Development and use of a test instrument to measure biology teachers’ content knowledge (CK) and pedagogical content knowledge (PCK)

Abell, S. (2007). Research on science teachers’ knowledge. In S. Abell & N. Lederman (Eds.), Handbook of research on science education (pp. 1105–1149). Mahwah, NJ: Lawrence Erlbaum.

Adams, R. J., & Wu, M. (2002). PISA 2000. Technical Report. Programme for International Student Assessment. Paris: OECD.

Alexander, P. A., Schallert, D. L., & Hare, V. C. (1991). Coming to terms: how researchers in learning and literacy talk about knowledge. Review of Educational Research, 61(3), 315–343.

Andrich, D. (1978). A rating formulation for ordered response categories. Psychometrika, 43, 561–573.

Aryadoust, S. V. (2009). Mapping Rasch-based measurement onto the argument-based validity framework. Rasch Measurement Transactions, 23(1), 1192–1193.

Ball, D., & Bass, H. (2003). Toward a practice-based theory of mathematical knowledge for teaching. In E. Stimmt & B. Davis (Eds.), Proceedings of the 2002 Annual Meeting of the Canadian Mathematics Education Study Group (pp. 3–14). Edmonton, Alberta, Canada: AB.

Barba, R., & Rubba, P. A. (1993). Expert and novice, earth and space science: teachers’ declarative, procedural and structural knowledge. International Journal of Science Education, 15(3), 273–282.

Baumert, J., Kunter, M., Blum, W., Brunner, M., Voss, T., Jordan, A., et al. (2010). Teachers’ mathematical knowledge, cognitive activation in the classroom, and student progress. American Educational Research Journal, 47(1), 133–180.

Baxter, J. A., & Lederman, N. G. (1999). Assessment and measurement of pedagogical content knowledge. In J. Gess-Newsome & N. Lederman (Eds.), Examining pedagogical content knowledge: the construct and its implications for science education (pp. 147–161). Dordrecht: Kluwer.

Berry, A., Loughran, J., & van Driel, J. (2008). Revisiting the roots of pedagogical content knowledge. International Journal of Science Education, 30(10), 1271–1279.

Blömeke, S., Felbrich, A., Müller, C., Kaiser, G., & Lehmann, R. (2008a). Effectiveness of teacher education: state of research, measurement issues and consequences for future studies. ZDM: The International Journal on Mathematics Education, 40(5), 719–734.

Blömeke, S., Kaiser, G., Lehmann, R., & Schmidt, W. H. (2008b). Introduction to the issue on empirical research on mathematics teachers and their education. ZDM Mathematics Education, 40, 715–717.

Blömeke, S., Seeber, S., Lehmann, R., Kaiser, G., Schwarz, B., Felbrich, A., et al. (2008c). Messung des fachbezogenen Wissens angehender Mathematiklehrkräfte [Measurement of the subject-specific knowledge of future mathematics teachers]. In S. Blömeke, G. Kaiser, & R. Lehmann (Eds.), Professionelle Kompetenz angehender Lehrerinnen und Lehrer. Wissen, Überzeugungen und Lerngelegenheiten deutscher Mathematikstudierender und -referendare (pp. 49–88). Münster: Waxmann.

Blömeke, S., Bremerich-Vos, A., Haudeck, H., Kaiser, G., Nold, G., Schwippert, K., et al. (Eds.). (2011). Kompetenzen von Lehramtsstudierenden in gering strukturierten Domänen: Erste Ergebnisse aus TEDS-LT [Competencies of future teachers in seldom structured domains: first results of TEDS-LT]. Münster: Waxmann.

Bond, T. G., & Fox, C. M. (2007). Applying the Rasch model: fundamental measurement in the human sciences. Mahwah, NJ: Lawrence Erlbaum.

Boone, W. J., & Rogan, J. (2005). Rigour in quantitative analysis: The promise of Rasch analysis techniques. African Journal of Research in SMT Education, 9(1), 25–38.

Boone, W. J., & Scantlebury, K. (2006). The role of Rasch analysis when conducting science education research utilizing multiple-choice tests. Science Education, 90, 253–269.

Boone, W., Townsend, S., & Staver, J. (2011). Using Rasch Theory to Guide the Practice of Survey Development and Survey Data Analysis in Science Education and to Inform Science Reform Efforts: An Exemplar Utilizing STEBI Self-efficacy Data. Science Education, 95(2), 258–290.

Borowski, A., Neuhaus, B. J., Tepner, O., Wirth, J., Fischer, H. E., Leutner, D., et al. (2010). Professionswissen von Lehrkräften in den Naturwissenschaften (ProwiN): Kurzdarstellung des BMBF-Projekts [Professional knowledge of science teachers: outline of the BMBF project]. Zeitschrift für Didaktik der Naturwissenschaften, 16, 341–349.

Bromme, R. (1997). Kompetenzen, Funktionen und unterrichtliches Handeln der Lehrer [Competencies, functions and enactment of teachers in lessons]. In F. E. Weinert (Ed.), Enzyklopädie der Psychologie (Psychologie des Unterrichts und der Schule, Vol. 3, pp. 177–212). Göttingen: Hogrefe.

Carey, S., Evans, R., Honda, M., Jay, E., & Unger, C. (1989). An experiment is when you try it and see if it works: a study of grade 7 students’ understanding of the construction of scientific knowledge. International Journal of Science Education, 11(Special), 514–529.

Clement, J. (2000). Model based learning as a key research area for science education. International Journal of Science Education, 22(9), 1041–1053.

de Jong, T., & Ferguson-Hessler, M. G. M. (1996). Types and qualities of knowledge. Educational Psychologist, 31(2), 105–113.

Fenstermacher, G. D. (1994). The knower and the known: the nature of knowledge research on teaching. In L. Darling-Hammond (Ed.), Review of research in education 20e (pp. 3–56). Washington, DC: AERA.

Field, A. (2009). Discovering statistics using SPSS (3rd ed.). London: Sage.

Fischer, H. E., Borowski, A., & Tepner, O. (2012). Professional knowledge of science teachers. In B. J. Fraser, K. Tobin, & C. McRobbie (Eds.), Second international handbook of science education. New York: Springer.

Gagatsis, A., & Kyriakides, L. (2000). Teachers’ attitudes towards their pupils’ mathematical errors. Educational Research and Evaluation, 6(1), 24–58.

Gagné, R. M., Briggs, L. J., & Wagner, W. W. (1988). Principles of instructional design (3rd ed.). New York: Holt, Rinehart, and Winston.

Gess-Newsome, J. (1999). Secondary teachers’ knowledge and beliefs about subject matter and their impact on instruction. In J. Gess-Newsome & N. Lederman (Eds.), PCK and science education (pp. 51–94). Dordrecht: Kluwer.

Gess-Newsome, J., & Lederman, N. G. (1995). Biology teachers’ perceptions of subject matter structure and its relationship to classroom practice. Journal of Research in Science Teaching, 32(3), 301–325.

Gonzalez, E., & Rutkowski, L. (2010). Practical approaches for choosing multiple-matrix sample designs. IEA-ETS Research Institute Monograph, 3, 125–156.

Grossman, P. L. (1990). The making of a teacher: teacher knowledge and teacher education. New York: Teachers College Press.

Hammann, M., Phan, T. T. H., Ehmer, M., & Grimm, T. (2008). Assessing pupils’ skills in experimentation. Journal of Biological Education, 42(2), 66–72.

Hashweh, M. (2005). Teacher pedagogical constructions: a reconfiguration of pedagogical content knowledge. Teachers and Teaching: Theory and Practice, 11(3), 273–292.

Hill, H. C. (2007). Mathematical knowledge of middle school teachers: implications for the No Child Left Behind policy initiative. American Educational Research Journal, 29(2), 95–114. doi: 10.3102/0162373707301711 .

Hill, H. C., Schilling, S. G., & Ball, D. L. (2004). Developing measures of teachers’ mathematics knowledge for teaching. The Elementary School Journal, 105(1), 11–30.

Hill, H. C., Rowan, B., & Ball, D. (2005). Effects of teachers’ mathematical knowledge for teaching on student achievement. American Educational Research Journal, 42(2), 371–406.

Hill, H. C., Ball, D. L., Blunk, M., Geoffney, I. M., & Rowan, B. (2007). Validating the ecological assumption: the relationship of measure scores to classroom teaching and student learning. Measurement: Interdisciplinary Research and Perspectives, 5(2), 107–118.

Hill, H. C., Loewenberg Ball, D., & Schilling, S. G. (2008). Unpacking pedagogical content knowledge: conceptualizing and measuring teacher’s topic-specific knowledge of students. Journal for Research in Mathematics Education, 39(4), 372–400.

Jüttner, M. (in press). Entwicklung, Evaluation und Validierung eines Fachwissenstests und eines fachdidaktischen Wissenstests für die Erfassung des Professionswissens von Biologielehrkräften. [Development, evaluation and validation of a content knowledge test and a pedagogical content knowledge test measuring biology teachers’ knowledge]. (Doctoral Thesis, Biology Education, LMU Munich, Germany).

Jüttner, M., & Neuhaus, B. J. (2012). Development of items for a pedagogical content knowledge-test based on empirical analysis of pupils’ errors. International Journal of Science Education, 34(7), 1125–1143. doi: 10.1080/09500693.2011.606511 .

Jüttner, M., Spangler, M., & Neuhaus, B. J. (2009). Zusammenhänge zwischen den verschiedenen Bereichen des Professionswissens von Biologielehrkräften. [Connectedness between different categories of biology teachers‘ professional knowledge]. In D. Krüger, A. Upmeier zu Belzen, S. Hof, K. Kremer, & J. Mayer (Hrsg.), Erkenntnisweg Biologiedidaktik 8 (pp. 69–82). Gießen: Universitätsdruckerei Kassel.

Klieme, E., Neubrand, M., & Lüdtke, O. (2001). Mathematische Grundbildung: Testkonzeption und Ergebnisse [Mathematical basic education: test conception and results]. In Deutsches PISA-Konsortium (Ed.), Basiskompetenzen von Schülerinnen und Schülern im internationalen Vergleich (pp. 139–190). Opladen: Leske.

KMK (Sekretariat der Ständigen Konferenz der Kultusminister der Länder in der Bundesrepublik Deutschland). (2005). Bildungsstandards im Fach Biologie für den Mittleren Schulabschluss (Jahrgangsstufe 10) (Beschluss der Kultusministerkonferenz vom 16.12.2004) [National educational standards for the subject of biology concerning the 10th grade]. München: Luchterhand.

Krathwohl, D. R. (2002). A revision of Bloom’s taxonomy: an overview. Theory Into Practice, 41(4), 212–218.

Krauss, S., Baumert, J., & Blum, W. (2008). Secondary mathematics teachers’ pedagogical content knowledge and content knowledge: validation of the COACTIV constructs. ZDM: The International Journal on Mathematics Education, 40(5), 873–892.

Lederman, N. G., Gess-Newsome, J., & Latz, M. S. (1994). The nature and development of preservice science teachers’ conceptions of subject matter and pedagogy. Journal of Research in Science Teaching, 31(2), 129–146.

Lee, E., & Luft, J. A. (2008). Experienced secondary science teachers’ representation of pedagogical content knowledge. International Journal of Science Education, 30(10), 1343–1363.

Linacre, J. M. (2009). A user’s guide to Winsteps/Ministep: Rasch-model computer programs. Retrieved from http://www.winsteps.com/a/winsteps.pdf .

Magnusson, S., Krajcik, J., & Borko, H. (1999). Nature, sources, and development of pedagogical content knowledge for science teaching. In J. Gess-Newsome & N. Lederman (Eds.), Examining pedagogical content knowledge: the construct and its implications for science education (pp. 95–132). Dordrecht: Kluwer.

Merrill, P. R. (1987). Job and task analysis. In R. M. Gagné (Ed.), Instructional technology: foundations (pp. 141–173). Hillsdale, NJ: Lawrence Erlbaum.

Neuweg, G. H. (2011). Das Wissen der Wissensvermittler [The knowledge and the broadcaster of knowledge]. In E. Terhart, H. Bennewitz, & M. Rothland (Eds.), Handbuch der Forschung zum Lehrerberuf (pp. 451–477). Münster: Waxmann.

Paris, S. G., Lipson, M. Y., & Wixson, K. K. (1983). Becoming a strategic reader. Contemporary Educational Psychology, 8, 293–316.

Park, S., Jang, J.-Y., Chen, Y.-C., & Jung, J. (2010). Is pedagogical content knowledge (PCK) necessary for reformed science teaching? Evidence from an empirical study. Research in Science Education, 41(2), 245–260. doi: 10.1007/s11165-009-9163-8 .

Park, S., & Oliver, S. J. (2008). Revisiting the conceptualisation of pedagogical content knowledge (PCK): PCK as a conceptual tool to understand teachers as professionals. Research in Science Education, 38(3), 261–284.

Rasch, G. (1960). Probabilistic models for some intelligence and attainment tests (Copenhagen, Danish Institute for Educational Research). Chicago, IL: University of Chicago Press.

Rowan, B., Chiang, F.-S., & Miller, R. J. (1997). Using research on employees’ performance to study the effects of teachers on students’ achievement. Sociology of Education, 70(4), 256–284.

Schilling, S. G., & Hill, H. C. (2007). Assessing measures of mathematical knowledge for teaching: a validity argument approach. Measurement: Interdisciplinary Research and Perspectives, 5(2–3), 70–80.

Schmelzing, S., van Driel, J., Jüttner, M., Brandenbusch, S., Sandmann, A., & Neuhaus, B.J. (2013). Development, evaluation, and validation of a paper-and-pencil test for measuring two components of biology teachers’ pedagogical content knowledge concerning the “cardiovascular system”. International Journal of Science and Mathematics Education. doi: 10.1007/s10763-012-9384-6 .

Schmidt, W. H., Tatto, M. T., Bankov, K., Blömeke, S., Cedillo, T., Cogan, L., et al. (2007). The preparation gap: teacher education for middle school mathematics in six countries (report no. MT21). East Lansing, MI: Michigan State University Center for Research in Mathematics and Science Education.

Schwab, J. J. (1978). Science, curriculum, and liberal education: selected essays. Chicago, IL: University of Chicago Press.

Schwarz, B., Wissmach, B., & Kaiser, G. (2008). “Last curves not quite correct”: diagnostic competences of future teachers with regard to modelling and graphical representations. ZDM: The International Journal on Mathematics Education, 40(5), 777–790.

Shulman, L. (1986). Those who understand: knowledge growth in teaching. Educational Researcher, 15(2), 4–14.

Shulman, L. S. (1987). Knowledge and teaching of the new reform. Harvard Educational Review, 57, 1–22.

Tatto, M. T. et al. (2007). Teacher education and development study in mathematics (TEDS-M 2008). Conceptual framework: field trial. East Lansing, MI: College of Education, Michigan State University.

Tepner, O., Borowski, A., Fischer, H. E., Jüttner, M., Kirschner, S., Leutner, D., et al. (2012). Modell zur Entwicklung von Testitems zur Erfassung des Professionswissens von Lehrkräften in den Naturwissenschaften [Model for the development of test items measuring science teachers’ professional knowledge]. Zeitschrift für die Didaktik der Naturwissenschaften, 18, 7–28.

van Driel, J., Verloop, N., & de Vos, W. (1998). Developing science teachers’ pedagogical content knowledge. Journal of Research in Science Teaching, 35(6), 673–695.

Wayne, A. J., & Youngs, P. (2003). Teacher characteristics and student achievement gains: a review. Review of Educational Research, 73(1), 89–122.

Wright, B. D., & Stone, M. H. (1979). Best test design. Chicago, IL: MESA Press.