ABSTRACT This study used nationally representative data from the 2011 National Assessment of Educational Progress (8th-grade Science) and the 2018 National Survey of Science and Mathematics Education toward two primary purposes: (a) to examine the association between teachers’ formal (university) content preparation in science and student outcomes in science, and (b) to document the prevalence and locality of Out-of-Field (OoF) science teaching in the US. The relationship between teachers’ formal science preparation and students’ 8th-grade science outcomes was mixed across science disciplines with a statistically significant association being observed for students’ earth science outcomes. Teachers’ experience teaching science and access to science instructional materials/kits were more strongly associated with student outcomes than was their formal content preparation, with statistically significant associations observed for all student outcomes (physical science, life science, and earth science). The prevalence of OoF science teaching was higher in middle schools than in high schools, as well as more frequently occurring in historically lower achieving and impoverished educational contexts.

中文翻译：

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美国科学教师正式内容准备的全国趋势：外场教学对学生成果的影响

摘要 本研究使用了来自 2011 年全国教育进步评估（8 年级科学）和 2018 年全国科学和数学教育调查的全国代表性数据，主要目的有两个：（a）检查教师正规（大学）科学内容准备和学生科学成果，以及 (b) 记录美国场外 (OoF) 科学教学的普遍性和地域性。教师的正式科学准备与学生 8 年级科学成果之间的关系在各个科学学科中是混合的，观察到学生地球科学成果具有统计学意义的关联。与正式的内容准备相比，教师的科学教学经验和科学教学材料/工具包的获取与学生成果的相关性更强，所有学生成果（物理科学、生命科学和地球科学）都具有统计学意义的关联。OoF 科学教学在中学的流行率高于高中，并且更频繁地发生在历史上成绩较差和贫困的教育环境中。