Pedagogical Content Knowledge in primary technology education Ellen J. Rohaan Constructing a multiple choice test to measure teachers’

Nov 2008 |PATT-20 | Ellen J. Rohaan |2 Outline presentation Primary Tech Ed in the Netherlands Research project (set up) Pedagogical Content Knowledge (PCK) Test construction –Procedure –Results (pre-pilot and pilot study) –Conclusions Next steps

Nov 2008 |PATT-20 | Ellen J. Rohaan |3 Standards (goals) -Pupils learn to design, make, and evaluate solutions for technical problems -Pupils learn to relate the functioning, design, and material of familiar products Core-competences –Designing and making (idea  product) –Using and evaluating (product  idea) making evaluating designing Technology education in the Netherlands

Nov 2008 |PATT-20 | Ellen J. Rohaan |4 Primary technology education in pictures testing designing constructingengineering cooperating wondering presenting learning thinking analyzing

Nov 2008 |PATT-20 | Ellen J. Rohaan |5 Research project Significance: Insights into critical factors of teacher knowledge regarding primary technology education Implications for teacher education (more effective training of teaching technology education) Better technology teaching  more positive attitudes  more technology students Question: What effect does teacher knowledge regarding technology education (i.e. SMK, PCK and attitude) have on pupils’ concept of and attitude towards technology?

Nov 2008 |PATT-20 | Ellen J. Rohaan |6 Research model Attitude TeacherPupil Subject Matter Knowledge Pedagogical Content Knowledge Concept Attitude

Nov 2008 |PATT-20 | Ellen J. Rohaan |7 Time schedule Literature review Exploring relations between teacher knowledge and pupils’ attitude Test con- struction Constructing a mc test to measure teachers’ PCK Pilot study Validation of of instruments to be used in main study Main study Investigating the relations between teacher knowledge and pupils’ attitude

Nov 2008 |PATT-20 | Ellen J. Rohaan |8 Pedagogical Content Knowledge (1/4) Pedagogical Content Knowledge General pedagogical knowledge Subject matter knowledge Knowledge of context (Grossman, 1990) Model of teacher’s knowledge base

Nov 2008 |PATT-20 | Ellen J. Rohaan |9 Introduction of the concept of PCK “… a special amalgam of content and pedagogy that is uniquely the province of teachers, their own special form of professional understanding” (Shulman, 1987, p. 8) Pedagogical Content Knowledge (2/4)

Nov 2008 |PATT-20 | Ellen J. Rohaan |10 Pedagogical Content Knowledge (3/4) PCK in primary technology education Teachers’ PCK is associated with increased student learning in technology education, and increased motivation and interest in technology (Jones & Moreland, 2004)

Nov 2008 |PATT-20 | Ellen J. Rohaan |11 Pedagogical Content Knowledge (4/4) 3 essential elements of technology PCK 1.Knowledge of pupils’ concept of technology, and of pupils’ pre and misconceptions related to technology 2.Knowledge of pedagogical approaches and teaching strategies for technology education 3.Knowledge about the nature and purpose of technology education (Rohaan, Taconis & Jochems, 2008)

Nov 2008 |PATT-20 | Ellen J. Rohaan |12 Test construction How to construct and validate a multiple choice test that measures teachers’ PCK of primary technology education? Advantages: Easy to administer, analyse and replicate (quantitative data) Time and labour efficient  larger samples  better generalization of results

Nov 2008 |PATT-20 | Ellen J. Rohaan |13 Current methods to measure PCK Observations Interviews Multi method evaluations –Variety of techniques (triangulation) –General profile of a teacher’s PCK  These qualitative methods provide rich data, BUT are difficult to replicate and time-consuming  small sample sizes  problems with the generalization of results

Nov 2008 |PATT-20 | Ellen J. Rohaan |14 Procedure of test construction Rational method –Insufficient conceptualization of the main construct and little empirical data –Focus on optimizing content validity –Judgements of experts essential Steps in test construction Specification theoretical framework  Construct analysis  Specification item characteristics  Production of items  Judgement of items  Construction of test  Validation of test

Nov 2008 |PATT-20 | Ellen J. Rohaan |15 Procedure of test construction Experts Meetings and tasks Working definition of PCK “PCK is the knowledge that teachers need in order to make the transition from their own content knowledge to the knowledge and learning of their pupils”

Nov 2008 |PATT-20 | Ellen J. Rohaan |16 Two pupils in grade 5 (age 9-10) make a car out of cardboard which can move through wheels on an axis. By winding a rubber band, the car can move forward. The pupils test their car on a slippery table. The wheels turn, but the car isn’t moving. They are very disappointed about that. They think that their car is too heavy, but don’t know how to solve the problem. What is the best way to help these pupils? Example item: Technology Didactics Test

Nov 2008 |PATT-20 | Ellen J. Rohaan |17 Answer n=1 (cont) n=13 (high) n=3 (ped) n=4 (low) a)Explain them that two slippery objects easily glide over each other because of a lack of friction. Advise them to attach rubber bands to the wheels to give them more traction. b)Connect to the pupils’ thoughts en try to have them discover the relation between friction and weight. c)Let them compare their car design with other pupils’ designs, so they can come up with a solution. d)Direct their attention towards the rubber band and the weight of the car and make them search for a solution themselves.

Nov 2008 |PATT-20 | Ellen J. Rohaan |18 Results pre-pilot study Technology Didactics Test (TDT): 2x20 items (paper and pencil) n=34 (primary school teachers, grade 5 and 6) Item selection based on: –Frequencies analysis (variance in response) –Multidimensional scaling (MDS) –Item total correlations (reliability) –Validity (test score x refresher course) –Discriminating power (item scores) Redesign TDT: 2x20  1x19 items

Nov 2008 |PATT-20 | Ellen J. Rohaan |19 Results pilot study Online questionnaire system (CORF) n=101 (primary school teachers, grade 3-8) Factor analysis: multi-dimensionality (6 dimensions with eigenvalue >1) Test-retest reliability is moderate (r=0.64, p<0.05) Validity: positive correlation between test score and refresher course (r s =0.17, p<0.05)

Nov 2008 |PATT-20 | Ellen J. Rohaan |20 Conclusions Procedure of test construction (rational method) is suitable Multidimensionality of PCK makes construction of internal consistent test difficult Test-retest reliability is moderate More data collection needed in order to analyse psychometric properties with more advanced statistical techniques

Nov 2008 |PATT-20 | Ellen J. Rohaan |21 Back to the (nearby) future Attitude TeacherPupil Subject Matter Knowledge Pedagogical Content Knowledge Concept Attitude

Nov 2008 |PATT-20 | Ellen J. Rohaan |22 Next steps… Nationwide data collection (Oct-Nov 2008) Use more sophisticated statistics (IRT and/or CFA) to validate TDT Use SEM (path analysis) to detect relations between teacher knowledge and pupils’ attitudes Questions?

Nov 2008 |PATT-20 | Ellen J. Rohaan |23 Contact information Ellen Rohaan Eindhoven School of Education Eindhoven University of Technology and Fontys University of Applied Sciences The Netherlands internet: phone: Thanks for your attention!

Nov 2008 |PATT-20 | Ellen J. Rohaan |24 [End of slideshow]