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Abstract Title: Assessing Future Teachers’ Pedagogical Content Knowledge in a Physics Class
Abstract: There have been discussions about the nature of PCK and whether it is a personal construct that develops over years or if some aspects of PCK can be developed during teacher training programs. Research has shown that some aspects of PCK can be developed in pre-service teachers. A common thread among these aspects of PCK is the importance of kids' prior knowledge. At Kansas State University a physics class was designed to infuse PCK into the learning experience of future elementary teachers. As part of the class students were required to develop a lesson plan that incorporated their understanding of kids' ideas about physics and how to address those ideas. To assess students' PCK we search for instances where kids' prior knowledge were present and how students incorporated these ideas into their lesson plan. We present the results of our study and implications for instruction.
Abstract Type: Contributed Poster Presentation

Author/Organizer Information

Primary Contact: Claudia Fracchiolla
Kansas State University
Manhattan, KS
Co-Author(s)
and Co-Presenter(s)
N. Sanjay Rebello
Kansas State University


This material is based upon work supported by the National Science Foundation under Grant No. 1140855.

Contributed Paper

Contributed Paper: Download the Contributed Paper