The Relationship between Teacher Content and Pedagogical Content Knowledge and Student Content Knowledge

The purpose of this study was to examine the relationship between science teacher knowledge and changes in student content knowledge after students experienced microcomputer-based laboratory (MBL) instruction about heat energy and temperature. Investigation of teacher knowledge included evaluation of content knowledge and pedagogical content knowledge. The teachers' MBL instruction was described in terms of the type and number of MBL activities conducted. The study sample consisted of experienced eighth grade teachers (n=6) and their students Jn=22). Interview transcripts serve as the sole data source for the teachers and students in this study. Participants' knowledge was identified using prepositional analysis. The strongest evidence of a relationship between teacher pedagogical content knowledge and student content knowledge was between changes in student knowledge and the amount of a particular type of instruction. The relationship existed only with those activities that emphasized the distinction between heat energy and temperature. Nine tables present the data. (LZ) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *****-:******************************************************** THE RELATIONSHIP BETWEEN TEACHER CONTENT AND PEDAGOGICAL CONTENT KNOWLEDGE AND STUDENT CONTENT KNOWLEDGE Le, co OF HEAT ENERGY AND TEMPERATURE Shirley Magnusson University of Michigan Hilda Borko _Joseph S. Krajcik University of Colorado University of Michigan John W. Layman University of Maryland U.S. DEPARTMENT OF EDUCATION Office or Educetional Resealch end improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) IL Tnis CIOCument nes been reproduced as received from the petSOn 0, orgenastion originating it 0 Minor changes hove been made to improve reproduction pointy P01.1101 view 04 Otent0011 silted in this dot u ment do not neCetienly represent &toe! OE RI position of pOitCy PERMISSION TO REPRODUCE THIS MATERIeL HAS BEEN GRANTED BY