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A comparison of preservice and in‐service earth and space science teachers' general mental abilities, content knowledge, and problem‐solving skills
Author(s) -
Barba Robertta H.,
Rubba Peter A.
Publication year - 1992
Publication title -
journal of research in science teaching
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.067
H-Index - 131
eISSN - 1098-2736
pISSN - 0022-4308
DOI - 10.1002/tea.3660291003
Subject(s) - mathematics education , space (punctuation) , science education , procedural knowledge , function (biology) , psychology , teacher education , structuring , computer science , body of knowledge , knowledge management , evolutionary biology , biology , operating system , finance , economics
The purpose of this study was to compare in‐service and preservice earth and space science teachers on their general mental abilities, their content knowledge or declarative knowledge of earth and space sciences, the Gagnean levels of their content knowledge or declarative knowledge, and the procedural knowledge used in solving earth and space science problems. This study used a contrast‐group design to compare in‐service ( n = 30) and preservice ( n = 30) earth and space science teachers. The in‐service earth science teachers (a) bring more declarative knowledge to the problem‐solving situation, (b) use fewer steps while problem solving, (c) generate more subroutines and alternate hypotheses, and (d) possess different structural knowledge than do preservice earth science teachers. Findings from this study support Norman's theory of learning that experts (in‐service teachers) function at the tuning mode of learning, whereas novices (preservice teachers) function in an accreting or structuring mode. In‐service earth science teachers exhibited smoothness, automaticity, and decreased mental effort not exhibited by preservice earth and space science teachers.