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• W74959653 abstract "Students come to our science classrooms with a diverse set of ideas of how the world works, as do teachers. When these ideas are incorrect, they are sometimes referred to as misconceptions and can come from a variety of sources. can come from books, television, and simple life experiences. It is imperative that teachers uncover these misconceptions in order to properly teach scientific concepts. What happens however when teachers do not know enough content to be able to uncover these misconceptions? How does the pedagogy suffer? This research explored the intersection of pedagogical knowledge and content knowledge (PCK) and showed that many teachers are unable to uncover basic science misconceptions via a true/false science beliefs quiz. Document Type Thesis Degree Name MS in Mathematics, Science, and Technology Education This thesis is available at Fisher Digital Publications: http://fisherpub.sjfc.edu/mathcs_etd_masters/104 St. John Fisher College Fisher Digital Publications Mathematical and Computing Sciences Masters Mathematical and Computing Sciences Department 1-1-2008 Ramifications of Teachers Lack of PCK while Uncovering Student Kimberly E. Saccardi St. John Fisher College Follow this and additional works at: http://fisherpub.sjfc.edu/mathcs_etd_masters This Thesis is brought to you for free and open access by the Mathematical and Computing Sciences Department at Fisher Digital Publications. It has been accepted for inclusion in Mathematical and Computing Sciences Masters by an authorized administrator of Fisher Digital Publications. Recommended Citation Saccardi, Kimberly E., The Ramifications of Teachers Lack of PCK while Uncovering Student Misconceptions (2008). Mathematical and Computing Sciences Masters. Paper 104. Ramifications of Teachers Lack of PCK while Uncovering Student Abstract Students come to our science classrooms with a diverse set of ideas of how the world works, as do teachers. When these ideas are incorrect, they are sometimes referred to as misconceptions and can come from a variety of sources. can come from books, television, and simple life experiences. It is imperative that teachers uncover these misconceptions in order to properly teach scientific concepts. What happens however when teachers do not know enough content to be able to uncover these misconceptions? How does the pedagogy suffer? This research explored the intersection of pedagogical knowledge and content knowledge (PCK) and showed that many teachers are unable to uncover basic science misconceptions via a true/false science beliefs quiz.Students come to our science classrooms with a diverse set of ideas of how the world works, as do teachers. When these ideas are incorrect, they are sometimes referred to as misconceptions and can come from a variety of sources. can come from books, television, and simple life experiences. It is imperative that teachers uncover these misconceptions in order to properly teach scientific concepts. What happens however when teachers do not know enough content to be able to uncover these misconceptions? How does the pedagogy suffer? This research explored the intersection of pedagogical knowledge and content knowledge (PCK) and showed that many teachers are unable to uncover basic science misconceptions via a true/false science beliefs quiz. Document Type Thesis Degree Name MS in Mathematics, Science, and Technology Education This thesis is available at Fisher Digital Publications: http://fisherpub.sjfc.edu/mathcs_etd_masters/104 PCK and 1 Ramifications of Teachers Lack of PCK while Uncovering Student Kimberly E. Saccardi Saint John Fisher College PCK and 2 Abstract Students come to our science classrooms with a diverse set of ideas of how the world works, as do teachers. When these ideas are incorrect, they are sometimes referred to as misconceptions and can come from a variety of sources. can come from books, television, and simple life experiences. It is imperative that teachers uncover these misconceptions in order to properly teach scientific concepts. What happens however when teachers do not know enough content to be able to uncover these misconceptions? How does the pedagogy suffer? This research explored the intersection of pedagogical knowledge and content knowledge (PCK) and showed that many teachers are unable to uncover basic science misconceptions via a true/false science beliefs quiz.Students come to our science classrooms with a diverse set of ideas of how the world works, as do teachers. When these ideas are incorrect, they are sometimes referred to as misconceptions and can come from a variety of sources. can come from books, television, and simple life experiences. It is imperative that teachers uncover these misconceptions in order to properly teach scientific concepts. What happens however when teachers do not know enough content to be able to uncover these misconceptions? How does the pedagogy suffer? This research explored the intersection of pedagogical knowledge and content knowledge (PCK) and showed that many teachers are unable to uncover basic science misconceptions via a true/false science beliefs quiz. PCK and 3 Abstract Introduction Literature Review A brief overview of PCK Sources of misconceptions Table of contentsIntroduction Literature Review A brief overview of PCK Sources of misconceptions Table of contents Methods of uncovering misconceptions Implications for teachers regarding PCK When misconceptions go unchecked Lack of content knowledge in the classroom Teacher preparation Summary Methodology Results Discussion Conclusion References Appendixes Appendix A: Institutional Review Board Informed Consent Appendix B: Letter of Introduction Appendix C: Science Beliefs Quiz 2" @default.
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• W74959653 title "The Ramifications of Teachers Lack of PCK while Uncovering Student Misconceptions" @default.
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