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Inklusion und Nachhaltigkeit: Entwicklungslinien pädagogischer und fachdidaktischer Praxis am Beispiel moderner Englischdidaktik
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82 |
Scale, Climate Change, and the Pedagogic Potential of Literature: Scaling (in) the Work of Barbara Kingsolver and T.C. Boyle
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83 |
“Lernen in Beziehungen”: Textensembles und kreative Schreibaufgaben zwischen Komplexitätsreduktion und Komplexitätserhalt
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84 |
Graveyard Poetry und die Wirkmacht des Körpers: Grundzüge einer affektiven Rezeptionsästhetik
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85 |
Zukunftsstrategie LehrerInnenbildung: Vorurteilsbewusster und sprachsensibler Englischunterricht in der Zuwanderungsgesellschaft
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87 |
Muster- und Modellernen im Unterrichtsdiskurs. Zu den literalen Praktiken lehrerzentrierten UNterrichtens
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88 |
Using theory-based test construction to develop a new curriculum-based measurement for sentence reading comprehension
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89 |
Professions- und medienbezogenes Selbstbild angehender Deutschlehrkräfte
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90 |
Disfluency as a Desirable Difficulty — The Effects of Letter Deletion on Monitoring and Performance
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91 |
Construction and Evaluation of an Instrument to Measure Content Knowledge in Biology: The CK-IBI
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Abstract:
The teaching process is well described as an interaction between teacher, student, and content. Thus, it seems obvious that teachers must know the content to help students to learn it. Instruments have been developed to measure teachers’ content knowledge (CK) in biology, but few of them have been provided to the scientific community. Furthermore, most of them have a topic-specific approach, so there is a need for a more comprehensive measure. In efforts to meet this need we have developed an instrument called the CK in biology inventory (CK-IBI), which has a broader scope than previously published instruments and covers knowledge of five biological disciplines (i.e., ecology, evolution, genetics and microbiology, morphology, and physiology). More than 700 pre-service biology teachers were enrolled to participate in tests to assess the instrument’s objectivity, reliability, and validity in two cross-sectional evaluations. Item and scale analyses as well as validity checks indicate that the final version of the CK-IBI (37 items; Cronbach’s α = 0.83) can be scored objectively, is unidimensional, reliable, and validly measures pre-service biology teachers’ CK. As the instrument was used in a German context, it has been translated into English to enable its scrutiny and use by international communities.
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Keyword:
article; assessment; content knowledge; ddc:370; ddc:570; instrument development; pre-service biology teachers; validity; Wissenschaftlicher Artikel
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URL: https://nbn-resolving.org/urn:nbn:de:gbv:8-mods-2019-00174-7 https://macau.uni-kiel.de/receive/macau_mods_00000152 https://doi.org/10.3390/educsci8030145 https://macau.uni-kiel.de/servlets/MCRFileNodeServlet/macau_derivate_00001097/education-08-00145.pdf
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92 |
The Enriching Interplay between Openness and Interest: A Theoretical Elaboration of the OFCI Model and a First Empirical Test
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93 |
Förderung von Interesse an Europa und europäischer Identität bei Grundschulkindern - Eine Interventionsstudie an Europäischen Schulen
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94 |
Warum wissenschaftliche Kommunikation so gut funktioniert: Voraussetzungen, Methoden, Formate einer jahrtausendealten Kommunikation und die Universität der Zukunft
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95 |
Förderung von Interesse an Europa und europäischer Identität bei Grundschulkindern - Eine Interventionsstudie an Europäischen Schulen
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96 |
Warum wissenschaftliche Kommunikation so gut funktioniert: Voraussetzungen, Methoden, Formate einer jahrtausendealten Kommunikation und die Universität der Zukunft
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97 |
Incidental vocabulary acquisition from listening to stories: a comparison between read-aloud and free storytelling approaches
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98 |
Can explaining less be more? Enhancing vocabulary through explicit versus elaborative storytelling
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99 |
Using Theory-Based Test Construction to Develop a New Curriculum-Based Measurement for Sentence Reading Comprehension
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100 |
From infancy to adolescence: The longitudinal links between vocabulary, early literacy skills, oral narrative, and reading comprehension
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