Test validation and use to evaluate São Paulo high school Chemistry teachers\' PCK of Galvanic Cells

Author(s)

Pablo Micael Araújo Castro

• Document type: Doctoral Thesis
• Press: São Paulo.
• Institution: Universidade de São Paulo (USP). Instituto de Física (IF/SBI)
• Defense date: 2022-10-19

Examining board members

Carmen Fernandez; Elaine Pavini Cintra; Sergio Henrique Bezerra de Sousa Leal; Keysy Solange Costa Nogueira; Amanda Amantes Neiva Ribeiro

• Advisor: Carmen Fernandez

Abstract

From the teacher professionalization perspective, it is argued that teachers have their own set of knowledge for teaching. One of this knowledge is specific for teaching a subject: the pedagogical content knowledge (PCK), which can be understood as the knowledge to transform the content of a subject into a teachable form. Among the models proposed for the PCK, we used the topic specific PCK model. Based on this model, our aim was to develop and to present validity evidence of a test to evaluate São Paulo high school Chemistry teachers PCK of Galvanic Cells. To achieve this objective, we adopted a predominantly quantitative mixed methods methodology, which comprises the following steps: first, we developed a PCK of Galvanic Cells test and developed a scoring rubric for such a test, through a qualitative text analysis; second, we evaluated the psychometric characteristics of the PCK of Galvanic Cells test, through Rasch modeling, to collect test internal structure evidence; third, we investigated the dimensionality of a self-concept scale in Chemistry and in Teaching Chemistry, through a confirmatory factor analysis, to collect evidence of association from the PCK of Galvanic Cells test; fourth, we analyzed the Galvanic Cells content present in high school Chemistry textbooks, through a descending hierarchical classification, to collect evidence of the PCK Galvanic Cells test content. The results show that the investigated São Paulo high school Chemistry teachers PCK of Galvanic Cells are at a basic level; the dimensional structure of the self-concept in Chemistry and in Teaching Chemistry assumes a bifactorial structure; despite being in the basic level of PCK of Galvanic Cells, teachers have a positive self-concept in knowledge of Chemistry and Teaching Chemistry; and the PCK of Galvanic Cells test contemplates the Galvanic Cells ideas that emerged in the analysis of the high school Chemistry textbooks. Thus, we concluded that the PCK of Galvanic Cells test presented good evidence of validity and can be used for research or didactic purposes. (AU)

• FAPESP's process: 16/14138-2 - PCK of electrochemistry: a case study with São Paulo high school teachers
• Grantee: Pablo Micael Araújo Castro
• Support Opportunities: Scholarships in Brazil - Doctorate