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Comparing Academic Performance of Elementary Education Majors in General Education Science Courses

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PLOS ONE | https://doi.org/10.1371/journal.pone.0320137 March 19, 2025 12 / 15 PLOS ONE Elementary Education Majors in General Education Science Courses Author contributions Conceptualization: Ryan S. Nixon, Elizabeth Gibbons Bailey. Data curation: Ryan S. Nixon, Elizabeth Gibbons Bailey. Formal analysis: Elizabeth Gibbons Bailey. Methodology: Ryan S. Nixon, Elizabeth Gibbons Bailey. Project administration: Ryan S. Nixon. Visualization: Elizabeth Gibbons Bailey. Writing – original draft: Ryan S. Nixon, Elizabeth Gibbons Bailey. Writing – review & editing: Ryan S. Nixon, Elizabeth Gibbons Bailey. References 1. Carlson J, Daehler KR. The refined consensus model of pedagogical content knowledge in science education. In: Hume A, Cooper R, Borowski A, editors. Repositioning pedagogical content knowledge in teachers’ knowledge for teaching science. Singapore: Springer; 2019. p. 77–92. 2. Chan KKH, Hume A. Towards a consensus model: Literature review of how science teachers’ peda- gogical content knowledge is investigated in empirical studies. In: Hume A, Cooper R, Borowski A, editors. Repositioning pedagogical content knowledge in teachers’ knowledge for teaching science. Singapore: Springer; 2019. p. 3–76. 3. Shulman LS. Those who understand: Knowledge growth in teaching. Educ Res. 1986;15(2):4–14. 4. Pardo LS. The role of context in learning to teach writing: What teacher educators need to know to support beginning urban teachers. J Teach Educ. 2006;57(4):378–94. 5. Thompson S, Lotter C, Fann X, Taylor L. Enhancing elementary pre-service teachers’ plant processes

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conceptions. J Sci Teach Educ. 2016;27(4):439–63. 6. Ball D, Thames M, Phelps G. Content knowledge for teaching: What makes it special?. J Teach Educ. 2008;59(5):389–407. 7. National Academies of Sciences E, and Medicine (NASEM),. Science teachers learning: Enhancing opportunities, creating supportive contexts. Washington, DC: The National Academies Press; 2015. 8. Sanders LR, Borko H, Lockard JD. Secondary science teachers’ knowledge base when teaching science courses in and out of their area of certification. J Res Sci Teach. 1993;30(7):723–36. https:// doi.org/10.1002/tea.3660300710 9. van Driel JH, Hume A, Berry A. Research on science teachers’ knowledge and its development. In: Lederman NG, Zeidler DL, Lederman JS, editors. Handbook of Research on Science Education. III. New York, NY: Routledge; 2023. p. 1123–61. 10. Chen C, Sonnert G, Sadler PM, Sunbury S. The impact of high school life science teachers’ subject matter knowledge and knowledge of student misconceptions on students’ learning. CBE Life Sci Educ. 2020;19(1):ar9. https://doi.org/10.1187/cbe.19-08-0164 PMID: 32108561 11. Baumert J, Kunter M, Blum W, Brunner M, Voss T, Jordan A. Teachers’ mathematical knowledge, cognitive activation in the classroom, and student progress. Am Educ Res J. 2010;47(1):133–80. 12. Ogunniyi M, Rollnick M. Pre-service science teacher education in Africa: Prospects and challenges. J Sci Teach Educ. 2015;26(1):65–79. 13. Evagorou M, Dillon J, Viiri J, Albe V. Pre-service science teacher preparation in Europe: Comparing

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pre-service teacher preparation programs in England, France, Finland and Cyprus. J Sci Teach Educ. 2015;26(1):99–115. 14. Grossman PL, Wilson SM, Shulman LS. Teachers of substance: Subject matter knowledge for teach- ing. In: Reynolds MC, editor. Knowledge base for the beginning teacher. Oxford, England: Pergamon; 1989. p. 22–36. 15. Rice D. I didn’t know oxygen could boil! What preservice and inservice elementary teachers’ answers to ‘simple’ science questions reveals about their subject matter knowledge. Int J Sci Educ. 2005;27(9):1059–82. 16. Luera G, Otto C. Development and evaluation of an inquiry-based elementary science teacher educa- tion program reflecting current reform movements. J Sci Teach Educ. 2005;16(3):241–58. 17. Deng Z. The distinction between key ideas in teaching school physics and key ideas in the discipline of physics. Sci Educ. 2001;85(3):263–78.