In the United States, research on beginning science teachers provides little guidance regarding empirical minimum levels of discipline-specific science coursework for sufficient subject matter knowledge to teach science. Accordingly, in this study we analyzed secondary physical science teachers' science coursework for subject matter knowledge (SMK) and resulting misconceptions of chemistry and physics concepts. Findings were compared with state-level science teacher certification policies. Participants had either: (a) completed a master's level teacher preparation program with an undergraduate degree in science, (b) completed an undergraduate teacher preparation program with a minor degree or more in science, or (c) were undergraduate students enrolled in science courses required for chemistry and physics teacher certification. We analyzed participants' transcripts for discipline-specific science coursework credit hours and GPAs and identified possible predictors of SMK predictors of the likelihood of passing chemistry and physics misconceptions tests. We categorized teachers' level of SMK and used multiple variable and logistic regressions (n = 212 participants; n = 109 chemistry and n = 103 physics). To identify teacher candidates' possible misconceptions, we analyzed chemistry (n = 97) and physics (n = 91) participants' item responses with the corresponding science credit hours and GPAs. With increasing numbers of credit hours teachers held fewer misconceptions. However, even with medium to high SMK levels, teachers still held misconceptions about chemical bonding, electromagnetism, and Newton's laws until they reached critical credit hour and GPA thresholds. Lastly, we provide recommendations for physical science teachers' programs of study and state-level teaching certification policies, using empirical minimum quantity and quality of chemistry, physics, and mathematics coursework.

中文翻译：

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为物理科学教学设置经验丰富的内容知识政策基准

在美国，对初级科学教师的研究几乎没有提供关于特定学科科学课程的经验最低水平的指导，以提供足够的学科知识来教授科学。因此，在本研究中，我们分析了中学物理科学教师的学科知识 (SMK) 科学课程作业以及由此产生的对化学和物理概念的误解。调查结果与州级科学教师认证政策进行了比较。参与者要么：(a) 完成了具有科学本科学位的硕士学位教师预备课程，(b) 完成了具有辅修科学学位或更多科学学位的本科教师预备课程，或者 (c) 是本科生就读科学课程需要化学和物理教师认证。我们分析了参与者针对特定学科的科学课程学分和 GPA 的成绩单，并确定了通过化学和物理误解测试的可能性的 SMK 预测因子的可能预测因子。我们对教师的SMK水平进行了分类，并使用了多变量和逻辑回归（n  = 212 名参与者；n  = 109 化学和n  = 103 物理）。为了确定教师候选人可能存在的误解，我们分析了化学 ( n  = 97) 和物理 ( n = 91) 参与者的项目回答以及相应的科学学分和 GPA。随着学分的增加，教师的误解越来越少。然而，即使是中等至高的 SMK 水平，教师仍然对化学键、电磁学和牛顿定律存在误解，直到他们达到临界学分和 GPA 阈值。最后，我们使用化学、物理和数学课程作业的经验最低数量和质量，为物理科学教师的学习计划和国家级教学认证政策提供建议。