Pre-service Primary Teachers' Knowledge of Science Concepts: an Instrument for its Assessment
Authors
José-Javier Verdugo
Universitat de València
Joan-Josep Solaz-Portolés
Universitat de València
Vicent Sanjosé
Universitat de València
Abstract
An instrument to assess primary school science conceptual knowledge in pre-service primary teachers is developed and validated. A test with 50 multiple-choice items was developed based on the four blocks of curricular content for children in primary school: natural environment and its preservation, diversity of living beings, health science and personal development, matter and energy. A sample of 83 pre-service teachers at one important spanish university was taken for statistical validation purposes. Both external consistency (as measured by test-retest correlation) and internal consistency (as measured by Kurder-Richardson’s 20th formula) were above 0.7. Item difficulty and discrimination was studied as well as distractor election. Everything suggests that this test is appropriate for its aimed purpose, although it needs some touch-ups. Furthermore, remarkable results about poor conceptual domain and misconceptions were identified in pre-service teachers. Implications of these findings are discussed.
Author Biographies
José-Javier Verdugo, Universitat de València
Departament Didàctica Ciències Experimentals i Socials
Doctoral student
Joan-Josep Solaz-Portolés, Universitat de València
Departament Didàctica Ciències Experimentals i Socials
Assistant Professor
Vicent Sanjosé, Universitat de València
Departament Didàctica Ciències Experimentals i Socials
Associate Professor
The University of Sydney acknowledges that its campuses and facilities sit on the ancestral lands of Aboriginal and
Torres Strait Islander peoples, who have for thousands of generations exchanged knowledge for the benefit of all.
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