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Examination of Undergraduate Biology...

Lohr, Mary Ellen.

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Examination of Undergraduate Biology Professors' Views of the Nature of Scientific Knowledge and Their Pedagogical Content Knowledge for Teaching the Nature of Scientific Knowledge.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Examination of Undergraduate Biology Professors' Views of the Nature of Scientific Knowledge and Their Pedagogical Content Knowledge for Teaching the Nature of Scientific Knowledge./
Author:	Lohr, Mary Ellen.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
Description:	390 p.
Notes:	Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.
Contained By:	Dissertation Abstracts International79-01A(E).
Subject:	Educational philosophy. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10606461
ISBN:	9780355180459

Examination of Undergraduate Biology Professors' Views of the Nature of Scientific Knowledge and Their Pedagogical Content Knowledge for Teaching the Nature of Scientific Knowledge.
Lohr, Mary Ellen.

Examination of Undergraduate Biology Professors' Views of the Nature of Scientific Knowledge and Their Pedagogical Content Knowledge for Teaching the Nature of Scientific Knowledge. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 390 p.

Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.

Thesis (Ph.D.)--Middle Tennessee State University, 2017.

This item is not available from ProQuest Dissertations & Theses.

Biology education reform documents emphasize the importance of teaching the nature of scientific knowledge (NOSK) and its role in developing scientific literacy. Minimal literature is devoted to the evaluation of higher education biology instructors' pedagogical content knowledge (PCK) for teaching in general and for NOSK, specifically. Existing literature showed that science experts may still hold novice conceptions of NOSK as defined by the consensus view of NOSK. This dissertation described the views of NOSK held by undergraduate biology instructors and their PCK for teaching NOSK using case studies and cross-case analyses. Data sources included surveys, interviews, and teaching artifacts to triangulate the views of NOSK and PCK for teaching NOSK. I examined NOSK using the consensus view of the NOSK and PCK for NOSK using the Teacher Professional Knowledge and Skill (TPK&S) framework. In addition, I examined the role of reflective practices and developed a classification of instructors' PCK for NOSK. In conclusion, this study may provide direction for improving PCK for teaching NOSK in undergraduate biology courses.

ISBN: 9780355180459Subjects--Topical Terms:

3173367
Educational philosophy.

Examination of Undergraduate Biology Professors' Views of the Nature of Scientific Knowledge and Their Pedagogical Content Knowledge for Teaching the Nature of Scientific Knowledge.
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