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Abstract Title: The quality of instructional artifacts and teachers' content knowledge for teaching energy
Abstract: Content Knowledge for Teaching (CKT; Ball, Thames, & Phelps, 2008) describes the knowledge that teachers have for teaching a particular subject.  As such, there should be a relationship between teachers' CKT and their classroom practice.  In this poster, we describe two high school teachers' content knowledge for teaching energy (CKT-E) and how that knowledge is reflected in the assignments and assessments they develop for energy instruction. Specifically, we focus on their knowledge for teaching the concepts of work and systems. Through this analysis, we provide a framework for measuring the enactment of knowledge for teaching through the analysis of classroom artifacts.
Abstract Type: Contributed Poster Presentation
Session Time: Poster Session II
Poster Number: B93

Author/Organizer Information

Primary Contact: Robert Zisk
Rutgers University
10 Seminary Pl
New Brunswick, NJ 08901
Phone: 7326729432
and Co-Presenter(s)
Eugenia Etkina, Rutgers University; Drew Gitomer, Rutgers University