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Biology Faculty at Large Research Institutions: The Nature of their Pedagogical Content Knowledge

Abstract To address the need of scientists and engineers in the United States workforce and ensure that students in higher education become scientifically literate, research and policy has called for improvements in undergraduate education in the sciences. One particular pathway for improving undergraduate education in the science fields is to reform undergraduate teaching. Only a limited number of studies have explored the pedagogical content knowledge of postsecondary level teachers. This study was conducted to characterize the PCK of biology faculty and explore the factors influencing their PCK. Data included semi-structured interviews, classroom observations, documents, and instructional artifacts. A qualitative inquiry was designed to conduct a... (more)
Created Date 2013
Contributor Hill, Kathleen M. (Author) / Luft, Julie A. (Advisor) / Baker, Dale (Committee member) / Orchinik, Miles (Committee member) / Arizona State University (Publisher)
Subject Science education / Higher education / Biology / biological education / college teaching / higher education / PCK / Pedagogical content knowledge / science education
Type Doctoral Dissertation
Extent 149 pages
Language English
Reuse Permissions All Rights Reserved
Note Ph.D. Curriculum and Instruction 2013
Collaborating Institutions Graduate College / ASU Library
Additional Formats MODS / OAI Dublin Core / RIS

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Description Dissertation/Thesis