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Examination of Undergraduate Biology Professors' Views of the Nature of Scientific Knowledge and Their Pedagogical Content Knowledge for Teaching the Nature of Scientific Knowledge.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Examination of Undergraduate Biology Professors' Views of the Nature of Scientific Knowledge and Their Pedagogical Content Knowledge for Teaching the Nature of Scientific Knowledge./
作者:	Lohr, Mary Ellen.
面頁冊數:	1 online resource (390 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.
Contained By:	Dissertation Abstracts International79-01A(E).
標題:	Educational philosophy. -
電子資源:	click for full text (PQDT)
ISBN:	9780355180459

Examination of Undergraduate Biology Professors' Views of the Nature of Scientific Knowledge and Their Pedagogical Content Knowledge for Teaching the Nature of Scientific Knowledge.
Lohr, Mary Ellen.

Examination of Undergraduate Biology Professors' Views of the Nature of Scientific Knowledge and Their Pedagogical Content Knowledge for Teaching the Nature of Scientific Knowledge. - 1 online resource (390 pages)

Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.

Thesis (Ph.D.)

Includes bibliographical references

This item is not available from ProQuest Dissertations & Theses.

Biology education reform documents emphasize the importance of teaching the nature of scientific knowledge (NOSK) and its role in developing scientific literacy. Minimal literature is devoted to the evaluation of higher education biology instructors' pedagogical content knowledge (PCK) for teaching in general and for NOSK, specifically. Existing literature showed that science experts may still hold novice conceptions of NOSK as defined by the consensus view of NOSK. This dissertation described the views of NOSK held by undergraduate biology instructors and their PCK for teaching NOSK using case studies and cross-case analyses. Data sources included surveys, interviews, and teaching artifacts to triangulate the views of NOSK and PCK for teaching NOSK. I examined NOSK using the consensus view of the NOSK and PCK for NOSK using the Teacher Professional Knowledge and Skill (TPK&S) framework. In addition, I examined the role of reflective practices and developed a classification of instructors' PCK for NOSK. In conclusion, this study may provide direction for improving PCK for teaching NOSK in undergraduate biology courses.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355180459Subjects--Topical Terms:

1148497
Educational philosophy.
Index Terms--Genre/Form:

554714
Electronic books.

Examination of Undergraduate Biology Professors' Views of the Nature of Scientific Knowledge and Their Pedagogical Content Knowledge for Teaching the Nature of Scientific Knowledge.
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504 $a Includes bibliographical references
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520 $a Biology education reform documents emphasize the importance of teaching the nature of scientific knowledge (NOSK) and its role in developing scientific literacy. Minimal literature is devoted to the evaluation of higher education biology instructors' pedagogical content knowledge (PCK) for teaching in general and for NOSK, specifically. Existing literature showed that science experts may still hold novice conceptions of NOSK as defined by the consensus view of NOSK. This dissertation described the views of NOSK held by undergraduate biology instructors and their PCK for teaching NOSK using case studies and cross-case analyses. Data sources included surveys, interviews, and teaching artifacts to triangulate the views of NOSK and PCK for teaching NOSK. I examined NOSK using the consensus view of the NOSK and PCK for NOSK using the Teacher Professional Knowledge and Skill (TPK&S) framework. In addition, I examined the role of reflective practices and developed a classification of instructors' PCK for NOSK. In conclusion, this study may provide direction for improving PCK for teaching NOSK in undergraduate biology courses.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
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