The design and validation of an instrument to measure the topic specific pedagogical content knowledge of physical sciences teachers in electric circuits

Abstract

Extensive research describes common misconceptions when learning to understand how electric circuits function and the concurrent difficulties of teaching this content. The primary purpose of this study was to design and validate an assessment tool that uses these misconceptions to measure teachers’ Topic Specific Pedagogical Content Knowledge (TSPCK) for teaching electric circuits. In conjunction with the TSPCK assessment tool, a Content Knowledge (CK) assessment tool was adapted from existing content tests for electric circuits. The purpose of the CK assessment tool was to test the assumption that teachers’ TSPCK cannot develop without them having prior CK.