Effects of subject-area degree and classroom experience on new chemistry teachers’ subject matter knowledge

ABSTRACT

Science teachers need to understand the subject matter they teach. While subject matter knowledge (SMK) can improve with classroom teaching experience, it is problematic that many secondary science teachers leave the profession before garnering extensive classroom experience. Furthermore, many new science teachers are assigned to teach science subjects for which they do not hold a degree. This study investigates the SMK of new secondary science teachers assigned to teach chemistry in their first three years of teaching. These new teachers do not have the advantage of years of experience to develop their SMK and half hold a degree in biology rather than chemistry. This qualitative study explores the effects of holding a degree in the subject area one teaches as well as classroom teaching experience on teachers’ SMK for two chemistry topics, conservation of mass and chemical equilibrium. Qualitative analysis of semi-structured interviews indicated that the SMK of teachers who had a chemistry degree and more extensive classroom experience was more coherent, chemistry-focused, and sophisticated than that of teachers who lacked this preparation and experience. This study provides evidence that new science teachers’ SMK is influenced by both holding a degree in the subject area and having classroom experience.

KEYWORDS:

• Subject matter knowledge
• classroom experience
• new science teachers

Acknowledgement

The authors would like to acknowledge the teachers in this study for their enthusiastic participation, as well as Ann Brennan, Shannon L. Dubois, Peter W. Hewson, Melissa A. Jurkiewicz, and Rene Toerien for their assistance throughout the project. The findings, conclusions, and opinions herein represent the views of the authors and do not necessarily represent the views of personnel affiliated with the National Science Foundation, NARST, or The University of Georgia Graduate Program.

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes on Contributors

Ryan S. Nixon is an Assistant Professor of science education at Brigham Young University. He earned his PhD in Science Education at the University of Georgia. His research interests focus on teachers’ science subject matter knowledge, particularly that of new teachers and teachers who are teaching outside of their specialization.

Benjamin K. Campbell is a PhD candidate in Science Education at the University of Georgia. He has earned a Masters of Education in Curriculum and Instruction for Science Education and a Masters of Science in Biology, both from Arizona State University. He is broadly interested in the classroom instructional practices of early career science teachers, with particular attention to teachers’ noticing and responsiveness to students’ science ideas.

Julie A. Luft is the Athletic Association Professor of Mathematics and Science Education in the College of Education at the University of Georgia. Her research, which has been funded by the National Science Foundation, is focused on newly hired secondary science teachers and the development of secondary science teachers. She is also active nationally and internationally in the science education community. A culmination of her research and service resulted in her becoming a fellow for the American Association for the Advancement of Science.

Additional information

Funding

This study was made possible by National Science Foundation grants [1247096] and [0918697], NARST, and The University of Georgia Presidential Fellowship.