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Neumann, K., Kind, V., & Harms, U. (2019). Probing the Amalgam: The Relationship between Science Teachers’ Content, Pedagogical and Pedagogical Content Knowledge. International Journal of Science Education, 41, 847-861.
https://doi.org/10.1080/09500693.2018.1497217

has been cited by the following article:

• TITLE: Strengthening Elementary Preservice Teacher Content Knowledge in Science through Model Based Inquiry

  AUTHORS: Gustave E. Nollmeyer, Kathryn A. Baldwin

  KEYWORDS: Elementary Teacher Preparation, Science Education, Science Teacher Education, Content Knowledge

  JOURNAL NAME: Creative Education, Vol.15 No.10, October 28, 2024

  ABSTRACT: Science methods classes are charged with teaching preservice teachers how to teach science (PCK); however, since the ability to teach science is limited by the depth of understanding about what is being taught (CK), there is a tension for science teacher educators to negotiate. In this study we explore the possibility of advancing preservice elementary science teachers CK through an authentic science investigation experience using instructional methods that should develop their PCK as well. Analysis of the data revealed that growth in preservice teachers’ CK was statistically significant for each of the four quarters. In addition, most participants who held misconceptions in the pre-assessment no longer demonstrated these in the post-assessment.