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The development of reliable and valid measures of science teacher knowledge is essential for the evaluation of teacher education programs. A particular challenge is that most programs serve pre-service teachers with a range of disciplinary specialties. Is it best to measure science teacher knowledge within individuals' science specialty, or can this be measured domain-generally for the sciences? In this research, we investigated this question by developing a physics-specific measure of science teachers’ strategic knowledge. We then conducted an experiment in which we randomly administered a domain-general measure or the parallel physics-specific measure to a population of pre-service science teachers. The empirical evidence gathered serves to further develop the Flexible Application of Student-Centered Instruction (FASCI) instrument, and contributes to our understanding of science teachers’ pedagogical content knowledge.


Poster presented at the annual Physics Education Research Conference, Ann Arbor, MI.