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What Prospective Chemistry Teachers Know about Chemistry: An Analysis of 'Praxis Chemistry Subject Assessment' Category Performance

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Title: What Prospective Chemistry Teachers Know about Chemistry: An Analysis of 'Praxis Chemistry Subject Assessment' Category Performance
Language: English
Authors: Shah, Lisa (ORCID 0000-0001-8700-0924), Schneider, Jeremy, Fallin, Rebekah, Cortes, Kimberly Linenberger, Ray, Herman E., Rushton, Gregory T. (ORCID 0000-0002-8687-132X)
Source: Journal of Chemical Education. Nov 2018 95(11):1912-1921.
Availability: Division of Chemical Education, Inc. and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc
Peer Reviewed: Y
Page Count: 10
Publication Date: 2018
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Chemistry, Science Teachers, Science Instruction, Gender Differences, Race, Ethnicity, Pedagogical Content Knowledge, Beginning Teachers, Science Tests, Nuclear Physics, Majors (Students), Education Majors, Faculty Development, Educational Change, Undergraduate Study, Graduate Study, Teacher Characteristics, Grade Point Average, Science Achievement
DOI: 10.1021/acs.jchemed.8b00365
ISSN: 0021-9584
Abstract: Acquiring sufficient content knowledge to lead effectively in the classroom is one of the greatest challenges for beginning teachers. National and state agencies have made significant investments in content-specific induction supports, but these efforts have not been informed by any empirical evidence regarding the topic-level content knowledge of novice teachers. Here we analyze category-level data from the "Praxis Chemistry Subject Assessment" from May 2006 to June 2016 to determine the areas of general strength and weakness among examinees and explore differences in categorical performance by test-taker demographics. Examinees have generally performed well in the area of "Atomic and Nuclear Structure" and appear to have struggled most in the area of "Solutions and Solubility; Acid-Base Chemistry". Across categories, estimates of academic preparation (e.g., undergraduate GPA, undergraduate major, and graduate major) have explained a large proportion of variance in examinee performance, although demographic characteristics such as gender and race or ethnicity were more explanatory in certain categories, such as "Atomic and Nuclear Structure". Chemistry majors were the top performers in almost all categories, and education majors underperformed, often at the level of non-STEM majors, across all topics. The findings from this work should inform both professional development efforts for beginning teachers as well as instructional reform at the undergraduate level.
Abstractor: As Provided
Entry Date: 2018
Accession Number: EJ1196668
Database: ERIC
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  Data: What Prospective Chemistry Teachers Know about Chemistry: An Analysis of 'Praxis Chemistry Subject Assessment' Category Performance
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  Data: <searchLink fieldCode="AR" term="%22Shah%2C+Lisa%22">Shah, Lisa</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-8700-0924">0000-0001-8700-0924</externalLink>)<br /><searchLink fieldCode="AR" term="%22Schneider%2C+Jeremy%22">Schneider, Jeremy</searchLink><br /><searchLink fieldCode="AR" term="%22Fallin%2C+Rebekah%22">Fallin, Rebekah</searchLink><br /><searchLink fieldCode="AR" term="%22Cortes%2C+Kimberly+Linenberger%22">Cortes, Kimberly Linenberger</searchLink><br /><searchLink fieldCode="AR" term="%22Ray%2C+Herman+E%2E%22">Ray, Herman E.</searchLink><br /><searchLink fieldCode="AR" term="%22Rushton%2C+Gregory+T%2E%22">Rushton, Gregory T.</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-8687-132X">0000-0002-8687-132X</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Chemical+Education%22"><i>Journal of Chemical Education</i></searchLink>. Nov 2018 95(11):1912-1921.
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  Data: Division of Chemical Education, Inc. and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc
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  Data: 10.1021/acs.jchemed.8b00365
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  Data: Acquiring sufficient content knowledge to lead effectively in the classroom is one of the greatest challenges for beginning teachers. National and state agencies have made significant investments in content-specific induction supports, but these efforts have not been informed by any empirical evidence regarding the topic-level content knowledge of novice teachers. Here we analyze category-level data from the "Praxis Chemistry Subject Assessment" from May 2006 to June 2016 to determine the areas of general strength and weakness among examinees and explore differences in categorical performance by test-taker demographics. Examinees have generally performed well in the area of "Atomic and Nuclear Structure" and appear to have struggled most in the area of "Solutions and Solubility; Acid-Base Chemistry". Across categories, estimates of academic preparation (e.g., undergraduate GPA, undergraduate major, and graduate major) have explained a large proportion of variance in examinee performance, although demographic characteristics such as gender and race or ethnicity were more explanatory in certain categories, such as "Atomic and Nuclear Structure". Chemistry majors were the top performers in almost all categories, and education majors underperformed, often at the level of non-STEM majors, across all topics. The findings from this work should inform both professional development efforts for beginning teachers as well as instructional reform at the undergraduate level.
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  Data: 2018
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      – SubjectFull: Science Teachers
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      – SubjectFull: Science Instruction
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      – SubjectFull: Gender Differences
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