Science Education Department, Harvard-Smithsonian Center for Astrophysics, Cambridge, MA 02138.
CBE Life Sci Educ. 2020 Mar;19(1):ar9. doi: 10.1187/cbe.19-08-0164.
One of the foundational assumptions in education is that greater teacher knowledge contributes to greater gains in student knowledge, but empirical evidence in support of this assumption is scarce. Using a U.S. sample of 79 biology teachers and their 2749 high school students, we investigate whether teachers' subject matter knowledge (SMK) and knowledge of students' misconceptions (KOSM) in high school life science are associated with students' posttest performance on multiple-choice test items designed to reveal student misconceptions, after controlling for their pretest scores. We found that students were more likely to answer an item on the posttest correctly if their teachers could answer the question correctly, themselves (SMK). Teachers' ability to predict students' most common wrong answer (KOSM) for an item predicted even better student performance. Items for which a particular wrong answer rose above others in popularity saw an even greater benefit for teacher KOSM.
教育的一个基本假设是，教师的知识越多，学生的知识增长就越大，但支持这一假设的经验证据却很少。本研究使用了美国的一个生物学教师样本（79 人）及其 2749 名高中生，调查了高中生命科学中教师的学科知识（SMK）和学生错误观念知识（KOSM）是否与学生在多项选择题上的后测表现相关，这些多选题旨在揭示学生的错误观念，且控制了他们的前测分数。我们发现，如果学生的老师能够正确回答问题（SMK），那么学生在后测中更有可能答对一个项目。教师预测一个项目中最常见的错误答案（KOSM）的能力甚至能更好地预测学生的表现。对于某个特定的错误答案比其他答案更受欢迎的项目，教师的 KOSM 能带来更大的收益。
