of observation competency, explaining 35% of the variance. In a mediation analysis, we found a significant indirect effect of language via these two predictors. Thus, the present results indicate that observation skills require not only domain-specific knowledge but also domain-general scientific reasoning abilities

Validation of a Paper-and-Pencil Test Instrument Measuring Biology Teachers’ Pedagogical Content Knowledge by Using Think-Aloud Interviews

The topic of ‘teacher professionalism’ is one of the most crucial ones in quality education research. It has a potential to generate results that could inform and hence enhance the practice in classrooms. Thus, research in this field needs reliable instruments to measure the professional knowledge of our teachers to be able to generate reliable results for our research problems. Not many instruments have been developed with regard to this topic. At the same time, an adequate validation of the instrument developed is often missing (Schilling & Hill, 2007). Hence, in a bigger project ProwiN (German acronym for professional knowledge of science teachers), test instruments for measuring science teachers’ pedagogical, pedagogical content and content knowledge (PK, PCK, and CK) were developed for the subjects biology, chemistry and physics. The present study tested the validity of some of these items which were used to measure the pedagogical content knowledge (PCK) of biology teachers. These items focused on measuring teachers’ professional knowledge by analyzing 1) teachers’ knowledge about student understanding (or lack of understanding) of several topics in biology and 2) knowledge about instructional strategies like the use of models or experiments. The content validity of these instruments was examined by think-aloud interviews with American and German Biology teachers (N=11). This study shows a high content validity for these items. Furthermore, this paper demonstrates the scope for adapting the conceptual framework of these items to measure biology teachers’ PCK in other countries

Basic needs support and achievement emotions in daily research of life scientists considering academic positions

Emotions are a crucial factor in daily research of academic staff and, accordingly, affect scientific progress. Already before but especially during the COVID-19 pandemic, the strong connection between working conditions and work-related emotional states as antecedents for mental health of academic staff gained more and more attention. However, in depths investigations of researchers’ emotions in academia are still rare. In the highly competitive field of academia, experiencing the working environments as supportive may be an important influential factor for researchers’ emotions. On a structural level, academic positions may also be tied to different emotional experiences. Taking a Self-Determination Theory approach, we therefore investigate, whether a basic need-supportive environment (regarding perceived competence and autonomy support, and social relatedness to the scientific community) and the academic position (research assistants without leading responsibility and principle investigators with leading responsibility) predict activity-related achievement emotions (enjoyment, anger, frustration, and boredom) during daily research activities. However, measurements on basic needs support and achievement emotions tailored to the specific academic research context are lacking. Therefore, this study is aimed at developing fitted scales on these constructs. In a cross-sectional survey, we questioned N = 250 life scientists in 13 German universities. Results of multiple linear regression analyses suggest that supportive environments in academia were positively associated to the level of experienced enjoyment and negatively to the level of experienced frustration. Surprisingly, social relatedness to the scientific community does not affect frustration. Principle investigators report a more favorable emotional pattern with higher levels of enjoyment than research assistants. However, the level of experienced frustration was not affected by the academic position. The scales on anger and boredom seemed not to differentiate emotional experiences on these two negative achievement emotions in the research context accurately. Therefore, we needed to exclude anger and boredom from analyzes. Further research on these achievement emotions is needed. We discuss our findings on enjoyment and frustration and derive both theoretical and practical implications, taking an international and interdisciplinary perspective

Regulations and practices of structured doctoral education in the life sciences in Germany

Structured doctoral education is increasingly preferred compared to the individual model. Several science policy organisations give recommendations on how to structure doctoral education. However, there is little research on to what extent these recommendations find their way into practice. In our study, we first compared European and German recommendations on doctoral education with, second, the institutional regulations of structured doctoral programmes (N= 98) in the life sciences at twelve different German universities. Additionally, we third asked doctoral graduates (N= 1796) of these structured doctoral programmes and graduates of individual doctoral studies about their experience in doctoral education. Fourth, we contrasted the regulations of structured doctoral programmes with the reported experiences of their graduates. We found significant deviations of the reported practices of graduates from the regulations of their organisations, regarding the student admission, supervision and curricular activities of doctoral candidates. The efficacy of structured versus traditional doctoral education should be examined based on reported practice rather than on the respective written regulations

Development and evaluation of a test to measure pedagogical content knowledge of biology teachers

In der Diskussion um professionelle Kompetenzen von Lehrkräften ist das Verhältnis von Wissen und unterrichtlichem Können bis heute unzureichend geklärt. Der vorliegende Artikel bietet eine Einführung in zentrale theoretische Modelle, die sich mit dem Zusammenwirken von Wissen und Können bei Lehrern beschäftigen. In aktuellen Modellen spielt das Reflexionswissen beziehungsweise die Reflexionsfähigkeit der Lehrkräfte eine zentrale Rolle, um das professionelle Wissen und Können miteinander in Bezug setzen zu können. Damit fällt dem Reflexionswissen eine bedeutende Schlüsselposition in der Ausbildung professioneller Kompetenz von Lehrkräften zu. In der hier vorliegenden Studie wurde ein videoclipgestützter Papier- und Bleistifttest zur Erfassung des fachdidaktischen Reflexionswissens von Biologielehrkräften entwickelt und hinsichtlich klassischer Testgütekriterien evaluiert. In der Diskussion werden die Einsatzmöglichkeiten des entwickelten Instruments in der Grundlagenforschung und der Lehrerbildung herausgearbeitet. (DIPF/Orig.)To date the unsolved problem of the relation of declarative knowledge and teaching skills forms a central component of the discourses about teachers\u27 professional competence. The present article offers an introduction to the most important models regarding to the relation of teachers\u27 declarative knowledge and teaching skills. It is shown that current models ascribe teacher reflection as an important aspect for integrating declarative knowledge and teaching skills. With this significant key position, reflection is a central part of teachers\u27 professional competence. The study at hand was designed as a video clip-supported paper and pencil test for measuring teachers\u27 pedagogical content knowledge and related reflections. Within the scope of the results the measuring instruments as well as psychometrical quality criteria are introduced. Finally, the various applications for usage of the developed instruments in the field of basic research and teacher education are discussed. (DIPF/Orig.

Effects of Teachers' Professional Knowledge and Their Use of Three-Dimensional Physical Models in Biology Lessons on Students' Achievement

Using three-dimensional physical models elaborately in their learning, students can develop high-level understanding of models and modeling in science, thereby attaining higher achievement. However, there are in the literature few indications of how teachers should use three-dimensional physical models in instruction and whether teachers' professional knowledge is a prerequisite for teaching with elaborate use of models. Therefore, our study used a mixed-methods approach to analyze the effects of biology teachers' domain-specific pedagogical content knowledge (PCK) and content knowledge (CK) on students' achievement mediated by elaborate model use (ELMO). Our quantitative sample comprised 36 German secondary school teachers whose lessons on the topic of neurobiology were videotaped twice (N = 72 lessons). Teachers completed professional knowledge tests on their PCK and CK. Students' achievement was measured using pre- and post-knowledge tests. Our qualitative analysis involved five selected teachers according to aspects of ELMO. The results of our study indicated that teachers' PCK and CK had no direct effect on students' achievement. However, teachers' PCK had a significant indirect and positive effect on students' achievement mediated by ELMO. The findings of our study can provide teachers and researchers examples of how to implement biology instruction with elaborate use of three-dimensional physical models