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Sample records for high content knowledge

  1. Pedagogical content knowledge and preparation of high school physics teachers

    Directory of Open Access Journals (Sweden)

    Eugenia Etkina

    2010-08-01

    Full Text Available This paper contains a scholarly description of pedagogical practices of the Rutgers Physics/Physical Science Teacher Preparation program. The program focuses on three aspects of teacher preparation: knowledge of physics, knowledge of pedagogy, and knowledge of how to teach physics (pedagogical content knowledge—PCK. The program has been in place for 7 years and has a steady production rate of an average of six teachers per year who remain in the profession. The main purpose of the paper is to provide information about a possible structure, organization, and individual elements of a program that prepares physics teachers. The philosophy of the program and the coursework can be implemented either in a physics department or in a school of education. The paper provides details about the program course work and teaching experiences and suggests ways to adapt it to other local conditions.

  2. Identifying Content Knowledge for Teaching Energy: Examples from High School Physics

    Science.gov (United States)

    Robertson, Amy D.; Scherr, Rachel E.; Goodhew, Lisa M.; Daane, Abigail R.; Gray, Kara E.; Aker, Leanna B.

    2017-01-01

    "Content knowledge for teaching" is the specialized content knowledge that teachers use in practice the content knowledge that serves them for tasks of teaching such as revoicing students' ideas, choosing an instructional activity to address a student misunderstanding, and evaluating student statements. We describe a methodology for…

  3. Identifying Content Knowledge for Teaching Energy: Examples from High School Physics

    Science.gov (United States)

    Robertson, Amy D.; Scherr, Rachel E.; Goodhew, Lisa M.; Daane, Abigail R.; Gray, Kara E.; Aker, Leanna B.

    2017-01-01

    "Content knowledge for teaching" is the specialized content knowledge that teachers use in practice the content knowledge that serves them for tasks of teaching such as revoicing students' ideas, choosing an instructional activity to address a student misunderstanding, and evaluating student statements. We describe a methodology for…

  4. Understanding a High School Physics Teacher's Pedagogical Content Knowledge of Argumentation

    Science.gov (United States)

    Wang, Jianlan; Buck, Gayle A.

    2016-08-01

    Scientific argumentation is an important learning objective in science education. It is also an effective instructional approach to constructivist science learning. The implementation of argumentation in school settings requires science teachers, who are pivotal agents of transforming classroom practices, to develop sophisticated knowledge of argumentation. However, there is a lack of understanding about science teachers' knowledge of argumentation, especially the dialogic meaning of argumentation. In this case study, we closely examine a high school physics teacher's argumentation-related pedagogic content knowledge (PCK) in the context of dialogic argumentation. We synthesize the teacher's performed PCK from his argumentation practices and narrated PCK from his reflection on the argumentation practices, from which we summarize his PCK of argumentation from the perspectives of orientation, instructional strategies, students, curriculum, and assessment. Finally, we describe the teacher's perception and adaption of argumentation in his class. We also identity the barriers to argumentation implementation in this particular case and suggest solutions to overcome these barriers.

  5. An Exploration of the Common Content Knowledge of High School Mathematics Teachers

    Science.gov (United States)

    Bansilal, Sarah; Brijlall, Deonarain; Mkhwanazi, Thokozani

    2014-01-01

    Many studies point to the problem of poor mathematics content knowledge of mathematics teachers in South Africa. The purpose of this study was to investigate teachers' knowledge of the mathematics they are themselves teaching. Data was generated from the teachers' (n = 253) written responses to test that was a shortened form of a…

  6. Initial Characterization of Colombian High School Physics Teachers' Pedagogical Content Knowledge on Electric Fields

    Science.gov (United States)

    Melo-Niño, Lina Viviana; Cañada, Florentina; Mellado, Vicente

    2017-01-01

    We explore the initial characterization of the pedagogical content knowledge of four, in-service, Colombian pre-university secondary education physics teachers on the concept of electric field. Two of them teach the content in English as a second language. The aim of the study was to obtain an image of the participants' teaching of electric field…

  7. Initial Characterization of Colombian High School Physics Teachers' Pedagogical Content Knowledge on Electric Fields

    Science.gov (United States)

    Melo-Niño, Lina Viviana; Cañada, Florentina; Mellado, Vicente

    2017-01-01

    We explore the initial characterization of the pedagogical content knowledge of four, in-service, Colombian pre-university secondary education physics teachers on the concept of electric field. Two of them teach the content in English as a second language. The aim of the study was to obtain an image of the participants' teaching of electric field…

  8. tranSMART: An Open Source Knowledge Management and High Content Data Analytics Platform.

    Science.gov (United States)

    Scheufele, Elisabeth; Aronzon, Dina; Coopersmith, Robert; McDuffie, Michael T; Kapoor, Manish; Uhrich, Christopher A; Avitabile, Jean E; Liu, Jinlei; Housman, Dan; Palchuk, Matvey B

    2014-01-01

    The tranSMART knowledge management and high-content analysis platform is a flexible software framework featuring novel research capabilities. It enables analysis of integrated data for the purposes of hypothesis generation, hypothesis validation, and cohort discovery in translational research. tranSMART bridges the prolific world of basic science and clinical practice data at the point of care by merging multiple types of data from disparate sources into a common environment. The application supports data harmonization and integration with analytical pipelines. The application code was released into the open source community in January 2012, with 32 instances in operation. tranSMART's extensible data model and corresponding data integration processes, rapid data analysis features, and open source nature make it an indispensable tool in translational or clinical research.

  9. Pedagogical Content Knowledge of Argumentation: Using Classroom Contexts to Assess High-Quality PCK Rather than Pseudoargumentation

    Science.gov (United States)

    McNeill, Katherine L.; González-Howard, María; Katsh-Singer, Rebecca; Loper, Suzanna

    2016-01-01

    Despite the recent emphasis on science practices, little work has focused on teachers' knowledge of these key learning goals. The development of high quality assessments for teachers' pedagogical content knowledge (PCK) of science practices, such as argumentation, is important to better assess the needs of teachers and to develop supportive…

  10. PCK to practice: Two experienced high school chemistry teachers' pedagological content knowledge in their teaching practice

    Science.gov (United States)

    Boesdorfer, Sarah B.

    Pedagogical content knowledge has been defined by Magnusson, Krajcik, and Borko (1999) and others for the purpose of understanding science teachers' knowledge and teaching practice. It is hoped that by improving our understanding of science teachers' PCK, we can improve the education and practice of science teachers. Research describing all domains of a teacher's PCK and its use in the practice of teaching has not been well established. The purpose of this study is to understand how two experienced secondary chemistry teachers' PCK manifests itself in their daily teaching practice. For each teacher, observations, interviews, and class documents were utilized to provide a detailed description of the five domains for PCK as defined by Magnusson et al. Both teachers were well regarded in their schools, but one teacher's PCK was found to be significantly more consistent with our current understanding of science teaching and learning. Along with the comparisons of the two teachers' knowledge, this research found that the teachers' knowledge and their enacted knowledge did not always correspond---suggesting the importance of observations for understanding PCK's influence on teaching practices. In addition, this study supports the importance of clearly defining a teacher's orientation toward science teaching in understanding a teacher's PCK. Both teachers' orientations toward science teaching were found to greatly influence their knowledge and actions in the other PCK domains. Finally, this study suggests that a teacher's knowledge of science curriculum should not be defined only as the knowledge of goals and objectives because this narrow definition of curriculum does not allow a complete understanding of the teacher's knowledge nor how their knowledge affects their practice. These conclusions have implications for future research and teacher educators.

  11. Initial Characterization of Colombian High School Physics Teachers' Pedagogical Content Knowledge on Electric Fields

    Science.gov (United States)

    Melo-Niño, Lina Viviana; Cañada, Florentina; Mellado, Vicente

    2015-09-01

    We explore the initial characterization of the pedagogical content knowledge of four, in-service, Colombian pre-university secondary education physics teachers on the concept of electric field. Two of them teach the content in English as a second language. The aim of the study was to obtain an image of the participants' teaching of electric field and the inherent complexities that go with that. The results revealed that factors which involved their personal educational models, such as, how they interpret their school's curriculum, the relationship they see between physics and mathematics, the most effective strategies for teaching physics, and the time they have available to develop the topic played a significant role. The teachers considered it essential to establish new strategies that would motivate the pupils by helping them visualize the electric field.

  12. Initial Characterization of Colombian High School Physics Teachers' Pedagogical Content Knowledge on Electric Fields

    Science.gov (United States)

    Melo-Niño, Lina Viviana; Cañada, Florentina; Mellado, Vicente

    2017-02-01

    We explore the initial characterization of the pedagogical content knowledge of four, in-service, Colombian pre-university secondary education physics teachers on the concept of electric field. Two of them teach the content in English as a second language. The aim of the study was to obtain an image of the participants' teaching of electric field and the inherent complexities that go with that. The results revealed that factors which involved their personal educational models, such as, how they interpret their school's curriculum, the relationship they see between physics and mathematics, the most effective strategies for teaching physics, and the time they have available to develop the topic played a significant role. The teachers considered it essential to establish new strategies that would motivate the pupils by helping them visualize the electric field.

  13. Canonical Pedagogical Content Knowledge by Cores for Teaching Acid-Base Chemistry at High School

    Science.gov (United States)

    Alvarado, Clara; Cañada, Florentina; Garritz, Andoni; Mellado, Vicente

    2015-01-01

    The topic of acid-base chemistry is one of the oldest in general chemistry courses and it has been almost continuously in academic discussion. The central purpose of documenting the knowledge and beliefs of a group of ten Mexican teachers with experience in teaching acid-base chemistry in high school was to know how they design, prepare and…

  14. Canonical Pedagogical Content Knowledge by Cores for Teaching Acid-Base Chemistry at High School

    Science.gov (United States)

    Alvarado, Clara; Cañada, Florentina; Garritz, Andoni; Mellado, Vicente

    2015-01-01

    The topic of acid-base chemistry is one of the oldest in general chemistry courses and it has been almost continuously in academic discussion. The central purpose of documenting the knowledge and beliefs of a group of ten Mexican teachers with experience in teaching acid-base chemistry in high school was to know how they design, prepare and…

  15. Knowledge Acquisition for Content Selection

    CERN Document Server

    Reiter, E R; Osman, L; Roff, Y; Reiter, Ehud; Cawsey, Alison; Osman, Liesl; Roff, Yvonne

    1997-01-01

    An important part of building a natural-language generation (NLG) system is knowledge acquisition, that is deciding on the specific schemas, plans, grammar rules, and so forth that should be used in the NLG system. We discuss some experiments we have performed with KA for content-selection rules, in the context of building an NLG system which generates health-related material. These experiments suggest that it is useful to supplement corpus analysis with KA techniques developed for building expert systems, such as structured group discussions and think-aloud protocols. They also raise the point that KA issues may influence architectural design issues, in particular the decision on whether a planning approach is used for content selection. We suspect that in some cases, KA may be easier if other constructive expert-system techniques (such as production rules, or case-based reasoning) are used to determine the content of a generated text.

  16. Pedagogical Content Knowledge in Teaching Material

    Science.gov (United States)

    Saeli, Mara; Perrenet, Jacob; Jochems, Wim M. G.; Zwaneveld, Bert

    2012-01-01

    The scope of this article is to understand to what extent Computer Science teachers can find support for their Pedagogical Content Knowledge (PCK) in teaching material. We report the results of a study in which PCK is used as framework to develop a research instrument to examine three high school computer science textbooks, with special focus on…

  17. Pedagogical Content Knowledge in Teaching Material

    Science.gov (United States)

    Saeli, Mara; Perrenet, Jacob; Jochems, Wim M. G.; Zwaneveld, Bert

    2012-01-01

    The scope of this article is to understand to what extent Computer Science teachers can find support for their Pedagogical Content Knowledge (PCK) in teaching material. We report the results of a study in which PCK is used as framework to develop a research instrument to examine three high school computer science textbooks, with special focus on…

  18. Impact of Virtual Learning Environment (VLE): A Technological Approach to Genetics Teaching on High School Students' Content Knowledge, Self-Efficacy and Career Goal Aspirations

    Science.gov (United States)

    Kandi, Kamala M.

    2013-01-01

    This study examines the effect of a technology-based instructional tool "Geniverse" on the content knowledge gains, Science Self-Efficacy, Technology Self-Efficacy, and Career Goal Aspirations among 283 high school learners. The study was conducted in four urban high schools, two of which have achieved Adequate Yearly Progress (AYP) and…

  19. Investigating the Technological Pedagogical Content Knowledge of Social Studies Teachers in the Senior High Schools in the Kumasi Metropolis of Ghana

    Science.gov (United States)

    Yalley, Clarke Ebow

    2017-01-01

    The purpose of this study was to investigate the technological pedagogical content knowledge of Social Studies teachers in the Senior High Schools in the Kumasi Metropolis in the Ashanti Region of Ghana. The study employed descriptive survey. The population comprised all the 136 Social Studies teachers in the nineteen public Senior High Schools in…

  20. Teachers' Beliefs about Mathematical Horizon Content Knowledge

    Science.gov (United States)

    Mosvold, Reidar; Fauskanger, Janne

    2014-01-01

    In this article, we present and discuss an example of how teachers' discussions of mathematical knowledge for teaching (MKT) items elicited their beliefs about the knowledge needed to teach mathematics. One category of MKT is "horizon content knowledge," and this can be described as mathematical knowledge not directly deployed in…

  1. Pedagogical Content Knowledge and Industrial Design Education

    Science.gov (United States)

    Phillips, Kenneth R.; De Miranda, Michael A.; Shin, Jinseup

    2009-01-01

    Pedagogical content knowledge (PCK) has been embraced by many of the recent educational reform documents as a way of describing the knowledge possessed by expert teachers. These reform documents have also served as guides for educators to develop models of teacher development. However, in the United States, few if any of the current models…

  2. Deepening Content Knowledge, Finding Meaning in Complex Text, and Using Games to Engage 21st Century High School Learners: Is It Possible to Kill Three Birds with One Design Model?

    Science.gov (United States)

    Norton, Priscilla; Hathaway, Dawn

    2012-01-01

    In this article, the CLICK ("C"omputer Games and "L"iteracy "I"ntegrated with "C"ontent "K"nowledge) design model for high school education is proposed and developed as an instructional response to concerns about content coverage versus deeper content knowledge, learners' inability to grasp the meanings embedded in complex text, and disregard for…

  3. Influence of Content Knowledge on Pedagogical Content Knowledge: The Case of Teaching Photosynthesis and Plant Growth

    Science.gov (United States)

    Kapyla, Markku; Heikkinen, Jussi-Pekka; Asunta, Tuula

    2009-01-01

    The aim of the research was to investigate the effect of the amount and quality of content knowledge on pedagogical content knowledge (PCK). The biological content photosynthesis and plant growth was used as an example. The research sample consisted of 10 primary and 10 secondary (biology) teacher students. Questionnaires, lesson preparation task…

  4. Pedagogical Content Knowledge in Mathematical Modelling Instruction

    Science.gov (United States)

    Tan, Liang Soon; Ang, Keng Cheng

    2012-01-01

    This paper posits that teachers' pedagogical content knowledge in mathematical modelling instruction can be demonstrated in the crafting of action plans and expected teaching and learning moves via their lesson images (Schoenfeld, 1998). It can also be developed when teachers shape appropriate teaching moves in response to students' learning…

  5. Bird Boxes Build Content Area Knowledge

    Science.gov (United States)

    Cianca, Sherri Ann

    2013-01-01

    This article describes a preservice teacher training in line with meeting the Common Core State Standards for Mathematics (CCSSM) using geometric reasoning, spatial sense, measurement, representation, communication, and problem solving. The author infers that when preservice teachers lack pedagogical content knowledge they cannot successfully…

  6. Bird Boxes Build Content Area Knowledge

    Science.gov (United States)

    Cianca, Sherri Ann

    2013-01-01

    This article describes a preservice teacher training in line with meeting the Common Core State Standards for Mathematics (CCSSM) using geometric reasoning, spatial sense, measurement, representation, communication, and problem solving. The author infers that when preservice teachers lack pedagogical content knowledge they cannot successfully…

  7. Using Knowledge Packets in Teacher Education to Develop Pedagogical Content Knowledge

    Science.gov (United States)

    Ward, Phillip; Ayvazo, Shiri; Lehwald, Harry

    2014-01-01

    Physical education teachers need to know their content and also how to teach their content. These two forms of knowledge are not the same. They can be distinguished as knowledge needed to perform content, called common content knowledge; and additional knowledge needed to teach the content, called specialized content knowledge. It is clear from…

  8. Praxis II mathematics content knowledge test (0061)

    CERN Document Server

    McCune, Ennis Donice

    2007-01-01

    Your guide to a higher score on the Praxis II?: Mathematics Content Knowledge Test (0061) Why CliffsTestPrep Guides? Go with the name you know and trust Get the information you need--fast! Written by test-prep specialists About the contents: Introduction * Overview of the exam * How to use this book * Proven study strategies and test-taking tips Part I: Subject Review * Focused review of all exam topics: arithmetic and basic algebra, geometry, trigonometry, analytic geometry, functions and their graphs, calculus, probability and statistics, discrete mathematics, linear algebra, compute

  9. Impact of virtual learning environment (VLE): A technological approach to genetics teaching on high school students' content knowledge, self-efficacy and career goal aspirations

    Science.gov (United States)

    Kandi, Kamala M.

    This study examines the effect of a technology-based instructional tool 'Geniverse' on the content knowledge gains, Science Self-Efficacy, Technology Self-Efficacy, and Career Goal Aspirations among 283 high school learners. The study was conducted in four urban high schools, two of which have achieved Adequate Yearly Progress (AYP) and two have not. Students in both types of schools were taught genetics either through Geniverse, a virtual learning environment or Dragon genetics, a paper-pencil activity embedded in traditional instructional method. Results indicated that students in all schools increased their knowledge of genetics using either type of instructional approach. Students who were taught using Geniverse demonstrated an advantage for genetics knowledge although the effect was small. These increases were more pronounced in the schools that had been meeting the AYP goal. The other significant effect for Geniverse was that students in the technology-enhanced classrooms increased in science Self-Efficacy while students in the non-technology enhanced classrooms decreased. In addition, students from Non-AYP schools showed an improvement in Science and Technology Self-Efficacy; however the effects were small. The implications of these results for the future use of technology-enriched classrooms were discussed. Keywords: Technology-based instruction, Self-Efficacy, career goals and Adequate Yearly Progress (AYP).

  10. A Large-Scale Inquiry-Based Astronomy Intervention Project: Impact on Students' Content Knowledge Performance and Views of their High School Science Classroom

    Science.gov (United States)

    Fitzgerald, Michael; McKinnon, David H.; Danaia, Lena; Deehan, James

    2016-12-01

    In this paper, we present the results from a study of the impact on students involved in a large-scale inquiry-based astronomical high school education intervention in Australia. Students in this intervention were led through an educational design allowing them to undertake an investigative approach to understanding the lifecycle of stars more aligned with the `ideal' picture of school science. Through the use of two instruments, one focused on content knowledge gains and the other on student views of school science, we explore the impact of this design. Overall, students made moderate content knowledge gains although these gains were heavily dependent on the individual teacher, the number of times a teacher implemented and the depth to which an individual teacher went with the provided materials. In terms of students' views, there were significant global changes in their views of their experience of the science classroom. However, there were some areas where no change or slightly negative changes of which some were expected and some were not. From these results, we comment on the necessity of sustained long-period implementations rather than single interventions, the requirement for similarly sustained professional development and the importance of monitoring the impact of inquiry-based implementations. This is especially important as inquiry-based approaches to science are required by many new curriculum reforms, most notably in this context, the new Australian curriculum currently being rolled out.

  11. Go-to's for content knowledge

    Science.gov (United States)

    Riendeau, Diane

    2015-09-01

    There are three facets that contribute to great teaching in any subject. The teacher must know the content, have pedagogical knowledge, and manage students well. Master teachers know their subject matter so well that they can often answer questions that go beyond the scope of the class and can ask questions that inspire the class to learn more. They gather good labs and other resources that guide the students to a deep understanding of the concepts. They know how to motivate students to get them to give their best effort to the class.

  12. Examination of Mathematics Teachers' Pedagogical Content Knowledge of Probability

    Science.gov (United States)

    Danisman, Sahin; Tanisli, Dilek

    2017-01-01

    The aim of this study is to explore the probability-related pedagogical content knowledge (PCK) of secondary school mathematics teachers in terms of content knowledge, curriculum knowledge, student knowledge, and knowledge of teaching methods and strategies. Case study design, a qualitative research model, was used in the study, and the…

  13. Improving the quantum mechanics content knowledge and pedagogical content knowledge of physics graduate students

    Science.gov (United States)

    Marshman, Emily Megan

    Many physics graduate students face the unique challenge of being both students and teachers concurrently. To succeed in these roles, they must develop both physics content knowledge and pedagogical content knowledge. My research focuses on improving both the content knowledge and pedagogical content knowledge of first year graduate students. To improve their content knowledge, I have focused on improving graduate students' conceptual understanding of quantum mechanics covered in upper-level undergraduate courses since our earlier investigations suggest that many graduate students struggle in developing a conceptual understanding of quantum mechanics. Learning tools, such as the Quantum Interactive Learning Tutorials (QuILTs) that I have developed, have been successful in helping graduate students improve their understanding of Dirac notation and single photon behavior in the context of a Mach-Zehnder Interferometer. In addition, I have been involved in enhancing our semester long course professional development course for teaching assistants (TAs) by including research-based activities. In particular, I have been researching the implications of graduate TAs' reflections on the connections between their grading practices and student learning, i.e., the development of introductory physics students' content knowledge and problem-solving, reasoning, and metacognitive skills. This research involves having graduate students grade sample student solutions to introductory physics problems. Afterward, the graduate TAs discuss with each other the pros and cons of different grading rubrics on student learning and formulate a joint grading rubric to grade the problem. The graduate TAs are individually asked to reformulate a rubric and grade problems using the rubric several months after the group activity to assess the impact of the intervention on graduate TAs. In addition to the intervention focusing on grading sample student solutions, graduate TAs are also asked to answer

  14. Learning About Semi Conductors for Teaching—the Role Played by Content Knowledge in Pedagogical Content Knowledge (PCK) Development

    Science.gov (United States)

    Rollnick, Marissa

    2017-08-01

    This study focuses on how teachers learn to teach a new topic and the role played by their developing content knowledge as they teach. The paper is based on seven high school science teachers' studies on the teaching of semiconductors, at the time a new topic in the curriculum. Analysis of artefacts such as teacher concept maps, video recordings of lessons, journals and other classroom-based evidence shows how the extent and type of teachers' content knowledge informed their choice of teaching approaches and how their learning of content took place alongside the development of teaching strategies. The development of content knowledge was combined with increased understanding of how to teach the topic in almost all cases. Evidence of development of teachers' PCK was found in their increased ability to design teaching strategies, and their use of representations and suitable assessment tasks for their lessons. Some specific common teaching strategies were identified across the teachers. These strategies could add to the canon of teachers' topic - specific professional knowledge for semiconductors. The study provides increased understanding of how teachers simultaneously master content and its teaching and how mediated self-reflection is a fruitful approach for assisting teachers to learn to teach a new topic.

  15. Learning About Semi Conductors for Teaching—the Role Played by Content Knowledge in Pedagogical Content Knowledge (PCK) Development

    Science.gov (United States)

    Rollnick, Marissa

    2016-09-01

    This study focuses on how teachers learn to teach a new topic and the role played by their developing content knowledge as they teach. The paper is based on seven high school science teachers' studies on the teaching of semiconductors, at the time a new topic in the curriculum. Analysis of artefacts such as teacher concept maps, video recordings of lessons, journals and other classroom-based evidence shows how the extent and type of teachers' content knowledge informed their choice of teaching approaches and how their learning of content took place alongside the development of teaching strategies. The development of content knowledge was combined with increased understanding of how to teach the topic in almost all cases. Evidence of development of teachers' PCK was found in their increased ability to design teaching strategies, and their use of representations and suitable assessment tasks for their lessons. Some specific common teaching strategies were identified across the teachers. These strategies could add to the canon of teachers' topic - specific professional knowledge for semiconductors. The study provides increased understanding of how teachers simultaneously master content and its teaching and how mediated self-reflection is a fruitful approach for assisting teachers to learn to teach a new topic.

  16. Making design pedagogical content knowledge visible within design reviews

    OpenAIRE

    Adams, Robin; Radcliffe, David; Forin, Tiago; Chua, Mel

    2014-01-01

    Design pedagogical content knowledge (PCK) is the content-specific specialized teacher knowledge that connects the how (pedagogical knowledge) and what (content knowledge) of teaching design. In this study, we make visible the design PCK in three student design reviews: choreography, undergraduate industrial design, and mechanical engineering. We use cognitive apprenticeship and teaching-as-improvisation frameworks to characterize PK, and design judgment, design task strategies, and process m...

  17. Graphic Organizers: Toward Organization and Complexity of Student Content Knowledge

    OpenAIRE

    Watson, Carol Elizabeth

    2005-01-01

    ABSTRACT Within the current national atmosphere of accountability and high-stakes testing, many teachers are changing their instruction to return to more traditional strategies that emphasize rote memorization. As a result, classroom curriculum and student learning are narrowing. This study sought to explore the potential of graphic organizers as an instructional strategy to expand student content knowledge beyond rote memorization to include more organized, complex, meaningful learning. ...

  18. Students' Perceptions of Their Science Teachers' Pedagogical Content Knowledge

    Science.gov (United States)

    Halim, Lilia; Abdullah, Sharifah Intan Sharina Syed; Meerah, T. Subahan Mohd

    2014-04-01

    Pedagogical content knowledge (PCK) is a type of teacher knowledge to be developed by a teacher. PCK is said to contribute to effective teaching. Most studies investigated the development of PCK and its influence on students' learning from the teachers' perspectives. Only a limited number of studies have investigated the components of science teachers' PCK that helped students' learning from the perspective of students. Thus, it is the aim of this study to investigate the level of science teachers' PCK from students' perspective, in particular whether or not students of different achieving ability had different views of teachers' PCK in assisting their learning and understanding. Based on the PCK research literature, six components of PCK have been identified, which were as follows: (1) subject matter knowledge, (2) knowledge of teaching strategies, (3) knowledge of concept representation, (4) knowledge of teaching context, (5) knowledge of students, and (6) knowledge of assessment in learning science. A questionnaire consisting of 56 items on a five-point Likert-type scale were used for data collection from 316 Form Four students (16 years old). One-way analysis of variance revealed that the differences in science teachers' PCK identified by students of different achieving abilities were statistically significant. Overall, students of various academic achieving abilities considered all the components of PCK as important. The low-achieving students viewed all the components of PCK as being less important compared to the high and moderate achievers. In particular, low-achieving students do not view `knowledge of concept representation' as important for effective teaching. They valued the fact that teachers should be alert to their needs, such as being sensitive to students' reactions and preparing additional learning materials. This study has revealed that PCK of science teachers should be different for high and low-achieving students and knowledge of students

  19. How Does That Work? Developing Pedagogical Content Knowledge from Subject Knowledge

    Science.gov (United States)

    Hillier, Judith

    2013-01-01

    The development of subject knowledge and pedagogical content knowledge has been the focus of much educational research and debate in recent years. Of particular interest is the process by which preservice science teachers develop pedagogical content knowledge from their subject knowledge. In the study presented here, a process of writing narrative…

  20. The Effects of Earth Science Textbook Contents on High School Students' Knowledge of, Attitude toward, and Behavior of Energy Saving and Carbon Reduction

    Science.gov (United States)

    Chao, Yu-Long; Chou, Ying-Chyi; Yen, Hsin-Yi; Chen, Shr-Jya

    2017-01-01

    As science textbooks are considered as one of the major source of climate change information of students, this study aims to examine the differences in energy saving and carbon reduction knowledge, attitude, and behavior between two groups of Taiwan's high school students using earth science textbooks of two different publishers. Some items of…

  1. Exploring the Role of Content Knowledge in Responsive Teaching

    Science.gov (United States)

    Goodhew, Lisa M.; Robertson, Amy D.

    2017-01-01

    In this paper, we begin to explore the role of content knowledge in responsive teaching (RT), using "in situ" data to draw out and speak to a latent disagreement within the literature. We claim that one role that content knowledge plays in RT is to support teachers in eliciting, seeing, and then pursuing disciplinary connections within…

  2. Exploring the Role of Content Knowledge in Responsive Teaching

    Science.gov (United States)

    Goodhew, Lisa M.; Robertson, Amy D.

    2017-01-01

    In this paper, we begin to explore the role of content knowledge in responsive teaching (RT), using "in situ" data to draw out and speak to a latent disagreement within the literature. We claim that one role that content knowledge plays in RT is to support teachers in eliciting, seeing, and then pursuing disciplinary connections within…

  3. Technological Pedagogical Content Knowledge -- A Review of the Literature

    Science.gov (United States)

    Voogt, J.; Fisser, P.; Roblin, N. Pareja; Tondeur, J.; van Braak, J.

    2013-01-01

    Technological Pedagogical Content Knowledge (TPACK) has been introduced as a conceptual framework for the knowledge base teachers need to effectively teach with technology. The framework stems from the notion that technology integration in a specific educational context benefits from a careful alignment of content, pedagogy and the potential of…

  4. Exploring Kindergarten Teachers' Pedagogical Content Knowledge of Mathematics

    Science.gov (United States)

    Lee, Joohi

    2010-01-01

    The purpose of this study was to assess 81 kindergarten teachers' pedagogical content knowledge of mathematics on six subcategory areas such as number sense, pattern, ordering, shapes, spatial sense, and comparison. The data showed participants possessed a higher level of pedagogical content knowledge of "number sense" (M = 89.12) compared to…

  5. Adapting Technological Pedagogical Content Knowledge Framework to Teach Mathematics

    Science.gov (United States)

    Getenet, Seyum Tekeher

    2017-01-01

    The technological pedagogical content knowledge framework is increasingly in use by educational technology researcher as a generic description of the knowledge requirements for teachers using technology in all subjects. This study describes the development of a mathematics specific variety of the technological pedagogical content knowledge…

  6. Technological Pedagogical Content Knowledge -- A Review of the Literature

    Science.gov (United States)

    Voogt, J.; Fisser, P.; Roblin, N. Pareja; Tondeur, J.; van Braak, J.

    2013-01-01

    Technological Pedagogical Content Knowledge (TPACK) has been introduced as a conceptual framework for the knowledge base teachers need to effectively teach with technology. The framework stems from the notion that technology integration in a specific educational context benefits from a careful alignment of content, pedagogy and the potential of…

  7. Exploring Preschool Children’s Science Content Knowledge

    Science.gov (United States)

    Guo, Ying; Piasta, Shayne B.; Bowles, Ryan P.

    2014-01-01

    Research Findings The purpose of this study was to describe children’s science content knowledge and examine the early predictors of science content knowledge in a sample of 194 typically developing preschool children. Children’s science content knowledge was assessed in the fall (Time 1) and spring (Time 2) of the preschool year. Results showed that children exhibited significant gains in science content knowledge over the course of the preschool year. Hierarchical linear modeling results indicated that the level of maternal education (i.e., holding at least a bachelor’s degree) significantly predicted children’s Time 1 science content knowledge. Children’s cognitive, math, and language skills at Time 1 were all significant concurrent predictors of Time 1 science content knowledge. However, only Time 1 math skills significantly predicted residualized gains in science content knowledge (i.e., Time 2 scores with Time 1 scores as covariates). Practice or Policy Factors related to individual differences in young children’s science content knowledge may be important for early childhood educators to consider in their efforts to provide more support to children who may need help with science learning. PMID:25541574

  8. Exploring the role of content knowledge in responsive teaching

    Science.gov (United States)

    Goodhew, Lisa M.; Robertson, Amy D.

    2017-06-01

    In this paper, we begin to explore the role of content knowledge in responsive teaching (RT), using in situ data to draw out and speak to a latent disagreement within the literature. We claim that one role that content knowledge plays in RT is to support teachers in eliciting, seeing, and then pursuing disciplinary connections within their students' thinking. We suggest an approach to teacher education that draws on the historical wisdom of the physics education research community, in which teachers develop content knowledge and then practice using that knowledge to listen and respond to student thinking.

  9. Fragility of Pedagogical Content Knowledge in Geography

    Science.gov (United States)

    Arenas-Martija, Andoni; Salinas-Silva, Victor; Margalef-García, Leonor; Otero-Auristondo, Maria

    2017-01-01

    This research aims to evaluate the geographical knowledge of nine teachers in the region of Valparaiso, Chile. An interpretive case study was conducted with data collected through classroom observations, interviews, and questionnaires, and these data were then analyzed through triangulation. The findings showed that these teachers, who are the…

  10. Spanning Knowledge Barriers in E-Learning Content Design

    Science.gov (United States)

    Chu, Tsai-Hsin; Lee, Yi; Lee, Yen-Hsien

    2013-01-01

    E-learning content development can be regarded as an example of knowledge delivery process because the developers have to receive knowledge transferred from subject-matter experts (SMEs), to translate the received knowledge with appropriate instructional design, and to transform the project outcomes to fulfill learner's learning needs. As…

  11. Mathematics University Teachers' Perception of Pedagogical Content Knowledge (PCK)

    Science.gov (United States)

    Khakbaz, Azimehsadat

    2016-01-01

    Teaching mathematics in university levels is one of the most important fields of research in the area of mathematics education. Nevertheless, there is little information about teaching knowledge of mathematics university teachers. Pedagogical content knowledge (PCK) provides a suitable framework to study knowledge of teachers. The purpose of this…

  12. Teaching Programming in Secondary School: A Pedagogical Content Knowledge Perspective

    Science.gov (United States)

    Saeli, Mara; Perrenet, Jacob; Jochems, Wim M. G.; Zwaneveld, Bert

    2011-01-01

    The goal of this literature study is to give some preliminary answers to the questions that aim to uncover the Pedagogical Content Knowledge (PCK) of Informatics Education, with focus on Programming. PCK has been defined as the knowledge that allows teachers to transform their knowledge of the subject into something accessible for their students.…

  13. Mathematics University Teachers' Perception of Pedagogical Content Knowledge (PCK)

    Science.gov (United States)

    Khakbaz, Azimehsadat

    2016-01-01

    Teaching mathematics in university levels is one of the most important fields of research in the area of mathematics education. Nevertheless, there is little information about teaching knowledge of mathematics university teachers. Pedagogical content knowledge (PCK) provides a suitable framework to study knowledge of teachers. The purpose of this…

  14. Reading Content Knowledge: What Do Teachers Need to Know and How Can We Assess Their Knowledge?

    Science.gov (United States)

    Lilienthal, Linda K.

    2008-01-01

    The purpose of this study was to investigate preservice teachers' reading content knowledge, to develop a definition of reading, and to develop an informal test of teachers' reading content knowledge. A content analysis of two contemporary reading textbooks used in university reading courses was the source of a six-tier, hierarchical definition of…

  15. A Comparison of Experienced and Preservice Elementary School Teachers' Content Knowledge and Pedagogical Content Knowledge about Electric Circuits

    Science.gov (United States)

    Lin, Jing-Wen

    2017-01-01

    This study investigated the differences between Taiwanese experienced and preservice elementary school science teachers' content knowledge (CK) about electric circuits and their ability to predict students' preconceptions about electric circuits as an indicator of their pedagogical content knowledge (PCK). An innovative web-based recruitment and…

  16. A Comparison of Experienced and Preservice Elementary School Teachers' Content Knowledge and Pedagogical Content Knowledge about Electric Circuits

    Science.gov (United States)

    Lin, Jing-Wen

    2017-01-01

    This study investigated the differences between Taiwanese experienced and preservice elementary school science teachers' content knowledge (CK) about electric circuits and their ability to predict students' preconceptions about electric circuits as an indicator of their pedagogical content knowledge (PCK). An innovative web-based recruitment and…

  17. Do Subject Matter Knowledge, and Pedagogical Content Knowledge Constitute the Ideal Gas Law of Science Teaching?

    Science.gov (United States)

    Lederman, Norman G.; Gess-Newsome, Julie

    1992-01-01

    Describes Pedagogical Content Knowledge and focuses on the empirical research directly concerned with the relationship between science teachers' subject matter knowledge or structures and actual classroom practice. Concludes there is little evidence that a relationship exists. (PR)

  18. 153 Pedagogical Content Knowledge: A Key Factor in Teaching ...

    African Journals Online (AJOL)

    Nekky Umera

    computers, media, or workbooks in order to re-package subject matter into a form that is accessible to students. PCK as a construct ..... Page 11 ... pedagogical content knowledge of experienced and novice chemical demonstrators. Journal of ...

  19. Pedagogical content knowledge: Knowledge of pedagogy novice teachers in mathematics learning on limit algebraic function

    Science.gov (United States)

    Ma'rufi, Budayasa, I. Ketut; Juniati, Dwi

    2017-02-01

    Teacher is one of the key aspects of student's achievement. Teachers should master content material taught, how to teach it, and can interpret the students' thinking so that students easily understand the subject matter. This research was a qualitative research that aimed at describing profile of PCK's teachers in mathematics on limit algebraic functions in terms of the differences of teaching experience. Pedagogical Content Knowledge (PCK) and understanding of teachers is defined as involving the relationship between knowledge of teaching materials, how to transfer the subject matter, and the knowledge of students in mathematics on limit algebraic functions that the subject matter may be understood by students. The PCK components in this research were knowledge of subject matter, knowledge of pedagogy, and knowledge of students. Knowledge of pedagogy defines as knowledge and understanding of teachers about the planning and organization of the learning and teaching strategy of limit algebraic function. The subjects were two mathematics high school teachers who teach in class XI IPS. Data were collected through observation of learning during five meetings and interviews before and after the lesson continued with qualitative data analysis. Focus of this article was to describe novice teacher's knowledge of student in mathematics learning on limit algebraic function. Based on the results of the analysis of qualitative data the data concluded that novice teacher's knowledge of pedagogy in mathematics on limit algebraic function showed: 1) in teaching the definitions tend to identify prior knowledge of the student experience with the material to be studied, but not in the form of a problem, 2) in posing the questions tend to be monotonous non lead and dig, 3) in response to student questions preservice teachers do not take advantage of the characteristics or the potential of other students, 4) in addressing the problem of students, tend to use the drill approach and did

  20. Teacher content knowledge in the context of science education reform

    Science.gov (United States)

    Doby, Janice Kay

    1997-12-01

    The decline of science education in elementary schools has been well documented. While numerous efforts have been made for the purpose of reforming science education, most of those efforts have targeted science programs, assessment techniques, and setting national, state, and local standards, stressing teacher accountability for meeting those standards. However, inadequate science content knowledge of preservice teachers limits their ability to master effective teaching strategies, and also may foster negative attitudes toward science and science teaching. It is, therefore, highly unlikely that any significant reform in science education will be realized until this major underlying problem is addressed and resolved. The purpose of this study was to examine the effects of an experimental elementary science methods course, which employs the use of laser videodisc technology and instructional implications from cognitive science and instructional design, in terms of preservice teacher gains in Earth and physical science content knowledge and locus of control in science. The experimental elementary science methods course was compared to a more traditional approach to the same course which focused primarily on methods of teaching in the physical sciences and other science domains. The experimental and traditional groups were compared before and after treatment in terms of preservice teachers' content knowledge in Earth and physical science and locus ofcontrol in science. Results indicated that the experimental and traditional groups were comparable prior to treatment. The experimental group (89 preservice teachers) responded correctly to 45% of the items on the Elementary Science Concepts Test (ESCT) pretest and the traditional group (78 preservice teachers) responded correctly to 42% of the pretest items, the difference between groups being nonsignificant. Further, the experimental and traditional groups scored similarly on the pre-assessment of locus of control in

  1. Knowledge-based approach to video content classification

    Science.gov (United States)

    Chen, Yu; Wong, Edward K.

    2001-01-01

    A framework for video content classification using a knowledge-based approach is herein proposed. This approach is motivated by the fact that videos are rich in semantic contents, which can best be interpreted and analyzed by human experts. We demonstrate the concept by implementing a prototype video classification system using the rule-based programming language CLIPS 6.05. Knowledge for video classification is encoded as a set of rules in the rule base. The left-hand-sides of rules contain high level and low level features, while the right-hand-sides of rules contain intermediate results or conclusions. Our current implementation includes features computed from motion, color, and text extracted from video frames. Our current rule set allows us to classify input video into one of five classes: news, weather, reporting, commercial, basketball and football. We use MYCIN's inexact reasoning method for combining evidences, and to handle the uncertainties in the features and in the classification results. We obtained good results in a preliminary experiment, and it demonstrated the validity of the proposed approach.

  2. Technological Pedagogical Content Knowledge of Secondary Mathematics Teachers

    Science.gov (United States)

    Handal, Boris; Campbell, Chris; Cavanagh, Michael; Petocz, Peter; Kelly, Nick

    2013-01-01

    The integration of technology, pedagogy, and content in the teaching of secondary mathematics was explored among 280 secondary mathematics teachers in the State of New South Wales, Australia. The study adopted the technological pedagogical content knowledge (TPCK) model through the administration of a 30-item instrument called TPCK-M. The…

  3. Pedagogical Transformations of Science Content Knowledge in Korean Elementary Classrooms

    Science.gov (United States)

    Oh, Phil Seok; Kim, Kyoung Suk

    2013-06-01

    While a solid understanding of science content knowledge is important in developing expertise in science teaching, it is not necessarily a sufficient condition to teach science effectively in elementary schools. Teachers need to have the ability to transform their knowledge into forms learnable by students. Based on this perspective, the current study explored how science content knowledge was pedagogically transformed in Korean elementary classrooms. Data sources included video-recorded science lessons of five elementary teachers in a metropolitan city of Korea. The analysis of the data revealed that the Korean teachers often engaged in transforming science content knowledge by means of different semiotic modes, including language, pictures, materials, actions, and their complex combinations. Further, their representations of scientific knowledge were in diverse forms, such as personifications, analogies, quiz questions, pictorial models, diagrams, animations, real-life examples, hand demonstrations, videos, flash tools, and songs-and-dances. Future research involving a wider range of participants, such as students, content specialists, and teachers with weak and strong content understanding, was suggested to confirm the findings of this study and find more various ways of pedagogical transformation of science subject matter knowledge.

  4. Theorising about Mathematics Teachers' Professional Knowledge: The Content, Form, Nature, and Course of Teachers' Knowledge

    Science.gov (United States)

    Scheiner, Thorsten

    2015-01-01

    The guiding philosophy of this theoretical work lays in the argument that mathematics teachers' professional knowledge is the integration of various knowledge facets derived from different sources including teaching experience and research. This paper goes beyond past trends identifying what the teachers' knowledge is about (content) by providing…

  5. An Analysis of Social Studies Teachers' Perception Levels Regarding Web Pedagogical Content Knowledge

    Science.gov (United States)

    Yesiltas, Erkan

    2016-01-01

    Web pedagogical content knowledge generally takes pedagogical knowledge, content knowledge, and Web knowledge as basis. It is a structure emerging through the interaction of these three components. Content knowledge refers to knowledge of subjects to be taught. Pedagogical knowledge involves knowledge of process, implementation, learning methods,…

  6. Knowledge Quartet’s Unit of Contingency in the Light of Mathematics Content Knowledge

    Directory of Open Access Journals (Sweden)

    Semiha Kula

    2014-04-01

    Full Text Available The purpose of this study is to introduce the Contingency unit of Knowledge Quartet, which is a framework used in assessing mathematics student teachers’ subject matter knowledge and pedagogical knowledge, address its significance and demonstrate examples from its reflections on classroom setting. The study initially covers the type of knowledge that teachers should possess and Knowledge Quartet, which enables examining and assessing subject matter knowledge and pedagogical knowledge together. Next, general information was given regarding knowledge units of this model and it was explained including contingency components. Finally, the importance of Contingency was mentioned and some examples in classroom setting were discussed. It is thought that through this study, awareness of mathematics student teachers can be made ensured with regards to situations that teachers may encounter and that are almost impossible to plan in advance.Key Words:    Contingency, knowledge quartet, mathematics student teacher, subject matter knowledge, pedagogical content knowledge

  7. Teacher Pedagogical Content Knowledge (PCK) and Students’ Reasoning and Wellbeing

    Science.gov (United States)

    Widodo, A.

    2017-02-01

    This paper summarizes findings of a study on efforts to improve teachers Pedagogical Content Knowledge and how it affects students’ reasoning and wellbeing. It was found that improvement of teachers’ PCK was not very strong but we managed to develop strategies to facilitate their developments. In the second year, the research was focused on identifying students’ reasoning skills both informal reasoning and formal reasoning. Data showed that students reasoning is relatively low (level 2 of five levels) and they could not construct highly coherence arguments. In addition alternative strategies to promote students’ reasoning were explored. Attempts to support teachers to conduct lessons that facilitate students’ reasoning found that teachers need intensive and continuous support. The study also identifies students’ wellbeing as the impact of improvement of lessons and other activities designed to improve students’ wellbeing. Research on students’ wellbeing is not yet given attention in Indonesian schools although it plays very important roles in students’ academic and nonacademic achievements.

  8. Developing Pedagogical Content Knowledge: Lessons Learned from Intervention Studies

    Directory of Open Access Journals (Sweden)

    Marie Evens

    2015-01-01

    Full Text Available Pedagogical content knowledge (PCK is generally accepted as positively impacting teaching quality and student learning. Therefore, research on PCK development in (prospective teachers is highly relevant. Based on a search in three databases (ERIC, PsycInfo, and Web of Science, a systematic review is conducted on intervention studies aiming at PCK development. The research questions are threefold: (1 How are the studies designed? (2 How are the interventions designed? and (3 What elements of interventions contribute to PCK development? The results show that most intervention studies are conducted in math and science education and use a qualitative methodology. Reflection, PCK courses, contact with other teachers, and experiences in educational practice are typically part of effective interventions. The review enables the identification of clear guidelines that may strengthen future research on stimulating PCK.

  9. Identifying Science Teachers' Perceptions of Technological Pedagogical and Content Knowledge (TPACK)

    Science.gov (United States)

    Lin, Tzu-Chiang; Tsai, Chin-Chung; Chai, Ching Sing; Lee, Min-Hsien

    2013-06-01

    The application of information and communication technology in instruction is highly emphasized in the contemporary education of science teachers. This paper hence aims to explore science teachers' perceptions of technological pedagogical content knowledge (TPACK) addressing teachers' perceptions of the affordances of technology application in instruction. A total of 222 pre- and in-service science teachers in Singapore were surveyed. Structural equation models analysis was utilized to examine the model of TPACK involving the seven factors of technological knowledge (TK), pedagogical knowledge (PK), content knowledge (CK), technological content knowledge (TCK), technological pedagogical knowledge (TPK), pedagogical content knowledge (PCK), as well as synthesized knowledge of technology, pedagogy, and content (TPC). The results confirm the seven-factor model and indicate that the science teachers' perceived TPC significantly and positively correlated with all the other TPACK factors. This paper further reveals the relationships between the science teachers' perceptions of TPACK and their demographic characteristics such as teaching experience, gender, and age. The findings indicate that female science teachers perceive higher self-confidence in pedagogical knowledge but lower self-confidence in technological knowledge than males. Further, female in-service science teachers' perceptions of TK, TPK, TCK, and TPC significantly and negatively correlate with their age.

  10. Infusing Mathematics Content into a Methods Course: Impacting Content Knowledge for Teaching

    Science.gov (United States)

    Burton, Megan; Daane, C. J.; Giesen, Judy

    2008-01-01

    This study compared content knowledge for teaching mathematics differences between elementary pre-service teachers in a traditional versus an experimental mathematics methods course. The experimental course replaced 20 minutes of traditional methods, each class, with an intervention of elementary mathematics content. The difference between groups…

  11. Comparing Primary Student Teachers' Attitudes, Subject Knowledge and Pedagogical Content Knowledge Needs in a Physics Activity

    Science.gov (United States)

    Johnston, Jane; Ahtee, Maija

    2006-01-01

    This research explores and compares primary student teachers' attitudes, subject knowledge and pedagogical content knowledge (PCK) in physics in two institutions in England and Finland, using a practical physics activity and questionnaire. Teaching of physics activities was rated unpopular both in Finland and England, although English students…

  12. Comparing Primary Student Teachers' Attitudes, Subject Knowledge and Pedagogical Content Knowledge Needs in a Physics Activity

    Science.gov (United States)

    Johnston, Jane; Ahtee, Maija

    2006-01-01

    This research explores and compares primary student teachers' attitudes, subject knowledge and pedagogical content knowledge (PCK) in physics in two institutions in England and Finland, using a practical physics activity and questionnaire. Teaching of physics activities was rated unpopular both in Finland and England, although English students…

  13. Validating Measures of Algebra Teacher Subject Matter Knowledge and Pedagogical Content Knowledge. CRESST Report 820

    Science.gov (United States)

    Buschang, Rebecca E.; Chung, Gregory K. W. K.; Delacruz, Girlie C.; Baker, Eva L.

    2012-01-01

    The purpose of this study was to validate inferences about scores of one task designed to measure subject matter knowledge and three tasks designed to measure aspects of pedagogical content knowledge. Evidence for the validity of inferences was based on two expectations. First, if tasks were sensitive to expertise, we would find group differences.…

  14. Validating Measures of Algebra Teacher Subject Matter Knowledge and Pedagogical Content Knowledge

    Science.gov (United States)

    Buschang, Rebecca E.; Chung, Gregory K. W. K.; Delacruz, Girlie C.; Baker, Eva L.

    2012-01-01

    The purpose of this study was to validate inferences about scores of one task designed to measure subject matter knowledge and three tasks designed to measure aspects of pedagogical content knowledge. Evidence for the validity of inferences was based on two expectations. First, if tasks were sensitive to expertise, we would find group differences.…

  15. Teachers' Technological Pedagogical Content Knowledge Self-Efficacies

    Science.gov (United States)

    Kazu, Ibrahim Yasar; Erten, Pinar

    2014-01-01

    The aim of this study was to determine teachers' views on technological pedagogical content knowledge (TPACK), their self-efficacy, and whether these views changed according to sex, age, period of service, faculty graduated from, branch, access to the internet, the use of technology level, and access to in-service training which is oriented to the…

  16. Interaction between Science Teaching Orientation and Pedagogical Content Knowledge Components

    Science.gov (United States)

    Demirdögen, Betül

    2016-01-01

    The purpose of this case study is to delve into the complexities of how preservice science teachers' science teaching orientations, viewed as an interrelated set of beliefs, interact with the other components of pedagogical content knowledge (PCK). Eight preservice science teachers participated in the study. Qualitative data were collected in the…

  17. Exploring the Role of Content Knowledge in Teacher Design Conversations

    Science.gov (United States)

    Boschman, F.; McKenney, S.; Pieters, J.; Voogt, J.

    2016-01-01

    This study investigated the role of content knowledge in conversations of kindergarten teachers during collaborative curriculum design of learning material for technology-enhanced learning. Two teams of teachers received support from an early literacy expert during these design activities. Resulting conversations were analyzed on technological…

  18. The Mathematical Content Knowledge of Prospective Teachers in Iceland

    Science.gov (United States)

    Johannsdottir, Bjorg

    2013-01-01

    This study focused on the mathematical content knowledge of prospective teachers in Iceland. The sample was 38 students in the School of Education at the University of Iceland, both graduate and undergraduate students. All of the participants in the study completed a questionnaire survey and 10 were interviewed. The choice of ways to measure the…

  19. Knowledge Retention of Exercise Physiology Content between Athletes and Nonathletes

    Science.gov (United States)

    Clark, Brian; Webster, Collin; Druger, Marvin

    2006-01-01

    Based on the idea that learning is linked to personal relevance, this study examined knowledge retention of exercise physiology content between college athletes and nonathletes. No differences were observed between the groups. These findings have implications on understanding the relationship between personal relevance and memory. (Contains 1…

  20. Generating pedagogical content knowledge in teacher education students

    NARCIS (Netherlands)

    Berg, van den Ed

    2015-01-01

    Some pre-service teaching activities can contribute much to the learning of pedagogical content knowledge (PCK) and subsequent teaching as these activities are generating PCK within the pre-service teacher's own classroom. Three examples are described: preparing exhibitions of science experiments, a

  1. Context and Technological Pedagogical Content Knowledge (TPACK): A Systematic Review

    Science.gov (United States)

    Rosenberg, Joshua M.; Koehler, Matthew J.

    2015-01-01

    Context is an important aspect of educational research and the technological pedagogical content knowledge (TPACK) framework, but is often missing from TPACK research, or its specific meaning is not clear. To provide a systematic and comprehensive view of the extent to which context is included in such research, and to understand the meaning of…

  2. Exploring Pedagogical Content Knowledge in Science Teacher Education

    Science.gov (United States)

    Loughran, John; Mulhall, Pamela; Berry, Amanda

    2008-01-01

    While the development of pedagogical content knowledge (PCK) is considered to be a goal of teacher education, teaching about the concept itself is an unusual practice. In this case study, we explore the outcomes when a teacher educator explicitly introduces student-teachers to ideas about PCK through the use of a CoRes and PaP-eRs…

  3. Effective Foreign Language Teaching: Broadening the Concept of Content Knowledge

    Science.gov (United States)

    Kissau, Scott; Algozzine, Bob

    2017-01-01

    Studies investigating teacher candidate performance on traditional assessments of content knowledge place emphasis on just one of many skills needed to be an effective foreign language teacher; they also fail to explain why many teacher candidates with advanced oral proficiency struggle in the classroom and why some with less advanced language…

  4. Content-Related Knowledge of Biology Teachers from Secondary Schools: Structure and Learning Opportunities

    Science.gov (United States)

    Großschedl, Jörg; Mahler, Daniela; Kleickmann, Thilo; Harms, Ute

    2014-01-01

    Teachers' content-related knowledge is a key factor influencing the learning progress of students. Different models of content-related knowledge have been proposed by educational researchers; most of them take into account three categories: content knowledge, pedagogical content knowledge, and curricular knowledge. As there is no consensus about…

  5. Experienced biology teachers' pedagogical content knowledge (PCK) on photosynthesis

    Science.gov (United States)

    Widodo, Ari

    2017-05-01

    Teacher certification program raises a question of whether certified teachers really more competence than non-certified teachers. However, since the notion of teachers' competence is measure in terms of content knowledge and pedagogical knowledge instead of Pedagogical Content Knowledge (PCK). Teacher' PCK as the essence of teachers' competence is somehow ignored. The study presented here analyses experienced biology teachers' PCK. Subjects are experienced biology teachers who teach at the formerly called Pioneered Standardized Schools (RSBI). They are purposively chosen since they are certified teachers who have received very intensive training organized by the education authorities (national, province and district) as well as by the schools. Therefore, this group of teachers can be considered as experienced and well-prepared for teaching science.

  6. A Review of Gamification in Technological Pedagogical Content Knowledge

    Science.gov (United States)

    Prabawa, H. W.

    2017-02-01

    This paper review 10 papers that relating to gamification adoption in developing technological pedagogical content knowledge (TPACK) framework. Technological developments lately led to the trend of increased use of ICT in the learning process, one of which is gamification. Gamification is the concept of applying game mechanics and game design techniques to engage and motivate people to achieve their goals. Gamification in education as an intersection of learning and fun. The problem is that not all game’s attributes suitable for use in presents a teaching material. TPACK is a framework for the teacher that described a complex interaction among three bodies of knowledge : content, pedagogy and technology. TPACK engagement has an impact on the teacher mastery in dimension of teaching material content, in addition to improve teachers skill in developing technology in classroom learning.

  7. Elementary teachers' use of content knowledge to evaluate students' thinking in the life sciences

    Science.gov (United States)

    Sabel, Jaime L.; Forbes, Cory T.; Flynn, Leslie

    2016-05-01

    Science learning environments should provide opportunities for students to make sense of and enhance their understanding of disciplinary concepts. Teachers can support students' sense-making by engaging and responding to their ideas through high-leverage instructional practices such as formative assessment (FA). However, past research has shown that teachers may not understand FA, how to implement it, or have sufficient content knowledge to use it effectively. Few studies have investigated how teachers gather information to evaluate students' ideas or how content knowledge factors into those decisions, particularly within the life science discipline. We designed a study embedded in a multi-year professional development program that supported elementary teachers' development of disciplinary knowledge and FA practices within science instruction. Study findings illustrate how elementary teachers' life science content knowledge influences their evaluation of students' ideas. Teachers with higher levels of life science content knowledge more effectively evaluated students' ideas than teachers with lower levels of content knowledge. Teachers with higher content exam scores discussed both content and student understanding to a greater extent, and their analyses of students' ideas were more scientifically accurate compared to teachers with lower scores. These findings contribute to theory and practice around science teacher education, professional development, and curriculum development.

  8. Interaction Between Science Teaching Orientation and Pedagogical Content Knowledge Components

    Science.gov (United States)

    Demirdöğen, Betül

    2016-08-01

    The purpose of this case study is to delve into the complexities of how preservice science teachers' science teaching orientations, viewed as an interrelated set of beliefs, interact with the other components of pedagogical content knowledge (PCK). Eight preservice science teachers participated in the study. Qualitative data were collected in the form of content representation, responses to an open-ended instrument, and semi-structured interviews. Preservice teachers' orientation and PCK were analyzed deductively. Constant comparison analysis of how their orientation interacted with other PCK components revealed three major themes: (1) one's purpose for science teaching determines the PCK component(s) with which it interacts, (2) a teacher's beliefs about the nature of science do not directly interact with his/her PCK, unless those beliefs relate directly to the purposes of teaching science, and (3) beliefs about science teaching and learning mostly interact with knowledge of instructional strategies. Implications for science teacher education and research are discussed.

  9. High School Students' Meta-Modeling Knowledge

    Science.gov (United States)

    Fortus, David; Shwartz, Yael; Rosenfeld, Sherman

    2016-12-01

    Modeling is a core scientific practice. This study probed the meta-modeling knowledge (MMK) of high school students who study science but had not had any explicit prior exposure to modeling as part of their formal schooling. Our goals were to (A) evaluate the degree to which MMK is dependent on content knowledge and (B) assess whether the upper levels of the modeling learning progression defined by Schwarz et al. (2009) are attainable by Israeli K-12 students. Nine Israeli high school students studying physics, chemistry, biology, or general science were interviewed individually, once using a context related to the science subject that they were learning and once using an unfamiliar context. All the interviewees displayed MMK superior to that of elementary and middle school students, despite the lack of formal instruction on the practice. Their MMK was independent of content area, but their ability to engage in the practice of modeling was content dependent. This study indicates that, given proper support, the upper levels of the learning progression described by Schwarz et al. (2009) may be attainable by K-12 science students. The value of explicitly focusing on MMK as a learning goal in science education is considered.

  10. Learning of Content Knowledge and Development of Scientific Reasoning Ability: A Cross Culture Comparison

    CERN Document Server

    Bao, Lei; Cai, Tianfang; Wang, Jing; Yang, Lijia; Cui, Lili; Han, Jing; Ding, Lin; Luo, Ying

    2008-01-01

    Student content knowledge and general reasoning abilities are two important areas in education practice and research. However, there hasn't been much work in physics education that clearly documents the possible interactions between content learning and the development of general reasoning abilities. In this paper, we report one study of a systematic research to investigate the possible interactions between students' learning of physics content knowledge and the development of general scientific reasoning abilities. Specifically, this study seeks to answer the research question of whether and to what extent content learning may affect the development of general reasoning abilities. College entrance testing data of freshman college students in both USA and China were collected using three standardized tests, FCI, BEMA, and Lawson's Classroom Test of Scientific Reasoning (Lawson Test). The results suggest that years of rigorous training of physics knowledge in middle and high schools have made significant impac...

  11. Investigating Mathematics Student Teachers’ Pedagogical Content Knowledge in the Context of Knowledge of Assessment

    Directory of Open Access Journals (Sweden)

    Savaş BAŞTÜRK

    2011-08-01

    Full Text Available One of the components of Pedagogical Content Knowledge is the Knowledge of Assessment. Knowledge of Assessment includes that teacher knows the purposes and strategies of assessment and possess the abilities to construct and implement them. The new secondary mathematics curriculum asks teachers to adopt the constructivist approach in their teaching and assessment methods. In this study, the purpose is to determine student teachers‟ knowledge of assessment related to the limit and continuity concept. First, Content Knowledge Questionnaire on the limit and continuity concepts was administered to 37 student teachers and then 4 of them who had different levels of subject matter were selected taking into account of the results of the questionnaire. Semi-structured interviews were conducted with these student teachers, and they asked to prepare a lesson plan of the limit and continuity concepts and then teach it through micro-teaching. Obtained data shows that the student teachers‟ knowledge of assessment was limited and consisted of traditional assessment methods such as written and oral examination.

  12. Integrating pedagogical content knowledge and pedagogical/psychological knowledge in mathematics

    Science.gov (United States)

    Harr, Nora; Eichler, Andreas; Renkl, Alexander

    2014-01-01

    In teacher education at universities, general pedagogical and psychological principles are often treated separately from subject matter knowledge and therefore run the risk of not being applied in the teaching subject. In an experimental study (N = 60 mathematics student teachers) we investigated the effects of providing aspects of general pedagogical/psychological knowledge (PPK) and pedagogical content knowledge (PCK) in an integrated or separated way. In both conditions (“integrated” vs. “separated”), participants individually worked on computer-based learning environments addressing the same topic: use and handling of multiple external representations, a central issue in mathematics. We experimentally varied whether PPK aspects and PCK aspects were treated integrated or apart from one another. As expected, the integrated condition led to greater application of pedagogical/psychological aspects and an increase in applying both knowledge types simultaneously compared to the separated condition. Overall, our findings indicate beneficial effects of an integrated design in teacher education. PMID:25191300

  13. A Complete Circuit Is a Complete Circle: Exploring the Potential of Case Materials and Methods To Develop Teachers' Content Knowledge and Pedagogical Content Knowledge of Science.

    Science.gov (United States)

    Daehler, Kirsten R.; Shinohara, Mayumi

    2001-01-01

    Explores the potential of science teaching cases to deepen teachers' content knowledge and pedagogical content knowledge. While many teachers began discussions without a clear understanding of certain key concepts, after a two-hour case discussion and brief hands-on activities, they collaboratively developed a deeper understanding of the content.…

  14. Exploring Biology Teachers' Pedagogical Content Knowledge in the Teaching of Genetics in Swaziland Science Classrooms

    Science.gov (United States)

    Mthethwa-Kunene, Eunice; Onwu, Gilbert Oke; de Villiers, Rian

    2015-01-01

    This study explored the pedagogical content knowledge (PCK) and its development of four experienced biology teachers in the context of teaching school genetics. PCK was defined in terms of teacher content knowledge, pedagogical knowledge and knowledge of students' preconceptions and learning difficulties. Data sources of teacher knowledge base…

  15. Exploring the Emotions in Pedagogical Content Knowledge about the Electric Field

    Science.gov (United States)

    Melo, Lina; Cañada, Florentina; Mellado, Vicente

    2017-01-01

    The objective of this study was to characterise the changes in the Pedagogical Content Knowledge (PCK) about electric fields of two Colombian physics teachers (Isabel and Alejandro) at the high school level (pupils of ages 17-19), the emotions and their relationship with PCK. The research was conducted during two consecutive years, before and…

  16. The Adaptation of the Technological Pedagogical Content Knowledge Confidence Survey into Turkish

    Directory of Open Access Journals (Sweden)

    Betül Timur

    2011-12-01

    Full Text Available The purpose of this study was to adopt the scale developed by Graham, Burgoyne, Cantrell, Smith, and Harris (2009 and to determine the new Turkish version‟s validity and reliability after administration in Turkey. The scale was given to 393 science and technology teachers to determine its validity and reliability. The Content Knowledge (TPCK, Technological Pedagogical Knowledge (TPK, Technological Content Knowledge (TCK and Technological Knowledge (TK. Reliability analysis of the instrument revealed that the Cronbach-Alpha coefficient was (.92 for the whole of the instrument. The reliability coefficients of the four subdimensions were also very high .89, .87, .89, .86 respectively for the TPCK, TPK, TCK, and TK sub-dimensions. These results showed that the scale can be used in Turkish as well

  17. Generating pedagogical content knowledge in teacher education students

    Science.gov (United States)

    van den Berg, Ed

    2015-09-01

    Some pre-service teaching activities can contribute much to the learning of pedagogical content knowledge (PCK) and subsequent teaching as these activities are generating PCK within the pre-service teacher’s own classroom. Three examples are described: preparing exhibitions of science experiments, assessing preconceptions, and teaching using embedded formative assessment in which assessment leads teaching and almost inevitably results in the development of PCK. Evidence for the effectiveness of the methods is based on the author’s experience in teacher education programmes in different countries, but will need to be confirmed by research. This is a modified version of the author’s keynote lecture on teacher education at the World Conference on Physics Education, 1-6 July 2012, Istanbul, Turkey.

  18. An Investigation of the Technological Pedagogical Content Knowledge of Pre-Service Teachers

    Science.gov (United States)

    Horzum, Mehmet Baris

    2013-01-01

    This study investigates whether pre-service teachers' learning approach and gender are related to their technological knowledge, their technological content knowledge, their technological pedagogical knowledge and their technological pedagogical content knowledge. The sample of the study consisted of 239 pre-service teachers. It was found that an…

  19. Use of the Rasch measurement model to explore the relationship between content knowledge and topic-specific pedagogical content knowledge for organic chemistry

    Science.gov (United States)

    Davidowitz, Bette; Potgieter, Marietjie

    2016-06-01

    Research has shown that a high level of content knowledge (CK) is necessary but not sufficient to develop the special knowledge base of expert teachers known as pedagogical content knowledge (PCK). This study contributes towards research to quantify the relationship between CK and PCK in science. In order to determine the proportion of the variance in PCK accounted for by the variance in CK, instruments are required which are valid and reliable as well as being unidimensional to measure person abilities for CK and PCK. An instrument consisting of two paper-and-pencil tests was designed to assess Grade 12 teachers CK and PCK in organic chemistry. We used the Rasch measurement model to convert raw score data into interval measures and to provide empirical evidence for the validity, reliability and unidimensionality of the tests. The correlation between CK and PCK was estimated as r = .66 (p teaching experience, high levels of CK can be acquired with limited teaching experience. These findings support the hypothesis that CK is a requirement for the development of TSPCK; proficiency in CK is, however, not necessarily associated with high levels of TSPCK.

  20. Relationship between mathematics teacher subject matter knowledge, pedagogical content knowledge and professional development needs

    Science.gov (United States)

    Tajudin, Nor'ain Mohd; Chinnappan, Mohan; Saad, Noor Shah

    2017-05-01

    Two key variables emerged from the literature review is that Specific Matter Knowledge [SMK] and Pedagogical Content Knowledge [PCK] can influence the mathematics teachers' Professional Development [PD] needs. However, the key variables of SMK and PCK that were being investigated were not defined clearly. Empirical evidence that support relationship between SMK and PD and PCK and PD were not verified. In addition, how does PCK mediate SMK and PD is not clear and somewhat lacking. Therefore, the purpose of this paper was to examine the relationship between primary mathematics teacher's SMK, PCK and PD needs. Results of path analysis with SmartPLS indicated that the direct effect of SMK on PD was mediated via PCK. This data provide support for the claim that PD programs for future teachers of primary mathematics should be driven by a more nuanced understanding of the link between SMK and PCK.

  1. The development of preservice chemistry teachers' pedagogical content knowledge

    Science.gov (United States)

    van Driel, Jan H.; de Jong, Onno; Verloop, Nico

    2002-07-01

    This study investigated the development of pedagogical content knowledge (PCK) within a group of 12 preservice chemistry teachers (all M.Sc.) during the first semester of their one-year post-graduate teacher education program. The study focused on PCK with respect to a central issue in science teaching, that is, the relation between observable phenomena, like chemical reactions, and macroscopic properties (e.g., boiling point, solubility) on the one hand, and their interpretation in terms of corpuscular characteristics on the other hand (macro-micro). For secondary school students, shifting mentally between the macro and micro levels is usually problematic, whereas their teachers are often unaware of students' learning difficulties in this domain. The collection of data involved two written questionnaires, interviews with each preservice teacher and their respective mentors, and an audio recording of a specific workshop session in the teacher education program. Results indicated a growing awareness among the preservice teachers concerning the need, in teaching situations, to explicitly relate the macro and micro levels to each other. Moreover, the importance of the careful and consistent use of language was noticed by many preservice teachers. The growth of PCK was influenced mostly by the preservice teachers' teaching experiences. Also, the workshop contributed substantially. Finally, for some preservice teachers, their mentors had influenced the growth of PCK. Implications for science teacher education are discussed.

  2. Relathionship between pedagogical content knowledge and coaching methods

    Directory of Open Access Journals (Sweden)

    Mar\\u00EDa Ca\\u00F1adas

    2013-01-01

    Full Text Available El objeto de este estudio fue conocer las relaciones que se establecen entre el Pedagogical Content Knowledge y los medios de entrenamiento planificados para categorías de iniciación al Baloncesto. Los participantes fueron tres entrenadores. Se analizaron las tareas de entrenamiento diseñadas por estos entrenadores para un equipo alevín masculino (n = 394, alevín femenino (n = 427 e infantil femenino (n = 459, así como la opinión de los entrenadores. Las variables de estudio son las dimensiones del PCK y los Medios de entrenamiento. Se realizó un análisis descriptivo y un análisis inferencial para los datos de las tareas planificadas (Chi-cuadrado, Coeficiente de contingencia y Residuos Tipificados Corregidos y, un análisis del contenido para los datos de la entrevista. Los resultados muestran que existe un predominio del juego por encima del ejercicio. Se encuentran relaciones entre dimensiones del conocimiento de la materia, de la pedagogía, curricular, de los objetivos, de los jugadores, de las estrategias y del contexto que explican la elección por un tipo de medio de entrenamiento u otro.

  3. Mapping Changes in Science Teachers' Content Knowledge: Concept Maps and Authentic Professional Development

    Science.gov (United States)

    Greene, Barbara A.; Lubin, Ian A.; Slater, Janis L.; Walden, Susan E.

    2013-01-01

    Two studies were conducted to examine content knowledge changes following 2 weeks of professional development that included scientific research with university scientists. Engaging teachers in scientific research is considered to be an effective way of encouraging knowledge of both inquiry pedagogy and content knowledge. We used concept maps with…

  4. An Investigation of Pre-Service Science Teachers' Technological Pedagogical Content Knowledge

    Science.gov (United States)

    Can, Bilge; Erokten, Secil; Bahtiyar, Asiye

    2017-01-01

    In order to reflect the integration of the teachers' content knowledge, pedagogical knowledge, and technology usage skills to the class context and to provide the expected outputs for the program's purposes, it is needed to be revealed the different dimensions of Technological Pedagogical Content Knowledge (TPACK). In this study, it was aimed to…

  5. Implicit Knowledge, Explicit Knowledge and Interactive High School English Instruction

    Institute of Scientific and Technical Information of China (English)

    高怀勇

    2007-01-01

    This article,first of all,introduces the terms of implicit knowledge (IK),explicit knowledge (EK) and their distinctions in the process of English language learning then advocates interactive English instruction in high schools aiming at improying learners'communicative competence.This article provides an instruction design,which lays emphasis on the conversion of the EK into IK by practicing the former orally so as to interactively internalize the latter,which,as a result,will facilitate learners'language communicative competence.

  6. The transformation of science and mathematics content knowledge into teaching content by university faculty

    Science.gov (United States)

    Flynn, Natalie P.

    This study developed a survey from the existing literature in an attempt to illuminate the processes, tools, insights, and events that allow university science and mathematics content experts (Ph.D.'s) unpack their expertise in order to teach develop and teach undergraduate students. A pilot study was conducted at an urban university in order to refine the survey. The study consisted of 72 science or mathematics Ph.D. faculty members that teach at a research-based urban university. Follow-up interviews were conducted with 21 volunteer faculty to further explore their methods and tools for developing and implementing teaching within their discipline. Statistical analysis of the data revealed: faculty that taught while obtaining their Ph.D. were less confident in their ability to teach successful and faculty that received training in teaching believed that students have difficult to change misconceptions and do not commit enough time to their course. Student centered textbooks ranked the highest among tools used to gain teaching strategies followed by grading of exams and assignments for gaining insights into student knowledge and difficulties. Science and mathematics education literature and university provided education session ranked the lowest in rating scale for providing strategies for teaching. The open-ended survey questions were sub-divided and analyzed by the number of years of experience to identify the development of teaching knowledge over time and revealed that teaching became more interactive, less lecture based, and more engaging. As faculty matured and gained experience they became more aware of student misconceptions and difficulties often changing their teaching to eliminate such issues. As confidence levels increase their teaching included more technology-based tools, became more interactive, incorporated problem based activities, and became more flexible. This change occurred when and if faculty members altered their thinking about their

  7. Secondary Pre-Service Teachers' Content Knowledge for State Assessments: Implications for Mathematics Education Programs

    Science.gov (United States)

    Wilburne, Jane M.; Long, Michael

    2010-01-01

    Seventy secondary mathematics pre-service teachers from two universities were assessed on their content knowledge, vocabulary knowledge, and their perceived confidence in teaching the content addressed on the eleventh grade state assessment. The results indicate the pre-service teachers had significant content weakness in data analysis, algebra,…

  8. Self-Directed Learning to Improve Science Content Knowledge for Teachers

    Science.gov (United States)

    van Garderen, Delinda; Hanuscin, Deborah; Thomas, Cathy Newman; Stormont, Melissa; Lee, Eun J.

    2017-01-01

    Students with disabilities often struggle in science and underperform in this important content area when compared to their typical peers. Unfortunately, many special educators have had little preparation to develop science content knowledge or skills in methods for teaching science. Despite their lack of content knowledge, special educators are…

  9. High School Biology Students' Knowledge and Certainty about Diffusion and Osmosis Concepts

    Science.gov (United States)

    Odom, Arthur L.; Barrow, Lloyd H.

    2007-01-01

    The purpose of this study was to investigate students' understanding about scientifically acceptable content knowledge by exploring the relationship between knowledge of diffusion and osmosis and the students' certainty in their content knowledge. Data was collected from a high school biology class with the Diffusion and Osmosis Diagnostic Test…

  10. Development and Nature of Preservice Chemistry Teachers' Pedagogical Content Knowledge for Nature of Science

    Science.gov (United States)

    Demirdögen, Betül; Hanuscin, Deborah L.; Uzuntiryaki-Kondakci, Esen; Köseoglu, Fitnat

    2016-01-01

    The purpose of this case study is to delve into the complexities of the early development of preservice chemistry teachers' science teaching orientations, knowledge of learners, knowledge of instructional strategies, and knowledge of assessment during a two-semester intervention designed to enhance their pedagogical content knowledge (PCK) for…

  11. Development and Nature of Preservice Chemistry Teachers' Pedagogical Content Knowledge for Nature of Science

    Science.gov (United States)

    Demirdögen, Betül; Hanuscin, Deborah L.; Uzuntiryaki-Kondakci, Esen; Köseoglu, Fitnat

    2016-01-01

    The purpose of this case study is to delve into the complexities of the early development of preservice chemistry teachers' science teaching orientations, knowledge of learners, knowledge of instructional strategies, and knowledge of assessment during a two-semester intervention designed to enhance their pedagogical content knowledge (PCK) for…

  12. Examining Multiple Dimensions of Word Knowledge for Content Vocabulary Understanding

    Science.gov (United States)

    Cervetti, Gina N.; Tilson, Jennifer L.; Castek, Jill; Bravo, Marco A.; Trainin, Guy

    2012-01-01

    This study traces the development of a vocabulary measure designed to assess multiple types of word knowledge. The assessment, which was administered in conjunction with a science unit about weather and the water cycle for third-and-fourth graders, included items for six knowledge types--recognition, definition, classification/example, context,…

  13. Horizon Content Knowledge: Shaping MKT for a Continuous Mathematical Education

    Science.gov (United States)

    Fernández, Sainza; Figueiras, Lourdes

    2014-01-01

    Mathematics learning is a continuous process in which students face some abrupt episodes involving many changes of different natures. This work is focused on one of those episodes, transition from primary to secondary school, and targets teachers and their mathematical knowledge. By characterising the mathematical knowledge that teachers of…

  14. Beyond Mathematical Content Knowledge: A Mathematician's Knowledge Needed for Teaching an Inquiry-Oriented Differential Equations Course

    Science.gov (United States)

    Wagner, Joseph F.; Speer, Natasha M.; Rossa, Bernd

    2007-01-01

    In this research report we examine knowledge other than content knowledge needed by a mathematician in his first use of an inquiry-oriented curriculum for teaching an undergraduate course in differential equations. Collaboratively, the mathematician and two mathematics education researchers identified the challenges faced by the mathematician as…

  15. An Examination of Preschool Prospective Teachers' Subject Matter Knowledge and Pedagogical Content Knowledge on Basic Geometric Shapes in Turkey

    Science.gov (United States)

    Canturk-Gunhan, Berna; Cetingoz, Duygu

    2013-01-01

    The purpose of this study is to examine preschool preservice teachers' subject matter knowledge (SMK) and pedagogical content knowledge (PCK) of basic geometric shapes. The study employed case study method in order to investigate preschool preservice teachers' SMK and PCK on geometric shapes in actual classroom environment and to describe the…

  16. RETRIEVAL TIME RESEARCH IN TEMPORAL KNOWLEDGE BASES WITH DYNAMIC CONTENT

    Directory of Open Access Journals (Sweden)

    J. A. Koroleva

    2015-07-01

    Full Text Available Results of retrieval time research of actual data effectiveness search in temporal knowledge bases built in the basis of state of events have been proposed. This type of knowledge base gives the possibility for quick access to relevant states as well as for history based on events chronology. It is shown that data storage for deep retrospective increases significantly the search time due to the growth of the decision tree. The search time for temporal knowledge bases depending on the average number of events prior to the current state has been investigated. Experimental results confirm the advantage of knowledge bases in the basis of state of events over traditional methods for design of intelligent systems.

  17. Grade 7 teachers' and prospective teachers' content knowledge of ...

    African Journals Online (AJOL)

    Erna Kinsey

    School of Teacher Education: Natural Sciences, Potchefstroom University, Potchefstroom, 2520 South Africa ... knowledge of specific strategies for teaching a particular subject mat- ..... (1998:56), a South African research team, regarding the ...

  18. Development and Use of a Test Instrument to Measure Biology Teachers' Content Knowledge (CK) and Pedagogical Content Knowledge (PCK)

    Science.gov (United States)

    Juttner, Melanie; Boone, Williame; Park, Soonhye; Neuhaus, Birgit J.

    2013-01-01

    Research on teachers' professionalism and professional development has increased in the last two decades. A main focus of this line of research has been the cognitive component of teacher professionalism, i.e., professional knowledge. Most of the previous studies on teacher knowledge--such as the Learning Mathematics for Teaching (LMT) (Hill et…

  19. Pre-Service Teachers' Perceptions and Beliefs of Technological Pedagogical Content Knowledge on Algebra

    Science.gov (United States)

    Lin, Cheng-Yao; Kuo, Yu-Chun; Ko, Yi-Yin

    2015-01-01

    The purpose of this study was to investigate elementary pre-service teachers' content knowledge in algebra (Linear Equation, Quadratic Equation, Functions, System Equations and Polynomials) as well as their technological pedagogical content knowledge (TPACK) in teaching algebra. Participants were 79 undergraduate pre-service teachers who were…

  20. Determination of Technopedagogical Content Knowledge Competencies of Preservice Physical Education Teachers: A Turkish Sample

    Science.gov (United States)

    Arslan, Yunus

    2015-01-01

    This study examined preservice physical education teachers' (PPETs') technopedagogical content knowledge (TPCK) competencies. The participants were 1028 PPETs from 26 major universities representing all seven geographical regions of Turkey. The Technological Pedagogical Content Knowledge Deep-Scale developed by Kabakci Yurdakul et al. (2012) was…

  1. Exploring Changes to a Teacher's Teaching Practices and Student Learning through a Volleyball Content Knowledge Workshop

    Science.gov (United States)

    Kim, Insook

    2016-01-01

    This paper describes how improving a teacher's content knowledge changes his teaching practices and its subsequent effects on student learning during a middle school volleyball instructional unit. The study was designed to challenge teacher educators' thinking about the importance of in-depth content knowledge for effective teaching by…

  2. Pedagogical Content Knowledge and the Gas Laws: A Multiple Case Study

    Science.gov (United States)

    Sande, Mary Elizabeth

    2010-01-01

    Pedagogical content knowledge (PCK) has been described as an assemblage of the most powerful analogies, demonstrations, examples and illustrations that make content knowledge understandable to students, together with an understanding of the preconceptions and alternate conceptions that students bring with them to the classroom (Shulman, 1986). In…

  3. Analysis of Relationships between Technological Pedagogical Content Knowledge and Educational Internet Use

    Science.gov (United States)

    Sahin, Ismail; Celik, Ismail; Akturk, Ahmet Oguz; Aydin, Mustafa

    2013-01-01

    This study analyzes the relationships between preservice teachers' technological pedagogical content knowledge (TPACK) and their self-efficacy beliefs in educational Internet use. Findings show statistically significant relationships among the knowledge domains in technology, pedagogy, content, and their intersections. Also, results from the…

  4. The Importance and Use of Targeted Content Knowledge with Scaffolding Aid in Educational Simulation Games

    Science.gov (United States)

    Tsai, Fu-Hsing; Kinzer, Charles; Hung, Kuo-Hsun; Chen, Cheng-Ling Alice; Hsu, I-Ying

    2013-01-01

    While most current educational simulation games provide learners with gameplay experience to motivate learning, there is often a lack of focus on ensuring that the desired content knowledge is actually learned. Students may focus on completing game activities without learning the targeted content knowledge, thus negating the desired learning…

  5. Exploring Changes to a Teacher's Teaching Practices and Student Learning through a Volleyball Content Knowledge Workshop

    Science.gov (United States)

    Kim, Insook

    2016-01-01

    This paper describes how improving a teacher's content knowledge changes his teaching practices and its subsequent effects on student learning during a middle school volleyball instructional unit. The study was designed to challenge teacher educators' thinking about the importance of in-depth content knowledge for effective teaching by…

  6. Preservice Teachers' Level of Web Pedagogical Content Knowledge: Assessment by Individual Innovativeness

    Science.gov (United States)

    Gökçearslan, Sahin; Karademir, Tugra; Korucu, Agah Tugrul

    2017-01-01

    Technological Pedagogical Content Knowledge, one of the frameworks proposed in order to popularize the use of technology in a classroom environment, has been customized and has taken the form of Web Pedagogical Content Knowledge. The Relational Screening Model was used in this study. It aims to determine whether a profile of preservice teachers…

  7. Deconstructing Content Knowledge: Coping Strategies and Their Underlying Influencers for Beginning Agriculture Teachers

    Science.gov (United States)

    Rice, Amber H.; Kitchel, Tracy

    2016-01-01

    The purpose of this grounded theory qualitative study was to explore how beginning agriculture teachers break down content knowledge for student understanding. The overarching theme that emerged during data collection and analysis was beginning teachers' self-perceived content knowledge deficiency in various subjects within agriculture. This…

  8. On the Content-Dependence of Prospective Teachers' Knowledge: A Case of Exemplifying Definitions

    Science.gov (United States)

    Leikin, Roza; Zazkis, Rina

    2010-01-01

    In this article, we demonstrate that prospective teachers' content knowledge related to defining mathematical concepts is dependent on content area. We use the example of generation (a research tool we developed in a previous study) to investigate prospective teachers' knowledge. We asked prospective secondary mathematics teachers to provide…

  9. Pre-Service Teachers' Perceptions and Beliefs of Technological Pedagogical Content Knowledge on Algebra

    Science.gov (United States)

    Lin, Cheng-Yao; Kuo, Yu-Chun; Ko, Yi-Yin

    2015-01-01

    The purpose of this study was to investigate elementary pre-service teachers' content knowledge in algebra (Linear Equation, Quadratic Equation, Functions, System Equations and Polynomials) as well as their technological pedagogical content knowledge (TPACK) in teaching algebra. Participants were 79 undergraduate pre-service teachers who were…

  10. Science and children's literature: Kindergarten teachers' attitudes and pedagogical content knowledge

    Science.gov (United States)

    Al-Hooli, Abeer Abdullah

    2001-10-01

    The present study, incorporating both quantitative and qualitative methodologies, examined Kuwaiti kindergarten teachers' attitudes toward teaching science, their understanding of science content and pedagogical knowledge, and the role that using children's literature in science teaching plays in those relationships. Three hundred kindergarten teachers responded to the researcher-developed questionnaire entitled "Teaching Science and Using Children's Literature for Science Instruction." Additionally, six in-service teachers were purposely selected for the follow-up interviews. The quantitative data were analyzed through appropriate descriptive statistics including Pearson Product Moment correlations, ANOVA, Tukey Post Hoc tests, Eta, and Eta squared. The data analysis revealed that a large percentage of teachers reported high levels of comfort and enjoyment as well as little anxiety about teaching science. Teachers indicated that they had sufficient background and strong pedagogical knowledge to teach required kindergarten science themes. Moreover, teachers reported a positive perception of teaching science with children's literature, indicating its usefulness in science instruction. Fifty-five percent of the teachers indicated however, that there was a need for more training in how best to use children's literature for science instruction. The qualitative data was systematically analyzed through a process of content analysis. It revealed that the six selected Kuwaiti kindergarten teachers had varying interests and ideas about teaching of science with children's literature; these seemed to be linked to their principal-reported low, average, and high levels of knowledge about and attitudes toward science. Furthermore, the six case studies suggest a pattern of relationships between background and classroom success and the suggestions and complaints made by the teachers regarding their ongoing training and support. The interview data analysis suggested that that there

  11. RESEARCH ON TURKISH PRE-SERVİCE TEACHERS’ PEDAGOGİCAL CONTENT KNOWLEDGE

    Directory of Open Access Journals (Sweden)

    Zekerya BATUR

    2013-06-01

    Full Text Available An effort is made in this research to determine Turkish language pre-service teachers’ pedagogical content knowledge. The research sample is composed of five Turkish pre-service teachers in 2012-2013 fall term. Semi-structured interview was used to collect data form the curriculum, teaching behavior, assement towards pedagogic Content knowledge. The results showed that teachers’ knowledge about the curriculum and content knowledge were inadequate. The results also maintained taht traditional teaching behavior has stil affected turkish pre-service teachers.

  12. Teacher Listening: The Role of Knowledge of Content and Students

    Science.gov (United States)

    Johnson, Estrella M. S.; Larsen, Sean P.

    2012-01-01

    In this research report we consider the kinds of knowledge needed by a mathematician as she implemented an inquiry-oriented abstract algebra curriculum. Specifically, we will explore instances in which the teacher was unable to make sense of students' mathematical struggles in the moment. After describing each episode we will examine the…

  13. Teacher Listening: The Role of Knowledge of Content and Students

    Science.gov (United States)

    Johnson, Estrella M. S.; Larsen, Sean P.

    2012-01-01

    In this research report we consider the kinds of knowledge needed by a mathematician as she implemented an inquiry-oriented abstract algebra curriculum. Specifically, we will explore instances in which the teacher was unable to make sense of students' mathematical struggles in the moment. After describing each episode we will examine the…

  14. The evolution of pedagogical content knowledge in chemistry and physics prospective secondary teachers

    Science.gov (United States)

    Veal, William Richard

    1997-09-01

    The purpose of this study was to describe the evolution of pedagogical content knowledge in prospective secondary chemistry and physics teachers. A new paradigmatic framework was developed to guide the research. Craft knowledge and pedagogical content knowledge were compared and combined forming a new perspective from which to view secondary chemistry and physics teachers' "learning to teach." A second purpose of this study was to develop philosophically-derived, domain-specific, pedagogical content knowledge taxonomies. Four taxonomies were developed in all; two general and two domain-specific. The general taxonomies describe types of pedagogical content knowledge and attributes of pedagogical content knowledge. The two domain-specific taxonomies describe topics common to both physics and chemistry and outline domain-specific laboratories for the differentiation between heat and temperature. A methodological theoretical framework, synthesized from radical and social constructivism, was developed to guide the researcher in data collection, analysis, and interpretation. The researcher used four cases, two prospective chemistry teachers and two prospective physics teachers, and followed their development through the science curriculum class and student teaching field experience of their teacher preparation program. Content-specific, situational vignettes were created as a tool to monitor the participants' development of pedagogical content knowledge. The vignettes were administered using a modified microgenetic method. The modified microgenetic procedure involved the repeated administration of a task (vignette) over a period of time to monitor cognitive change. Data were collected through several methods: participant responses to the vignettes, field notes taken during the science curriculum class and student teaching field experience, interviews, artifact collection, and journals. Data were analyzed using qualitative content analysis. The results of this study

  15. The Algebra Content Knowledge of Beginning Teachers in California

    Science.gov (United States)

    Caswell, Lisa M.

    2009-01-01

    The purpose of this study was to determine the competence of beginning California K-6 teachers in basic algebra topics, and to investigate their level of math anxiety and attitudes toward math. The sample for this study was beginning California elementary teachers in the Bay Area of California. An algebra content assessment and a self-report…

  16. The Algebra Content Knowledge of Beginning Teachers in California

    Science.gov (United States)

    Caswell, Lisa M.

    2009-01-01

    The purpose of this study was to determine the competence of beginning California K-6 teachers in basic algebra topics, and to investigate their level of math anxiety and attitudes toward math. The sample for this study was beginning California elementary teachers in the Bay Area of California. An algebra content assessment and a self-report…

  17. Exploring ESL/EFL Teachers' Pedagogical Content Knowledge on Reading Strategy Instruction

    Science.gov (United States)

    Xu, Wei

    2015-01-01

    Any instructional practice must be derived from a teacher's knowledge base for teaching, which can be acquired by training, study, or practice. While much attention has been paid to teachers' practical content knowledge in real educational settings, comprehensive syntheses of expert knowledge on a particular teaching task for a specific group of…

  18. Characterizing the Development of Specialized Mathematical Content Knowledge for Teaching in Algebraic Reasoning and Number Theory

    Science.gov (United States)

    Bair, Sherry L.; Rich, Beverly S.

    2011-01-01

    This article characterizes the development of a deep and connected body of mathematical knowledge categorized by Ball and Bass' (2003b) model of Mathematical Knowledge for Teaching (MKT), as Specialized Content Knowledge for Teaching (SCK) in algebraic reasoning and number sense. The research employed multiple cases across three years from two…

  19. Proposing a Knowledge Base for Teaching Academic Content to English Language Learners: Disciplinary Linguistic Knowledge

    Science.gov (United States)

    Turkan, Sultan; De Oliveira, Luciana C.; Lee, Okhee; Phelps, Geoffrey

    2014-01-01

    Background/Context: The current research on teacher knowledge and teacher accountability falls short on information about what teacher knowledge base could guide preparation and accountability of the mainstream teachers for meeting the academic needs of ELLs. Most recently, research on specialized knowledge for teaching has offered ways to…

  20. Subject-specific pedagogical content knowledge: Implications for alternatively and traditionally trained biology teachers

    Science.gov (United States)

    Ravgiala, Rebekah Rae

    instructional strategies and lesson planning habits differ. The characteristics that may distinguish alternatively from traditionally trained biology teachers are subtle enough to be masked at this point in their careers by the more observable qualities that describe the behaviors and conceptions of beginning teachers. As a result, demonstration of subject-specific pedagogical content knowledge depends highly upon the ability of the individual teacher to transform his/her knowledge of content and pedagogy into meaningful forms for biology students.

  1. Teachers' Understanding of Mathematical Cognition in Childhood: Towards a Shift in Pedagogical Content Knowledge?

    Science.gov (United States)

    Henning, Elizabeth

    2013-01-01

    This article about the discourse of pedagogy as related to child cognition in mathematics addresses the issue of what constitutes the main disciplinary content and the pedagogical content knowledge (PCK) of foundation-phase teachers. I argue that, unless child cognition itself is the primary disciplinary content of foundation-phase teacher's…

  2. A Critical Examination of Movement Content Knowledge Courses in Physical Education Teacher Education Programs

    Science.gov (United States)

    Kim, Insook; Lee, Yun Soo; Ward, Phillip; Li, Weidong

    2015-01-01

    Despite increasing policy emphasis on improving teacher quality, little is known about how teachers acquire their movement content knowledge in physical education teacher education (PETE). To address this question we examined: (a) movement content courses designed to teach K-12 physical education content in the PETE curriculum, (b) the purpose of…

  3. Teachers' Understanding of Mathematical Cognition in Childhood: Towards a Shift in Pedagogical Content Knowledge?

    Science.gov (United States)

    Henning, Elizabeth

    2013-01-01

    This article about the discourse of pedagogy as related to child cognition in mathematics addresses the issue of what constitutes the main disciplinary content and the pedagogical content knowledge (PCK) of foundation-phase teachers. I argue that, unless child cognition itself is the primary disciplinary content of foundation-phase teacher's…

  4. Event-related potentials in response to violations of content and temporal event knowledge.

    Science.gov (United States)

    Drummer, Janna; van der Meer, Elke; Schaadt, Gesa

    2016-01-01

    Scripts that store knowledge of everyday events are fundamentally important for managing daily routines. Content event knowledge (i.e., knowledge about which events belong to a script) and temporal event knowledge (i.e., knowledge about the chronological order of events in a script) constitute qualitatively different forms of knowledge. However, there is limited information about each distinct process and the time course involved in accessing content and temporal event knowledge. Therefore, we analyzed event-related potentials (ERPs) in response to either correctly presented event sequences or event sequences that contained a content or temporal error. We found an N400, which was followed by a posteriorly distributed P600 in response to content errors in event sequences. By contrast, we did not find an N400 but an anteriorly distributed P600 in response to temporal errors in event sequences. Thus, the N400 seems to be elicited as a response to a general mismatch between an event and the established event model. We assume that the expectancy violation of content event knowledge, as indicated by the N400, induces the collapse of the established event model, a process indicated by the posterior P600. The expectancy violation of temporal event knowledge is assumed to induce an attempt to reorganize the event model in working memory, a process indicated by the frontal P600.

  5. AN INVESTIGATION OF TEACHERS’ PEDAGOGICAL SKILLS AND CONTENT KNOWLEDGE IN A CONTENT-BASED INSTRUCTION CONTEXT

    Directory of Open Access Journals (Sweden)

    Tengku Nor Rizan Tengku Mohamad Maasum

    2012-01-01

    Full Text Available Advocates of the content-based approach believed that a language can be learnt effectively when it is the medium of instruction rather than just a subject. Integrating English and content as part of instruction has become one of the cornerstones of second language pedagogy. Researchers claimed that there are many benefits of integrating English and content instruction. Among the benefits are the increase in students’ interest with content themes, meaningful input and understanding. In 2003, the Malaysian Ministry of Education introduced the teaching and learning of science and mathematics in English for Year One, Form One and Lower Six Form in all government public schools. This paper describes the challenges faced by teachers when they are required to teach content subjects such as science and mathematics in English. The focus of the paper is on the teachers’ pedagogical skills and content knowldge which comprises subject matter content, pedagogical approach, classroom management, use of resources, assessment, preparation of teaching materials, managing students, teachers’ compensatory communication strategies, use of first language and teachers’ perspectives of teaching content subjects in English. Data were obtained from a self-report questionnaire administered to 495 secondary school teachers in West Malaysia. Results from the study provide implications for school administrators in making decisions in assignment of capable teachers to teach the various levels of classes. Suggestions for teacher self-development and life-long learning efforts are also provided.

  6. Students’ Attitudes Toward Science as Predictors of Gains on Student Content Knowledge: Benefits of an After-School Program

    OpenAIRE

    Newell, Alana D.; Tharp, Barbara Z.; Vogt, Gregory L.; Moreno, Nancy P.; Zientek, Linda R.

    2015-01-01

    High-quality after-school programs devoted to science have the potential to enhance students’ science knowledge and attitudes, which may impact their decisions about pursuing science-related careers. Due to the unique nature of these informal learning environments, an understanding of the relationships among aspects of students’ content knowledge acquisition and attitudes toward science may aid in the development of effective science-related interventions. We investigated the impact of a seme...

  7. AN INVESTIGATION OF TEACHERS’ PEDAGOGICAL SKILLS AND CONTENT KNOWLEDGE IN A CONTENT-BASED INSTRUCTION CONTEXT

    Directory of Open Access Journals (Sweden)

    Tengku Nor Rizan Tengku Mohamad Maasum

    2012-01-01

    Full Text Available Abstract: Advocates of the content-based approach believed that a language can be learnt effectively when it is the medium of instruction rather than just a subject.  Integrating English and content as part of instruction has become one of the cornerstones of second language pedagogy. Researchers claimed that there are many benefits of integrating English and content instruction.  Among the benefits are the increase in students’ interest with content themes, meaningful input and understanding. In 2003, the Malaysian Ministry of Education introduced the teaching and learning of science and mathematics in English for Year One, Form One and Lower Six Form in all government public schools. This paper describes the challenges faced by teachers when they are required to teach content subjects such as science and mathematics in English.  The focus of the paper is on the teachers’ pedagogical skills  and content knowldge which comprises subject matter content, pedagogical approach, classroom management, use of resources, assessment, preparation of teaching materials, managing students, teachers’ compensatory communication strategies, use of first language and teachers’ perspectives of teaching content subjects in English. Data were obtained from a self-report questionnaire administered to 495 secondary school teachers in West Malaysia. Results from the study provide implications for school administrators in making decisions in assignment of  capable teachers to teach the various levels of classes. Suggestions for teacher self-development and life-long learning efforts are also provided.   Key words: Content-based instruction, ESL instruction, second language, first language and second language pedagogy

  8. Peer feedback on complex tasks by tutors trained in content knowledge or tutoring skills

    NARCIS (Netherlands)

    Hsiao, Amy; Brouns, Francis; Van Bruggen, Jan; Sloep, Peter

    2013-01-01

    Hsiao, Y. P., Brouns, F., Van Bruggen, J., & Sloep, P. B. (2013, 7 November). Peer feedback on complex tasks by tutors trained in content knowledge or tutoring skills. Presentation at ICO Fall School, The Maastricht University, Maastricht, The Netherlands.

  9. Peer feedback on complex tasks by tutors trained in content knowledge or tutoring skills

    NARCIS (Netherlands)

    Hsiao, Amy; Brouns, Francis; Van Bruggen, Jan; Sloep, Peter

    2013-01-01

    Hsiao, Y. P., Brouns, F., Van Bruggen, J., & Sloep, P. B. (2013, 7 November). Peer feedback on complex tasks by tutors trained in content knowledge or tutoring skills. Presentation at ICO Fall School, The Maastricht University, Maastricht, The Netherlands.

  10. New aluminium alloys with high lithium content

    Energy Technology Data Exchange (ETDEWEB)

    Schemme, K.; Velten, B.

    1989-06-01

    Since the early 80's there have been made great efforts to replace the high strength aluminium alloys for the aircraft and space industry by a new generation of aluminium-lithium alloys. The attractivity of this kind of alloys could be increased by a further reduction of their density, caused by an increasing lithium content (/ge/ 5 wt.% Li). Therefore binary high-lithium containing alloys with low density are produced and metallografically investigated. A survey of their strength and wear behavior is given by using tensile tests and pin abrasing tests. (orig.).

  11. The Significance of Content Knowledge for Informal Reasoning regarding Socioscientific Issues: Applying Genetics Knowledge to Genetic Engineering Issues

    Science.gov (United States)

    Sadler, Troy D.; Zeidler, Dana L.

    2005-01-01

    This study focused on informal reasoning regarding socioscientific issues. It sought to explore how content knowledge influenced the negotiation and resolution of contentious and complex scenarios based on genetic engineering. Two hundred and sixty-nine students drawn from undergraduate natural science and nonnatural science courses completed a…

  12. Subject-Matter Didactics as a Central Knowledge Base for Teachers, or Should It Be Called Pedagogical Content Knowledge?

    Science.gov (United States)

    Kansanen, Pertti

    2009-01-01

    This paper compares the concepts of "subject-matter didactics" (Fachdidaktik) with "pedagogical content knowledge". The former is based on German didaktik and has a long tradition. The latter was introduced by Lee Shulman in the late 1980s and has no tradition in the same way as its German counterpart. Both of the concepts deal…

  13. Exploring Biology Teachers' Pedagogical Content Knowledge in the Teaching of Genetics in Swaziland Science Classrooms

    Science.gov (United States)

    Mthethwa-Kunene, Eunice; Oke Onwu, Gilbert; de Villiers, Rian

    2015-05-01

    This study explored the pedagogical content knowledge (PCK) and its development of four experienced biology teachers in the context of teaching school genetics. PCK was defined in terms of teacher content knowledge, pedagogical knowledge and knowledge of students' preconceptions and learning difficulties. Data sources of teacher knowledge base included teacher-constructed concept maps, pre- and post-lesson teacher interviews, video-recorded genetics lessons, post-lesson teacher questionnaire and document analysis of teacher's reflective journals and students' work samples. The results showed that the teachers' individual PCK profiles consisted predominantly of declarative and procedural content knowledge in teaching basic genetics concepts. Conditional knowledge, which is a type of meta-knowledge for blending together declarative and procedural knowledge, was also demonstrated by some teachers. Furthermore, the teachers used topic-specific instructional strategies such as context-based teaching, illustrations, peer teaching, and analogies in diverse forms but failed to use physical models and individual or group student experimental activities to assist students' internalization of the concepts. The finding that all four teachers lacked knowledge of students' genetics-related preconceptions was equally significant. Formal university education, school context, journal reflection and professional development programmes were considered as contributing to the teachers' continuing PCK development. Implications of the findings for biology teacher education are briefly discussed.

  14. Middle School Mathematics Teachers' Pedagogical Content Knowledge Regarding Teaching Strategies on Quadrilaterals

    Science.gov (United States)

    Akkas, Elif Nur; Türnüklü, Elif

    2014-01-01

    Pedagogical content knowledge is consisted of two components: student knowledge and teaching strategies. Teaching strategies was defined under two sub-headings as strategies for specific topics and specific strategies for any topic. The purpose of this study was to examine the method with which quadrilaterals were taught by mathematics teachers…

  15. Improving Low-Income Preschoolers' Word and World Knowledge: The Effects of Content-Rich Instruction

    Science.gov (United States)

    Neuman, Susan B.; Kaefer, Tanya; Pinkham, Ashley M.

    2016-01-01

    This study examined the efficacy of a shared book-reading approach to integrating literacy and science instruction. The purpose was to determine whether teaching science vocabulary using information text could improve low-income preschoolers' word knowledge, conceptual development, and content knowledge in the life sciences. Teachers in 17…

  16. Examining the Development of Secondary Mathematics Teachers’ Pedagogical Content Knowledge on Numbers

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    Ömer Şahin

    2014-12-01

    Full Text Available The aim of our research is to determine the change in the pedagogical content knowledge levels of the teachers on numbers in the period from their university education to their active teaching profession. The sample of the study is composed of a total of 210 people, 67 of whom are third grade pre-service mathematics teacher, 98 of whom are 4th grade pre-service mathematics teachers and 45 of whom are mathematics teachers who are working in various provinces of Turkey. As for the data collection tools of this research, “Mathematics Pedagogical Content Knowledge Test (MPCKT” was used. Cross-sectional comparative study, which is among the descriptive research designs, was used in this research. it was observed that the secondary mathematics teachers’ levels of knowledge of understanding students and knowledge of instructional strategies, which constitute two sub-components of pedagogical content knowledge, exhibited development from their third-year in university to the period in which they carry out teaching professionKey Words:    Pedagogical content knowledge, pre-service mathematics teacher, student knowledge, instructional strategies knowledge 

  17. Reliability of the Content Knowledge for Teaching-Mathematics Instrument for Pre-Service Teachers

    Science.gov (United States)

    Gleason, Jim

    2010-01-01

    The Content Knowledge for Teaching Mathematics instrument was developed by the Study for Instructional Improvement and Learning Mathematics for Teaching projects at the University of Michigan to measure elementary school and middle school in-service teachers' mathematical knowledge for teaching to assist in the evaluation of professional…

  18. Integrating Problem-Based Learning with ICT for Developing Trainee Teachers' Content Knowledge and Teaching Skill

    Science.gov (United States)

    Karami, Mehdi; Karami, Zohreh; Attaran, Mohammad

    2013-01-01

    Professional teachers can guarantee the progress and the promotion of society because fostering the development of next generation is up to them and depends on their professional knowledge which has two kinds of sources: content knowledge and teaching skill. The aim of the present research was studying the effect of integrating problem-based…

  19. The Impact of Physics Teachers' Pedagogical Content Knowledge and Motivation on Students' Achievement and Interest

    Science.gov (United States)

    Keller, Melanie M.; Neumann, Knut; Fischer, Hans E.

    2017-01-01

    This paper examines students' achievement and interest and the extent to which they are predicted by teacher knowledge and motivation. Student achievement and interest are both considered desirable outcomes of school instruction. Teacher pedagogical content knowledge has been identified a major predictor of student achievement in previous…

  20. Middle School Mathematics Teachers' Pedagogical Content Knowledge Regarding Teaching Strategies on Quadrilaterals

    Science.gov (United States)

    Akkas, Elif Nur; Türnüklü, Elif

    2014-01-01

    Pedagogical content knowledge is consisted of two components: student knowledge and teaching strategies. Teaching strategies was defined under two sub-headings as strategies for specific topics and specific strategies for any topic. The purpose of this study was to examine the method with which quadrilaterals were taught by mathematics teachers…

  1. PERMANENT UPDATING OF EDUCATIONAL CONTENT USING KNOWLEDGE DOMAIN-BASED METADATA

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    Nikolai N. Gorbatchev

    2013-01-01

    Full Text Available This paper describes methods of permanent updating of educational content using knowledge domain model in a form of ontology. Methods of managing the prospective information resources of university, that appear in the result of personal and collaborative work of students and tutors with external knowledge sources applying contemporary information technologies are suggested. 

  2. Using Delphi Methodology to Design Assessments of Teachers' Pedagogical Content Knowledge

    Science.gov (United States)

    Manizade, Agida Gabil; Mason, Marguerite M.

    2011-01-01

    Descriptions of methodologies that can be used to create items for assessing teachers' "professionally situated" knowledge are lacking in mathematics education research literature. In this study, researchers described and used the Delphi method to design an instrument to measure teachers' pedagogical content knowledge. The instrument focused on a…

  3. Students' Perceptions of Their Science Teachers' Pedagogical Content Knowledge

    Science.gov (United States)

    Halim, Lilia; Abdullah, Sharifah Intan Sharina Syed; Meerah, T. Subahan Mohd

    2014-01-01

    Pedagogical content knowledge (PCK) is a type of teacher knowledge to be developed by a teacher. PCK is said to contribute to effective teaching. Most studies investigated the development of PCK and its influence on students' learning from the teachers' perspectives. Only a limited number of studies have investigated the components of…

  4. Preservice Elementary Teachers' Science Self-Efficacy Beliefs and Science Content Knowledge

    Science.gov (United States)

    Menon, Deepika; Sadler, Troy D.

    2016-10-01

    Self-efficacy beliefs that relate to teachers' motivation and performance have been an important area of concern for preservice teacher education. Research suggests high-quality science coursework has the potential to shape preservice teachers' science self-efficacy beliefs. However, there are few studies examining the relationship between science self-efficacy beliefs and science content knowledge. The purpose of this mixed methods study is to investigate changes in preservice teachers' science self-efficacy beliefs and science content knowledge and the relationship between the two variables as they co-evolve in a specialized science content course. Results from pre- and post-course administrations of the Science Teaching Efficacy Belief Instrument-B (Bleicher, 2004) and a physical science concept test along with semi-structured interviews, classroom observations and artifacts served as data sources for the study. The 18 participants belonged to three groups representing low, medium and high initial levels of self-efficacy beliefs. A repeated measures multivariate analysis of variance design was used to test the significance of differences between the pre- and post-surveys across time. Results indicated statistically significant gains in participants' science self-efficacy beliefs and science conceptual understandings. Additionally, a positive moderate relationship between gains in science conceptual understandings and gains in personal science teaching efficacy beliefs was found. Qualitative analysis of the participants' responses indicated positive shifts in their science teacher self-image and they credited their experiences in the course as sources of new levels of confidence to teach science. The study includes implications for preservice teacher education programs, science teacher education, and research.

  5. Preservice Elementary Teachers' Science Self-Efficacy Beliefs and Science Content Knowledge

    Science.gov (United States)

    Menon, Deepika; Sadler, Troy D.

    2016-07-01

    Self-efficacy beliefs that relate to teachers' motivation and performance have been an important area of concern for preservice teacher education. Research suggests high-quality science coursework has the potential to shape preservice teachers' science self-efficacy beliefs. However, there are few studies examining the relationship between science self-efficacy beliefs and science content knowledge. The purpose of this mixed methods study is to investigate changes in preservice teachers' science self-efficacy beliefs and science content knowledge and the relationship between the two variables as they co-evolve in a specialized science content course. Results from pre- and post-course administrations of the Science Teaching Efficacy Belief Instrument-B (Bleicher, 2004) and a physical science concept test along with semi-structured interviews, classroom observations and artifacts served as data sources for the study. The 18 participants belonged to three groups representing low, medium and high initial levels of self-efficacy beliefs. A repeated measures multivariate analysis of variance design was used to test the significance of differences between the pre- and post-surveys across time. Results indicated statistically significant gains in participants' science self-efficacy beliefs and science conceptual understandings. Additionally, a positive moderate relationship between gains in science conceptual understandings and gains in personal science teaching efficacy beliefs was found. Qualitative analysis of the participants' responses indicated positive shifts in their science teacher self-image and they credited their experiences in the course as sources of new levels of confidence to teach science. The study includes implications for preservice teacher education programs, science teacher education, and research.

  6. Effects of improving teachers' content knowledge on teaching and student learning in physical education.

    Science.gov (United States)

    Ward, Phillip; Kim, Insook; Ko, Bomna; Li, Weidong

    2015-06-01

    The purpose of this study was to examine the efficacy of a content knowledge (CK) workshop on the enacted pedagogical content knowledge (PCK) of teachers and in turn the effects on student learning. A quasiexperimental design was used to examine 4 questions: (a) How does student learning differ as a function of PCK? (b) How does teachers' selection of tasks differ in teaching as a function of CK? (c) How does teachers' representation of tasks differ in teaching as a function of CK? (d) How does teachers' adaptation of tasks differ in teaching as a function of CK? In examining student learning, 2 statistical analyses were employed using correct trials and incorrect trials as dependent measures, respectively. Analyses of variance were conducted examining the effects of the intervention on students' percentage of correct or incorrect trials. The analyses consisted of independent variables, including teachers as a block, treatment, class nested within conditions, gender, skill levels, and 2-way interactions among treatment conditions, gender, and skill levels. A statistically significant effect was reported for both analyses. Effect sizes were .63 and .67, indicating a moderate-to-high practical difference between groups in favor of the experimental condition. Large effect size differences (>2.0) were found for teacher PCK behaviors. There were no interaction effects. Our findings show that the enacted PCK of a teacher can be changed from immature to mature as a function of learning CK and that this change has a significant and meaningful impact on student learning.

  7. Undergraduate Professors' Pedagogical Content Knowledge: The Case of "Amount of Substance"

    Science.gov (United States)

    Padilla, Kira; Ponce-de-Leon, Ana Maria; Rembado, Florencia Mabel; Garritz, Andoni

    2008-01-01

    This paper documents the pedagogical content knowledge (PCK) of four university professors in General Chemistry for the topic "amount of substance"; a fundamental quantity of the International System of Units (SI). The research method involved the development of a Content Representation and the application of Mortimer's Conceptual Profile Model to…

  8. Pedagogical Content Knowledge of Experienced Teachers in Physical Education: Functional Analysis of Adaptations

    Science.gov (United States)

    Ayvazo, Shiri; Ward, Phillip

    2011-01-01

    Pedagogical content knowledge (PCK) is the teacher's ability to pedagogically adapt content to students of diverse abilities. In this study, we investigated how teachers' adaptations of instruction for individual students differed when teaching stronger and weaker instructional units. We used functional analysis (Hanley, Iwata, & McCord, 2003) of…

  9. Concussion knowledge in high school football players.

    Science.gov (United States)

    Cournoyer, Janie; Tripp, Brady L

    2014-01-01

    Participating in sports while experiencing symptoms of a concussion can be dangerous. An athlete's lack of knowledge may be one factor influencing his or her decision to report symptoms. In an effort to enhance concussion education among high school athletes, legislation in Florida has attempted to address the issue through parental consent forms. To survey high school varsity football players to determine their level of knowledge about concussions after the initiation of new concussion-education legislation. Cross-sectional study. Descriptive survey administered in person during a team meeting. A total of 334 varsity football players from 11 high schools in Florida. Participants completed a survey and identified the symptoms and consequences of a concussion among distractors. They also indicated whether they had received education about concussions from a parent, formal education, neither, or both. The most correctly identified symptoms were headache (97%), dizziness (93%), and confusion (90%), and the most correctly identified consequence was persistent headache (93%). Participants reported receiving education from their parents (54%) or from a formal source (60%). Twenty-five percent reported never receiving any education regarding concussions. No correlations were found between the method of education and the knowledge of symptoms or consequences of concussion. The high school football players we surveyed did not have appropriate knowledge of the symptoms and consequences of concussions. Nausea or vomiting, neck pain, grogginess, difficulty concentrating, and personality or behavioral changes were often missed by participants, and only a small proportion correctly identified brain hemorrhage, coma, and death as possible consequences of inappropriate care after a concussion. Even with parents or guardians signing a consent form indicating they discussed concussion awareness with their child, 46% of athletes suggested they had not.

  10. Computer vision for high content screening.

    Science.gov (United States)

    Kraus, Oren Z; Frey, Brendan J

    2016-01-01

    High Content Screening (HCS) technologies that combine automated fluorescence microscopy with high throughput biotechnology have become powerful systems for studying cell biology and drug screening. These systems can produce more than 100 000 images per day, making their success dependent on automated image analysis. In this review, we describe the steps involved in quantifying microscopy images and different approaches for each step. Typically, individual cells are segmented from the background using a segmentation algorithm. Each cell is then quantified by extracting numerical features, such as area and intensity measurements. As these feature representations are typically high dimensional (>500), modern machine learning algorithms are used to classify, cluster and visualize cells in HCS experiments. Machine learning algorithms that learn feature representations, in addition to the classification or clustering task, have recently advanced the state of the art on several benchmarking tasks in the computer vision community. These techniques have also recently been applied to HCS image analysis.

  11. Using the Knowledge Quartet to Develop Mathematics Content Knowledge: The Role of Reflection on Professional Development

    Science.gov (United States)

    Turner, Fay

    2012-01-01

    In this paper I report findings from a four year study of beginning elementary school teachers which investigated development in their mathematical knowledge for teaching (MKT). The study took a developmental research approach, in that the teachers and the researcher collaborated to develop the mathematics teaching of the teachers, while also…

  12. Systematic review and content analysis of asthma knowledge questionnaires: A focus on the knowledge surrounding acute exacerbation management.

    Science.gov (United States)

    Luckie, Kate; Pang, Tsz Chun; Kritikos, Vicky; Saini, Bandana; Moles, Rebekah Jane

    2017-07-31

    Asthma education is a key component of asthma management. Asthma education around the management of a person who is having an acute exacerbation of asthma (often referred to as asthma first aid (AFA) training) is important, particularly in a school setting. There is no gold standard assessment of asthma knowledge and also there is no specific tool to measure the knowledge of AFA. Our aim was to identify asthma knowledge questionnaires and perform a content analysis. We were interested in evaluating the number, the type and the format of AFA questions. A literature search was performed to identify the instruments which were able to assess asthma knowledge of people with asthma and/or caregivers of people with asthma. An electronic database search was performed in EMBASE, IPA, MEDLINE and PUBMED. Articles which described the development or psychometric testing of an asthma knowledge questionnaire were included. The content of questions in each instrument was analysed and categorised using the NVivo software, and a secondary analysis was performed to identify knowledge questions relevant to the management of an acute asthma exacerbation. Forty-four papers with 37 different instruments met the inclusion criteria. The majority of the instruments contained a relatively low proportion of questions related to the management of acute asthma, i.e., only 162 of the 780 questions (21%). No questionnaire had sufficient specific emphasis on acute asthma management knowledge to test the impact of AFA training. There is a scope to develop an up-to-date validated acute asthma management knowledge questionnaire for use in research and clinical settings.

  13. Informing Estimates of Program Effects for Studies of Mathematics Professional Development Using Teacher Content Knowledge Outcomes.

    Science.gov (United States)

    Phelps, Geoffrey; Kelcey, Benjamin; Jones, Nathan; Liu, Shuangshuang

    2016-10-03

    Mathematics professional development is widely offered, typically with the goal of improving teachers' content knowledge, the quality of teaching, and ultimately students' achievement. Recently, new assessments focused on mathematical knowledge for teaching (MKT) have been developed to assist in the evaluation and improvement of mathematics professional development. This study presents empirical estimates of average program change in MKT and its variation with the goal of supporting the design of experimental trials that are adequately powered to detect a specified program effect. The study drew on a large database representing five different assessments of MKT and collectively 326 professional development programs and 9,365 teachers. Results from cross-classified hierarchical growth models found that standardized average change estimates across the five assessments ranged from a low of 0.16 standard deviations (SDs) to a high of 0.26 SDs. Power analyses using the estimated pre- and posttest change estimates indicated that hundreds of teachers are needed to detect changes in knowledge at the lower end of the distribution. Even studies powered to detect effects at the higher end of the distribution will require substantial resources to conduct rigorous experimental trials. Empirical benchmarks that describe average program change and its variation provide a useful preliminary resource for interpreting the relative magnitude of effect sizes associated with professional development programs and for designing adequately powered trials. © The Author(s) 2016.

  14. Examining prospective mathematics teachers' pedagogical content knowledge on fractions in terms of students' mistakes

    Science.gov (United States)

    Şahin, Ömer; Gökkurt, Burçin; Soylu, Yasin

    2016-05-01

    The aim of the study is to examine prospective mathematics teachers' pedagogical content knowledge in terms of knowledge of understanding students and knowledge of instructional strategies which are the subcomponents of pedagogical content knowledge. The participants of this research consist of 98 prospective teachers who are studying in two universities in Turkey. The participants were selected with the purposive sampling method which is one of the non-random sampling methods. Case study method, which is based on the qualitative research approach, was used. The answers given by secondary school students to fraction-related open-ended questions in the study of Soylu and Soylu were used as the data collection tool. The obtained data were analyzed via the content analysis technique. The analyses showed that the prospective mathematics teachers' pedagogical content knowledge on fractions was not at an adequate level in identifying and correcting students' errors. However, it was observed that the prospective teachers experienced more difficulty in the knowledge of instructional strategies compared to the knowledge of understanding students.

  15. Investigating Pre-Service Science Teachers (PSTs)’ Technological Pedagogical Content Knowledge Through Extended Content Representation (CoRe)

    Science.gov (United States)

    Agustin, R. R.; Liliasari, L.

    2017-02-01

    The purpose of this study was to attain an insight into pre-service science teachers’ technological pedagogical content knowledge (TPACK) as an integrative competency that is addressed by 21st century skills. The methods used in the study was descriptive. Nineteen pre-service science teachers (PSTs) of an educational university in Indonesia were involved in a semester long school science course. The course mainly develop students’ pedagogical content knowledge (PCK) by utilizing content representation (CoRe) template. Furthermore an infusion of technological knowledge (TK) analysis led to the study of their TPACK by extending the template with a question in line to TK. The extended CoRe and self-reported survey were employed as instruments. The analysis of data used were quantitative and qualitative technique to obtain the insight into PSTs’ PCK and TK. The results shows contrary value of PCK and TK identified by CoRe template to those measured by self-reported survey. However, the PSTs perceive their TPACK much higher, that, is 74.74%. Further investigation regarding PSTs ability to compose lesson plan was recommended for further research to capture more comprehensive insight into PSTs’ TPACK.

  16. Content knowledge development in a chemistry teacher preparation program: A current potentials and challenges

    Science.gov (United States)

    Widhiyanti, Tuszie; Treagust, David F.; Mocerino, Mauro; Vishnumolakala, Venkat

    2017-08-01

    One of the essential facets in teacher education program is the development of the teachers' content knowledge and it has been suggested by many scholars that the study to analyse the process of content knowledge development in teacher education program is necessary. Regarding this, the aim of this research is to evaluate the existing program of developing pre-service chemistry teachers' content knowledge, especially in the topic about the particulate nature of matter. The curriculum of content knowledge development was analysed using the forms of the curriculum evaluation (Akker, 1998; Goodlad, Klein, and Tye (1979); Treagust, 1987). Within this framework, the curriculum was evaluated in several aspects including the vision and intention of the curriculum as mentioned in the curriculum documents (intended curriculum), the users' interpretation and perception about the curriculum (perceived curriculum), the actual process of curriculum implementation (implemented curriculum), and the outcomes of the curriculum (achieved curriculum). According to the framework used for this study, the research combined qualitative and quantitative methods of data collection and the interpretation including document analysis, classroom observation, interviews, and two-tier diagnostic test. Through this research we examined the coherence among those aspects. The results reveal that although the content knowledge development is explicitly intended in a curriculum, its implementation and lecturers' perceptions give influence in the results as appear in pre-service teachers' achievements. In general, this research provides basic information about the effectiveness of the program including the challenges and the potentials for a reconsideration of the program in the future.

  17. Examining the relationship between elementary teachers' science self-efficacy and science content knowledge

    Science.gov (United States)

    Wimsatt, Mary Jo

    Science, Technology, Engineering, and Math (STEM) education is currently commanding an ever-greater share of our national dialogue about education. Very few STEM initiatives focus on studies involving in-service teachers; most education research involves preservice teacher candidates. This researcher used a 54 question survey to examine in-service elementary teachers' science content knowledge and self-efficacy constructs. The instrument combines Enochs and Riggs' (1990) Science Teaching Efficacy Beliefs Instrument (STEBI) with the researcher's content knowledge instrument created from a northwest Florida school district's science textbook series. The researcher's instrument was created to access participants' science content knowledge so the results can be compared to science self-efficacy results from the STEBI. The results of this study show there is a statistically significant relationship between the teachers' science self-efficacy and science content knowledge. The researcher concluded that in order to increase in-service teachers' science self-efficacy, district and school personnel need to increase opportunities for teachers to improve their science content knowledge.

  18. Conceptualizing In-service Secondary School Science Teachers' Knowledge Base for Climate Change Content

    Science.gov (United States)

    Campbell, K. M.; Roehrig, G.; Dalbotten, D. M.; Bhattacharya, D.; Nam, Y.; Varma, K.; Wang, J.

    2011-12-01

    The need to deepen teachers' knowledge of the science of climate change is crucial under a global climate change (GCC) scenario. With effective collaboration between researchers, scientists and teachers, conceptual frameworks can be developed for creating climate change content for classroom implementation. Here, we discuss how teachers' conceptualized content knowledge about GCC changes over the course of a professional development program in which they are provided with place-based and culturally congruent content. The NASA-funded Global Climate Change Education (GCCE) project, "CYCLES: Teachers Discovering Climate Change from a Native Perspective", is a 3-year teacher professional development program designed to develop culturally-sensitive approaches for GCCE in Native American communities using traditional knowledge, data and tools. As a part of this program, we assessed the progression in the content knowledge of participating teachers about GCC. Teachers were provided thematic GCC content focused on the elements of the medicine wheel-Earth, Fire, Air, Water, and Life -during a one week summer workshop. Content was organized to emphasize explanations of the natural world as interconnected and cyclical processes and to align with the Climate and Earth Science Literacy Principles and NASA resources. Year 1 workshop content was focused on the theme of "Earth" and teacher knowledge was progressively increased by providing content under the themes of 1) understanding of timescale, 2) understanding of local and global perspectives, 3) understanding of proxy data and 4) ecosystem connectivity. We used a phenomenographical approach for data analysis to qualitatively investigate different ways in which the teachers experienced and conceptualized GCC. We analyzed categories of teachers' climate change knowledge using information generated by tools such as photo elicitation interviews, concept maps and reflective journal perceptions. Preliminary findings from the pre

  19. High content screening in microfluidic devices

    Science.gov (United States)

    Cheong, Raymond; Paliwal, Saurabh; Levchenko, Andre

    2011-01-01

    Importance of the field Miniaturization is key to advancing the state-of-the-art in high content screening (HCS), in order to enable dramatic cost savings through reduced usage of expensive biochemical reagents and to enable large-scale screening on primary cells. Microfluidic technology offers the potential to enable HCS to be performed with an unprecedented degree of miniaturization. Areas covered in this review This perspective highlights a real-world example from the authors’ work of HCS assays implemented in a highly miniaturized microfluidic format. Advantages of this technology are discussed, including cost savings, high throughput screening on primary cells, improved accuracy, the ability to study complex time-varying stimuli, and ease of automation, integration, and scaling. What the reader will gain The reader will understand the capabilities of a new microfluidics-based platform for HCS, and the advantages it provides over conventional plate-based HCS. Take home message Microfluidics technology will drive significant advancements and broader usage and applicability of HCS in drug discovery. PMID:21852997

  20. The Effect of Tenebrio obscurus on Elementary Preservice Teachers' Content Knowledge, Attitudes, and Self-efficacy

    Science.gov (United States)

    Weinburgh, Molly

    2007-12-01

    This study explores the extent to which an activity used in an elementary science methods course affected the preservice teachers’ content knowledge, attitudes, and self-efficacy. The participants were 172 students enrolled in five sections of elementary science methods. Students participated in a 9-week investigation on life cycles using mealworms ( Tenebrio obscurus). Multiple data sources indicate that most of the students had limited prior content knowledge about mealworms, expressed neutral attitudes toward mealworms upon first exposure to them, and were uncomfortable with the idea of having to teach with and about them. At the end of 9 weeks, content knowledge on mealworms had greatly improved. The preservice teachers’ attitudes about mealworms and their self-efficacy about using mealworms with children had also improved.

  1. Using collaborative technology to enhance pre-service teachers' pedagogical content knowledge in Science

    Science.gov (United States)

    Donnelly, Dermot Francis; Hume, Anne

    2015-01-01

    Background:Supporting pre-service teacher (PT) collaboration as a means of professional learning is a challenging but essential task for effective practice. However, teacher placements or practicums in schools, which is common practice within teacher education programmes, can often isolate PTs from sharing their experiences with each other. Further, the articulation of effective pedagogical practices by high-quality teachers is limited, restricting PTs' ability to access such professional knowledge. Purpose:This study investigates how the introduction of a collaborative technology, a wiki, may enhance existing and new opportunities for pre-service teachers' (PTs) to develop pedagogical content knowledge (PCK). Sample:Seven PT chemistry teachers of varied backgrounds participated in this study. Design and method:The PTs were learning to collaboratively formulate and document their early topic-specific teaching knowledge using a pedagogical tool known as Content Representation (CoRe) design. Once scaffolded into this process, the PTs continued and extended this collaborative work online through the introduction of a wiki. Data were collected for qualitative analysis through the CoRe artefacts, a semi-structured focus group interview, and PTs' reflective essays about their collaborative experiences representing their teaching knowledge in CoRes through the wiki. Results:Data analysis highlighted that while wiki use showed some potential for collaborative representation when participants were not face-to-face, the PTs were hesitant in critiquing each other's work. As such, the online representations remained relatively static without face-to-face interaction. However, developing artefacts online was favoured over established practice and the access to artefacts of their peers on the wiki enhanced PTs' consideration for their own PCK. Conclusion:Wikis show some potential in the hosting of CoRes, but issues in simultaneous posting and lack of chat functionality may

  2. Using Pathfinder Networks to Discover Alignment between Expert and Consumer Conceptual Knowledge from Online Vaccine Content.

    Science.gov (United States)

    Amith, Muhammad; Cunningham, Rachel; Savas, Lara S; Boom, Julie; Schvaneveldt, Roger; Tao, Cui; Cohen, Trevor

    2017-08-17

    This study demonstrates the use of distributed vector representations and Pathfinder Network Scaling (PFNETS) to represent online vaccine content created by health experts and by laypeople. By analyzing a target audience's conceptualization of a topic, domain experts can develop targeted interventions to improve the basic health knowledge of consumers. The underlying assumption is that the content created by different groups reflects the mental organization of their knowledge. Applying automated text analysis to this content may elucidate differences between the knowledge structures of laypeople (heath consumers) and professionals (health experts). This paper utilizes vaccine information generated by laypeople and health experts to investigate the utility of this approach. We used an established technique from cognitive psychology, Pathfinder Network Scaling to infer the structure of the associational networks between concepts learned from online content using methods of distributional semantics. In doing so, we extend the original application of PFNETS to infer knowledge structures from individual participants, to infer the prevailing knowledge structures within communities of content authors. The resulting graphs reveal opportunities for public health and vaccination education experts to improve communication and intervention efforts directed towards health consumers. Our efforts demonstrate the feasibility of using an automated procedure to examine the manifestation of conceptual models within large bodies of free text, revealing evidence of conflicting understanding of vaccine concepts among health consumers as compared with health experts. Additionally, this study provides insight into the differences between consumer and expert abstraction of domain knowledge, revealing vaccine-related knowledge gaps that suggest opportunities to improve provider-patient communication. Copyright © 2017. Published by Elsevier Inc.

  3. Informal reasoning regarding socioscientific issues: The influence of morality and content knowledge

    Science.gov (United States)

    Sadler, Troy Dow

    This study focused on informal reasoning regarding socioscientific issues. It explored how morality and content knowledge influenced the negotiation and resolution of contentious and complex scenarios based on genetic engineering. Two hundred and sixty-nine undergraduate students completed a quantitative test of genetics concepts. A sub-set of the students (n = 30) who completed this instrument and represented divergent levels of content knowledge participated in two individual interviews, during which they discussed their ideas, reactions, and solutions to three gene therapy scenarios and three cloning scenarios. A mixed-methods approach was used to examine patterns of informal reasoning and the influence of morality, the effects of content knowledge on the use of informal reasoning patterns, and the effects of content knowledge on the quality of informal reasoning. Students demonstrated evidence of rationalistic, emotive, and intuitive forms of informal reasoning. Rationalistic informal reasoning described reason-based considerations; emotive informal reasoning described care-based considerations; and intuitive reasoning described considerations based on immediate reactions to the context of a scenario. Participants frequently relied on combinations of these reasoning patterns as they worked to resolve individual socioscientific scenarios. Most of the participants appreciated at least some of the moral implications of their decisions, and these considerations were typically interwoven within an overall pattern of informal reasoning. Although differences in content knowledge were not found to be related to modes of informal reasoning (rationalistic, emotive, and informal), data did indicate that differences in content knowledge were related to variations in informal reasoning quality. Participants, with more advanced understandings of genetics, demonstrated fewer instances of reasoning flaws, as defined by a priori criteria (intra-scenario coherence, inter

  4. Technological pedagogical content knowledge and teaching practice of mathematics trainee teachers

    Science.gov (United States)

    Tajudin, Nor'ain Mohd.; Kadir, Noor Zarinawaty Abd.

    2014-07-01

    This study aims to identify the level of technological pedagogical content knowledge (TPCK) of mathematics trainee teachers at Universiti Pendidikan Sultan Idris (UPSI) and explore their teaching practices during practical training at school. The study was conducted in two phases using a mix-method research. In the first phase, a survey method using a questionnaire was carried out on 156 trainee teachers of Bachelor of Mathematics Education (AT14) and Bachelor of Science (Mathematics) with Education (AT48). The instrument used was a questionnaire that measures the level of content knowledge, pedagogy, technology and TPCK of mathematics. Data were analyzed using descriptive statistics, namely the mean. While in the second phase, the interview method involved four trainee teachers were performed. The instrument used was the semi-structured interview protocol to assess the trainee teacher's TPCK integration in their teaching practice. Data were analyzed using the content analysis. The findings showed that the level of knowledge of TPCK among trainee teachers was moderate with overall mean score of 3.60. This level did not show significant differences between the two programs with mean scores of 3.601 for the AT14 group and 3.603 for the AT48 group. However, there was a difference for gender classification such that the female trainees had mean score of 3.58 and male trainees with mean score of 3.72. Although students' TPCK level was moderate, the level of content knowledge (CK), technological knowledge (TK) and pedagogical knowledge (PK), showed a higher level with overall mean scores of 3.75, 3.87 and 3.84 respectively. The findings also showed that in terms of content knowledge, trainee teacher's learning mathematics background was good, but the knowledge of mathematics was limited in the curriculum, philosophy and application aspect. In terms of pedagogical content knowledge, all respondents tend to use lecture and discussion methods in teaching Trigonometry topic

  5. Pre-service Elementary Teachers’ Mathematics Content Knowledge: A Predictor of Sixth Graders’ Mathematics Performance

    OpenAIRE

    2015-01-01

    This study examined the knowledge of mathematics content of elementary preservice teachers at a sixth grade level. The researcher administered a mathematics test for sixth graders mandated by the Texas Education Agency to pre-service teachers; the same test was given to sixth graders in Texas. The study found that pre-service teachers performed lowest on objective four of the test which measures knowledge of measurement in mathematics. This performance was compared with chil...

  6. Exploring science teachers' pedagogical content knowledge in the teaching of genetics in Swaziland

    Science.gov (United States)

    Mthethwa-Kunene, Khetsiwe Eunice Faith

    Recent trends show that learners' enrolment and performance in science at secondary school level is dwindling. Some science topics including genetics in biology are said to be difficult for learners to learn and thus they perform poorly in examinations. Teacher knowledge base, particularly topic-specific pedagogical content knowledge (PCK), has been identified by many researchers as an important factor that is linked with learner understanding and achievement in science. This qualitative study was an attempt to explore the PCK of four successful biology teachers and how they developed it in the context of teaching genetics. The purposive sampling technique was employed to select the participating teachers based on their schools' performance in biology public examinations and recommendations by science specialists and school principals. Pedagogical content knowledge was used as a theoretical framework for the study, which guided the inquiry in data collection, analysis and discussion of the research findings. The study adopted the case study method and various sources of evidence including concept maps, lesson plans, pre-lesson interviews, lesson observations, post-teaching teacher questionnaire, post-lesson interviews and document analysis were used to collect data on teachers' PCK as well as how PCK was assumed to have developed. The data were analysed in an attempt to determine the individual teachers' school genetics' content knowledge, related knowledge of instructional strategies and knowledge of learners' preconceptions and learning difficulties. The analysis involved an iterative process of coding data into PCK categories of content knowledge, pedagogical knowledge and knowledge of learners' preconceptions and learning difficulties. The findings of the study indicate that the four successful biology teachers generally have the necessary content knowledge of school genetics, used certain topic-specific instructional strategies, but lacked knowledge of

  7. Transforming Subject Knowledge: Drama Student-Teachers and the Pursuit of Pedagogical Content Knowledge

    Science.gov (United States)

    Pitfield, Maggie

    2012-01-01

    For many prospective teachers of drama, passion for their subject is a highly motivating force. In this paper I seek to shed light on the process by which personal constructs of drama as a subject are transformed during a period of teacher education, and answer key questions about the ways in which drama student-teachers develop their pedagogical…

  8. The training of Olympic wrestling coaches: study of the sources of knowledge and essential training contents

    Directory of Open Access Journals (Sweden)

    Paulo Martins

    2017-08-01

    Full Text Available The aim of this study was to analyze the representation of wrestling coaches regarding the sources of knowledge and the training contents to be adopted during the training process of young wrestlers’ coaches. The study was based on Grossman’s (1990 model of professional knowledge for teaching and followed a qualitative, multiple case study methodology. Following a semi-structured script, six Olympic wrestling experts were interviewed in-depth, trying to identify the sources of knowledge that the coaches used for their training and what didactic-methodological contents they considered essential to play their role as coach. The analysis revealed that the coaches’ sources of professional knowledge were diverse, including academic training and professional experience as the main sources of access to professional knowledge. The coaches also pointed out that their first sources of knowledge were their experiences as competitive athletes. Finally, this study concludes that expert coaches must acquire a profound knowledge of the competition environment, seeking to optimize their influence on athletes, which should extend not only to the sport practice of the youngster – as an athlete – but also at the level of the athlete as a person.

  9. A qualitative content analysis of knowledge storage in nursing education system.

    Science.gov (United States)

    Karimi Moonaghi, Hossein; Ahanchian, Mohammad Reza; Hassanian, Zahra Marzieh

    2014-10-01

    The need for effective management of intellectual and academic assets is constantly growing. The nursing educational system should be considered as a storage of knowledge since it is deposited in the nursing educational system in the form of intellectual investment. The purpose of the present study was to explore nursing knowledge storage in the nursing educational system. The participants of this study consisted of eight nursing educators and five students. The inductive content analysis method was used in this research. Participants were interviewed through the semi-structured method. Data analysis was done by five stage framework approaches. The trustworthiness of the study was ensured through validity and acceptability criteria. Data analysis showed that nursing educators and students were involve in teaching and learning activities by storing knowledge in subjective and objective forms. Knowledge was gained through the different educational activities of the nursing educators and through contact with their peers. Moreover, the nursing students gained knowledge for better learning and a more knowledgeable and advanced performance with the help of the educators. This study revealed the main components of knowledge storage. An enhanced preservation of explicit knowledge is recommended in the nursing educational system so that in the future, students and educators can easily access the same knowledge from storage sources and not from individuals who might be carrying only a single experience of the subject.

  10. Examining Physics Graduate Teaching Assistants' Pedagogical Content Knowledge for Teaching a New Physics Curriculum

    Science.gov (United States)

    Seung, Eulsun; Bryan, Lynn A.; Haugan, Mark P.

    2012-01-01

    In this study, we investigated the pedagogical content knowledge (PCK) that physics graduate teaching assistants (TAs) developed in the context of teaching a new introductory physics curriculum, "Matter and Interactions" ("M&I"). "M&I" is an innovative introductory physics course that emphasizes a unified framework for understanding the world and…

  11. The Influence of the Pedagogical Content Knowledge Theoretical Framework on Research on Preservice Teacher Education

    Science.gov (United States)

    Mecoli, Storey

    2013-01-01

    Pedagogical Content Knowledge, Lee S. Shulman's theoretical framework, has had a substantial influence on research in preservice teacher education, and consequently, schools of education. This review builds from Grossman's case studies that concluded that beginning teachers provided with excellent teacher education developed more substantial PCK…

  12. Developing Primary Pre-Service Teachers' Mathematical Content Knowledge during Practicum Teaching

    Science.gov (United States)

    Livy, Sharyn L.; Vale, Colleen; Herbert, Sandra

    2016-01-01

    While it is recognised that a teachers' mathematical content knowledge (MCK) is crucial for teaching, less is known about when different categories of MCK develop during teacher education. This paper reports on two primary pre-service teachers, whose MCK was investigated during their practicum experiences in first, second and fourth years of a…

  13. Assessing Pre-Service English as a Foreign Language Teachers' Technological Pedagogical Content Knowledge

    Science.gov (United States)

    Öz, Hüseyin

    2015-01-01

    The present research aimed to assess pre-service English as a foreign language teachers' technological pedagogical content knowledge. A total of 76 undergraduate students enrolled in an English language teaching (ELT) program at a major state university in Turkey were recruited in the study and were asked to anonymously complete the Technological…

  14. Socioscientific Issues-Based Instruction: An Investigation of Agriscience Students' Content Knowledge Based on Student Variables

    Science.gov (United States)

    Shoulders, Catherine W.; Myers, Brian E.

    2013-01-01

    Numerous researchers in science education have reported student improvement in areas of scientific literacy resulting from socioscientific issues (SSI)-based instruction. The purpose of this study was to describe student agriscience content knowledge following a six-week SSI-based instructional unit focusing on the introduction of cultured meat…

  15. Effects of Agricultural Sales CDE Modules on Content Knowledge and Argumentation Skill

    Science.gov (United States)

    Sapp, Sarah B.; Thoron, Andrew C.

    2014-01-01

    The purpose of this study was to determine the effects of the type of training module on argumentation skill, student content knowledge achievement, and performance in an agricultural sales practicum completed by secondary school agriculture students. Current research has concluded that most students do not possess the academic or transferable…

  16. Developing Pedagogical Technology Integration Content Knowledge in Preservice Teachers: A Case Study Approach

    Science.gov (United States)

    Brantley-Dias, Laurie; Kinuthia, Wanjira; Shoffner, Mary B.; de Castro, Christopher; Rigole, Neil J.

    2007-01-01

    This research examined the effects of case-based instructional strategies on the development of Pedagogical Technology Integration Content Knowledge (PTICK) in alternative teacher preparation students. The study was part of the Crossroads Project funded by the Preparing Tomorrow's Teachers for Using Technology (PT3) grant from the United States…

  17. Examining Pedagogical Content Knowledge of an Expert Band Director Teaching Lips Slurs

    Science.gov (United States)

    Millican, J. Si

    2017-01-01

    The purpose of this case study was to describe how one band director used pedagogical content knowledge while working with beginning-band students to help them develop the skill of playing brass lip slurs. Data were generated from (1) video recordings of each class over two different weeks during the school year, (2) "think aloud"…

  18. Using Content Acquisition Podcasts to Increase Student Knowledge and to Reduce Perceived Cognitive Load

    Science.gov (United States)

    Kennedy, Michael J.; Hirsch, Shanna Eisner; Dillon, Sarah E.; Rabideaux, Lindsey; Alves, Kathryn D.; Driver, Melissa K.

    2016-01-01

    The use of multimedia-driven instruction in college courses is an emerging practice designed to increase students' knowledge. However, limited research has validated the effectiveness of using multimedia to teach students about functional behavioral assessments (FBAs). To test the effectiveness of a multimedia tool called Content Acquisition…

  19. Examining Mathematics Teacher Content Knowledge Using Policy, State Certification Tests and Transcripts

    Science.gov (United States)

    Harrell, Pamela Esprivalo; Eddy, Colleen McLean

    2011-01-01

    This study examined mathematics teacher content knowledge in terms of policy maker recommendations, college coursework and teacher certification mathematics test scores. Transcript analysis indicated poor alignment of national policy maker recommendations for mathematics teachers and college degrees in mathematics. Teacher certification test…

  20. Developing Technological Pedagogical Content Knowledge in Pre-Service Mathematics Teachers through Collaborative Design

    Science.gov (United States)

    Agyei, Douglas D.; Voogt, Joke

    2012-01-01

    Although many studies have shown the need to pay attention to teachers' preparation for the integration of technology in classroom practice, most teachers in Ghana have not had any preparation that develops their technological pedagogical content knowledge (TPCK). This paper presents a case study of four pre-service mathematics teachers from the…

  1. Teaching Density to Middle School Students: Preservice Science Teachers' Content Knowledge and Pedagogical Practices

    Science.gov (United States)

    Dawkins, Karen R.; Dickerson, Daniel L.; McKinney, Sueanne E.; Butler, Susan

    2008-01-01

    Content knowledge and pedagogical practices are of particular concern to middle school science instructors teaching density. First introduced in elementary grades with the ideas of floating and sinking, density taught in middle school is geared toward understanding through the use of mathematical formulas. Using a lesson-plan study design, the…

  2. Describing Instrumental Music Teachers' Thinking: Implications for Understanding Pedagogical Content Knowledge

    Science.gov (United States)

    Millican, J. Si

    2013-01-01

    Pedagogical content knowledge, the particular ways that teachers understand their subjects in order to instruct others, has been described and explored in the math and science education fields in some depth, yet little research exists illustrating this concept in music instruction. I used a descriptive approach to explore expert beginning band…

  3. The Six Remaining Facts: Social Studies Content Knowledge and Elementary Preservice Teachers

    Science.gov (United States)

    Sanchez, Rebecca M.

    2010-01-01

    This article explores and examines the social studies content knowledge that preservice teachers have about commonly studies historical figures. The data indicate that preservice teachers often have shallow and decontextualized understandings of historical individuals such as Christopher Columbus and Helen Keller, despite their being repeatedly…

  4. Improving Content Knowledge and Comprehension for English Language Learners: Findings from a Randomized Control Trial

    Science.gov (United States)

    Vaughn, Sharon; Martinez, Leticia R.; Wanzek, Jeanne; Roberts, Greg; Swanson, Elizabeth; Fall, Anna-Mária

    2017-01-01

    Supporting the reading comprehension and content knowledge acquisition of English language learners (ELs) requires instructional practices that continue beyond developing the foundational skills of reading. In particular, the challenges ELs face highlight the importance of teaching reading comprehension practices in the middle grades through…

  5. Developing Technological Pedagogical Content Knowledge in pre-service science teachers: Support from blended learning

    NARCIS (Netherlands)

    Alayyar, G.; Fisser, P.; Voogt, Joke

    2012-01-01

    The Technological Pedagogical Content Knowledge (TPACK) framework has been used to prepare pre-service science teachers at the Public Authority of Applied Education and Training in Kuwait for ICT integration in education. Pre-service teachers worked in teams to design an ICT solution for an authenti

  6. Elementary Physical Education Teachers' Content Knowledge of Physical Activity and Health-Related Fitness

    Science.gov (United States)

    Santiago, Jose A.; Disch, James G.; Morales, Julio

    2012-01-01

    The purpose of this study was to examine elementary physical education teachers' content knowledge of physical activity and health-related fitness. Sixty-four female and 24 male teachers completed the Appropriate Physical Activity and Health-Related Fitness test. Descriptive statistics results indicated that the mean percentage score for the test…

  7. Development of Pre-Service Physics Teachers' Pedagogical Content Knowledge (PCK) throughout Their Initial Training

    Science.gov (United States)

    Karal, Isik Saliha; Alev, Nedim

    2016-01-01

    The purpose of this study was to investigate the development of pre-service physics teachers' pedagogical content knowledge (PCK) on the subject of electricity and magnetism after their completion of physics and mathematics courses. A descriptive longitudinal development research was carried out with 13 pre-service teachers (PTs) who completed…

  8. Exploring the Underlying Components of Primary School Teachers' Pedagogical Content Knowledge for Technology Education

    Science.gov (United States)

    Rohaan, Ellen J.; Taconis, Ruurd; Jochems, Wim M. G.

    2011-01-01

    In the study described in this article, primary school teachers' pedagogical content knowledge (PCK) of technology education was measured with a multiple choice test; the Teaching of Technology Test (TTT). The aim of the study was to explore the latent factor structure of PCK, which is considered to be a crucial and distinctive domain of teacher…

  9. Developing Technological Pedagogical Content Knowledge in pre-service science teachers: Support from blended learning

    NARCIS (Netherlands)

    Alayyar, G.; Fisser, Petra; Voogt, Joke

    2012-01-01

    The Technological Pedagogical Content Knowledge (TPACK) framework has been used to prepare pre-service science teachers at the Public Authority of Applied Education and Training in Kuwait for ICT integration in education. Pre-service teachers worked in teams to design an ICT solution for an

  10. Teachers' Perceptions and Pedagogical Content Knowledge of Phonological Awareness, Phonics, and Dyslexia

    Science.gov (United States)

    Williams, Jennifer S.

    2012-01-01

    In 2011, a small Midwestern school district referred an increasing number of 2nd-4th grade students, with reading problems due to phonetic and phonological awareness deficits, to the district's intervention team. Framed in Shulman's pedagogical content knowledge model and the International Dyslexia Association's phonological deficit theory of…

  11. Developing an Instrument for Assessing Technological Pedagogical Content Knowledge as Perceived by EFL Students

    Science.gov (United States)

    Tseng, Jun-Jie

    2016-01-01

    Researchers have been keen to develop instruments for the assessment of teachers' self-perceived technological pedagogical content knowledge (TPACK); however, few studies have been conducted to validate such assessment tools through students' perspectives in the context of English as a foreign language (EFL). The purpose of this study was thus to…

  12. Exploring the Complexity of Teaching: The Interaction between Teacher Self-Regulation and Pedagogical Content Knowledge

    Science.gov (United States)

    Uzuntiryaki-Kondakci, Esen; Demirdögen, Betül; Akin, Fatma Nur; Tarkin, Aysegul; Aydin-Günbatar, Sevgi

    2017-01-01

    This study combined two important frameworks--teacher self-regulation and pedagogical content knowledge (PCK)--to reveal whether they were related to each other. To fulfill this aim, researchers utilized a case-study design. Data were collected from five preservice chemistry teachers through semi-structured interviews, lesson plans in the form of…

  13. Experienced Teachers' Pedagogical Content Knowledge of Teaching Acid-Base Chemistry

    Science.gov (United States)

    Drechsler, Michal; Van Driel, Jan

    2008-01-01

    We investigated the pedagogical content knowledge (PCK) of nine experienced chemistry teachers. The teachers took part in a teacher training course on students' difficulties and the use of models in teaching acid-base chemistry, electrochemistry, and redox reactions. Two years after the course, the teachers were interviewed about their PCK of (1)…

  14. Bridging the Divide: Second Language Teachers, Pedagogy, Content Knowledge, and Technology

    Science.gov (United States)

    Fryling, Margo J.

    2013-01-01

    This study examines the use of technology, pedagogy and content knowledge with second language teachers, and comparing Title 1 and non Title 1 schools. Technology can be used to provide unique learning opportunities for second language learners. Second language students can benefit from technology by practicing skills, increasing motivation,…

  15. Assessing Pre-Service Science Teachers' Technological Pedagogical Content Knowledge (TPACK) through Observations and Lesson Plans

    Science.gov (United States)

    Canbazoglu Bilici, Sedef; Guzey, S. Selcen; Yamak, Havva

    2016-01-01

    Background: Technological pedagogical content knowledge (TPACK) is critical for effective teaching with technology. However, generally science teacher education programs do not help pre-service teachers develop TPACK. Purpose: The purpose of this study was to assess pre-service science teachers' TPACK over a semester-long Science Methods. Sample:…

  16. Beware: this is sponsored! How disclosures of sponsored content affect persuasion knowledge and brand responses

    NARCIS (Netherlands)

    Boerman, S.; van Reijmersdal, E.; Neijens, P.

    2012-01-01

    This study examined how disclosure of sponsored content influences persuasion knowledge and brand responses (i.e., brand memory and brand attitude). Moreover, we tested whether extending disclosure duration increases its effect. We conducted an experiment (N = 116) in which we compared the effects o

  17. Student Content Knowledge Increases after Participation in a Hands-on Biotechnology Intervention

    Science.gov (United States)

    Bigler, Amber M.; Hanegan, Nikki L.

    2011-01-01

    Implementing biotechnology education through hands-on teaching methods should be considered by secondary biology teachers. This study is an experimental research design to examine increased student content knowledge in biotechnology after a hands-on biotechnology intervention. The teachers from both school groups participated in, Project Crawfish,…

  18. Student Content Knowledge Increases after Participation in a Hands-on Biotechnology Intervention

    Science.gov (United States)

    Bigler, Amber M.; Hanegan, Nikki L.

    2011-01-01

    Implementing biotechnology education through hands-on teaching methods should be considered by secondary biology teachers. This study is an experimental research design to examine increased student content knowledge in biotechnology after a hands-on biotechnology intervention. The teachers from both school groups participated in, Project Crawfish,…

  19. Cross-Sectional Evaluation of English Language Teachers' Technological Pedagogical Content Knowledge

    Science.gov (United States)

    Yuksel, Ismail; Yasin, Elif

    2014-01-01

    The current study aims to identify the language teachers' technological pedagogical content knowledge and to examine their competency levels in terms of gender, length of service, and workplace. This cross-sectional evaluation study was conducted with 124 language teachers in Eskisehir, Turkey. Participants were administered Technological…

  20. SEL as a Component of a Literature Class to Improve Relationships, Behavior, Motivation, and Content Knowledge

    Science.gov (United States)

    Shechtman, Zipora; Abu Yaman, Mary

    2012-01-01

    The study assesses the effect of social and emotional learning (SEL) integrated in a literature class, named here "affective teaching," as compared to conventional teaching. Dependent variables include relationships, behavior, motivation to learn, and content knowledge. Participants were 36 teacher trainees in one college in Israel and 1,137 fifth…

  1. GeoThentic: Designing and Assessing with Technology, Pedagogy, and Content Knowledge

    Science.gov (United States)

    Doering, Aaron; Scharber, Cassandra; Miller, Charles; Veletsianos, George

    2009-01-01

    GeoThentic, an online teaching and learning environment, focuses on engaging teachers and learners in solving real-world geography problems through use of geospatial technologies. The design of GeoThentic is grounded on the technology, pedagogy, and content knowledge (TPACK) framework as a metacognitive tool. This paper describes how the TPACK…

  2. An Investigation of Relationships between Students' Mathematical Problem-Posing Abilities and Their Mathematical Content Knowledge

    Science.gov (United States)

    Van Harpen, Xianwei Y.; Presmeg, Norma C.

    2013-01-01

    The importance of students' problem-posing abilities in mathematics has been emphasized in the K-12 curricula in the USA and China. There are claims that problem-posing activities are helpful in developing creative approaches to mathematics. At the same time, there are also claims that students' mathematical content knowledge could be highly…

  3. Transforming the Subject Matter: Examining the Intellectual Roots of Pedagogical Content Knowledge

    Science.gov (United States)

    Deng, Zongyi

    2007-01-01

    This article questions the basic assumptions of pedagogical content knowledge by analyzing the ideas of Jerome Bruner, Joseph Schwab, and John Dewey concerning transforming the subject matter. It argues that transforming the subject matter is not only a pedagogical but also a complex curricular task in terms of developing a school subject or a…

  4. Preparing Preservice Teachers for Self-Regulated Learning in the Context of Technological Pedagogical Content Knowledge

    Science.gov (United States)

    Kramarski, Bracha; Michalsky, Tova

    2010-01-01

    The present study investigated effects of two hypermedia environments on 95 preservice university teachers' self-regulated learning (SRL) in the context of technological pedagogical content knowledge (TPCK): hypermedia with metacognitive instruction (HYP + META) and without (HYP). The study combined online reflections with self-report measures to…

  5. Elementary Physical Education Teachers' Content Knowledge of Physical Activity and Health-Related Fitness

    Science.gov (United States)

    Santiago, Jose A.; Disch, James G.; Morales, Julio

    2012-01-01

    The purpose of this study was to examine elementary physical education teachers' content knowledge of physical activity and health-related fitness. Sixty-four female and 24 male teachers completed the Appropriate Physical Activity and Health-Related Fitness test. Descriptive statistics results indicated that the mean percentage score for the test…

  6. Experienced Teachers' Pedagogical Content Knowledge of Teaching Acid-Base Chemistry

    Science.gov (United States)

    Drechsler, Michal; Van Driel, Jan

    2008-01-01

    We investigated the pedagogical content knowledge (PCK) of nine experienced chemistry teachers. The teachers took part in a teacher training course on students' difficulties and the use of models in teaching acid-base chemistry, electrochemistry, and redox reactions. Two years after the course, the teachers were interviewed about their PCK of (1)…

  7. The Impact of CLIL on L2 Vocabulary Development and Content Knowledge

    Science.gov (United States)

    Xanthou, Maria

    2011-01-01

    This paper examines whether students involved in CLIL are able to learn content through the medium of L2 and simultaneously exhibit significant gains in L2 vocabulary knowledge. Two experiments were set up in two public primary schools. Two groups of 6th grade students participated in each experiment. The first group was taught three 80-minute…

  8. The Effect of Professional Learning on Early Algebra Teachers' Content Knowledge in Nigeria

    Science.gov (United States)

    Ladele, Omolola; Ormond, Christine; Hackling, Mark

    2014-01-01

    Teachers' knowledge of the early algebra content that is to be taught is crucial for effective pedagogy and ensuring that the students' understanding of early algebra is not flawed. This article reports the findings of two of the activities that a group of in-service teachers participated in during a professional learning intervention program that…

  9. Exploring the Development of Pre-Service Science Elementary Teachers' Pedagogical Content Knowledge

    Science.gov (United States)

    Nilsson, Pernilla; Loughran, John

    2012-01-01

    This paper explores how a group of pre-service elementary science student teachers came to understand the development of their Pedagogical Content Knowledge (PCK) over the course of a semester's study in a science methods course. At the start of the semester, PCK was introduced to them as an academic construct and as a conceptual tool that they…

  10. Exploring the Technological Pedagogical and Content Knowledge (TPACK) of Taiwanese University Physics Instructors

    Science.gov (United States)

    Jang, Syh-Jong; Chang, Yahui

    2016-01-01

    University science teachers' technological pedagogical and content knowledge (TPACK) is crucial for effective teaching. Although there has been a plethora of studies investigating pre-service and in-service teachers' TPACK, few studies have examined university instructors' TPACK and university students' perceptions of instructors' TPACK. The main…

  11. Pedagogical Content Knowledge (PCK): Exploring Its Usefulness for Science Lecturers in Higher Education

    Science.gov (United States)

    Fraser, Sharon P.

    2016-01-01

    In the past 30 years, pedagogical content knowledge (PCK) frameworks have become important constructs in educational research undertaken in the school education system and a focus for research for curriculum and teacher education researchers. As regards science, PCK research has been plentiful, but thus far, the concept of PCK (significantly…

  12. Exploring Challenges of Assessing Pre-Service Science Teachers' Pedagogical Content Knowledge (PCK)

    Science.gov (United States)

    Aydeniz, Mehmet; Kirbulut, Zubeyde Demet

    2014-01-01

    The purpose of this paper is to report on the challenges we faced in designing an instrument aimed at measuring pre-service science teachers' topic-specific pedagogical content knowledge (PCK). After the instrument was conceptualised and developed, it was administered to 30 pre-service chemistry teachers. The findings suggest that the…

  13. Knowledge-assisted cross-media analysis of audio-visual content in the news domain

    NARCIS (Netherlands)

    Mezaris, Vasileios; Gidaros, Spyros; Papadopoulos, Georgios Th.; Kasper, Walter; Ordelman, Roeland J.F.; de Jong, Franciska M.G.; Kompatsiaris, Ioannis

    In this paper, a complete architecture for knowledge-assisted cross-media analysis of News-related multimedia content is presented, along with its constituent components. The proposed analysis architecture employs state-of-the-art methods for the analysis of each individual modality (visual, audio,

  14. The Influence of the Pedagogical Content Knowledge Theoretical Framework on Research on Preservice Teacher Education

    Science.gov (United States)

    Mecoli, Storey

    2013-01-01

    Pedagogical Content Knowledge, Lee S. Shulman's theoretical framework, has had a substantial influence on research in preservice teacher education, and consequently, schools of education. This review builds from Grossman's case studies that concluded that beginning teachers provided with excellent teacher education developed more substantial PCK…

  15. Pre-Service Science Teachers' Pedagogical Content Knowledge in the Physics, Chemistry, and Biology Topics

    Science.gov (United States)

    Bektas, Oktay

    2015-01-01

    This study investigated pre-service science teachers' pedagogical content knowledge in the physics, chemistry, and biology topics. These topics were the light and sound, the physical and chemical changes, and reproduction, growth, and evolution. Qualitative research design was utilized. Data were collected from 33 pre-service science teachers…

  16. Improving Technological Pedagogical Content Knowledge (TPACK) of Pre-Service English Language Teachers

    Science.gov (United States)

    Ersanli, Ceylan Yangin

    2016-01-01

    Developing as teachers and optimizing learning experiences for future students is the ultimate goal in technology use in teacher education programs. This study aims to explore the effectiveness of a five-week workshop and training sessions on Technological Pedagogical Content Knowledge (TPACK) of pre-service English language teachers. The…

  17. Cross-Sectional Evaluation of English Language Teachers' Technological Pedagogical Content Knowledge

    Science.gov (United States)

    Yuksel, Ismail; Yasin, Elif

    2014-01-01

    The current study aims to identify the language teachers' technological pedagogical content knowledge and to examine their competency levels in terms of gender, length of service, and workplace. This cross-sectional evaluation study was conducted with 124 language teachers in Eskisehir, Turkey. Participants were administered Technological…

  18. Verbal Final Exam in Introductory Biology Yields Gains in Student Content Knowledge and Longitudinal Performance

    Science.gov (United States)

    Luckie, Douglas B.; Rivkin, Aaron M.; Aubry, Jacob R.; Marengo, Benjamin J.; Creech, Leah R.; Sweeder, Ryan D.

    2013-01-01

    We studied gains in student learning over eight semesters in which an introductory biology course curriculum was changed to include optional verbal final exams (VFs). Students could opt to demonstrate their mastery of course material via structured oral exams with the professor. In a quantitative assessment of cell biology content knowledge,…

  19. Transforming the Subject Matter: Examining the Intellectual Roots of Pedagogical Content Knowledge

    Science.gov (United States)

    Deng, Zongyi

    2007-01-01

    This article questions the basic assumptions of pedagogical content knowledge by analyzing the ideas of Jerome Bruner, Joseph Schwab, and John Dewey concerning transforming the subject matter. It argues that transforming the subject matter is not only a pedagogical but also a complex curricular task in terms of developing a school subject or a…

  20. Promoting pedagogical content knowledge development for early career secondary teachers in science and technology using content representations

    Science.gov (United States)

    Williams, John; Eames, Chris; Hume, Anne; Lockley, John

    2012-11-01

    Background: This research addressed the key area of early career teacher education and aimed to explore the use of a 'content representation' (CoRe) as a mediational tool to develop early career secondary teacher pedagogical content knowledge (PCK). This study was situated in the subject areas of science and technology, where sound teacher knowledge is particularly important to student engagement. Purpose: The study was designed to examine whether such a tool (a CoRe), co-designed by an early career secondary teacher with expert content and pedagogy specialists, can enhance the PCK of early career teachers. The research questions were: How can experts in content and pedagogy work together with early career teachers to develop one science topic CoRe and one technology topic CoRe to support the development of PCK for early career secondary teachers? How does the use of a collaboratively designed CoRe affect the planning of an early career secondary teacher in science or technology? How has engagement in the development and use of an expert-informed CoRe developed an early career teacher's PCK? Sample: The research design incorporated a unique partnership between two expert classroom teachers, two content experts, four early career teachers, and four researchers experienced in science and technology education. Design: This study employed an interpretivist-based methodology and an action research approach within a four-case study design. Data were gathered using qualitative research methods focused on semi-structured interviews, observations and document analysis. Results: The study indicated that CoRes, developed through this collaborative process, helped the early career teachers focus on the big picture of the topic, emphasize particularly relevant areas of content and consider alternative ways of planning for their teaching. Conclusions: This paper presents an analysis of the process of CoRe development by the teacher-expert partnerships and the effect that had on

  1. The pedagogical content knowledge of Danish geography teachers in a changing schooling context

    DEFF Research Database (Denmark)

    Clausen, Søren Witzel

    2016-01-01

    This study examines the self-reported, topic-specific professional knowledge (TSPK) of Danish geography teachers seen as an aspect of their pedagogical content knowledge (PCK) when teaching weather formation and climate change. This topic is considered representative of geography teaching...... in Denmark. In the last ten years Danish primary and lower-secondary schooling has undergone several significant changes, including the introduction of a final multiple-choice exam in geography in 2007, and a fundamental reconstruction of the curriculum in 2014. These changes are expected to influence...... the TSPK of geography teachers in ways that potentially have an impact on their classroom practice. Teachers´ responses to specific questions relating to their choice of learning goals and the content and organisation of their lessons show that geography teachers take into account not only the knowledge...

  2. High content analysis in amyotrophic lateral sclerosis.

    Science.gov (United States)

    Rinaldi, Federica; Motti, Dario; Ferraiuolo, Laura; Kaspar, Brian K

    2017-04-01

    Amyotrophic lateral sclerosis (ALS) is a devastating disease characterized by the progressive loss of motor neurons. Neurons, astrocytes, oligodendrocytes and microglial cells all undergo pathological modifications in the onset and progression of ALS. A number of genes involved in the etiopathology of the disease have been identified, but a complete understanding of the molecular mechanisms of ALS has yet to be determined. Currently, people affected by ALS have a life expectancy of only two to five years from diagnosis. The search for a treatment has been slow and mostly unsuccessful, leaving patients in desperate need of better therapies. Until recently, most pre-clinical studies utilized the available ALS animal models. In the past years, the development of new protocols for isolation of patient cells and differentiation into relevant cell types has provided new tools to model ALS, potentially more relevant to the disease itself as they directly come from patients. The use of stem cells is showing promise to facilitate ALS research by expanding our understanding of the disease and help to identify potential new therapeutic targets and therapies to help patients. Advancements in high content analysis (HCA) have the power to contribute to move ALS research forward by combining automated image acquisition along with digital image analysis. With modern HCA machines it is possible, in a period of just a few hours, to observe changes in morphology and survival of cells, under the stimulation of hundreds, if not thousands of drugs and compounds. In this article, we will summarize the major molecular and cellular hallmarks of ALS, describe the advancements provided by the in vitro models developed in the last few years, and review the studies that have applied HCA to the ALS field to date. Copyright © 2016 Elsevier Inc. All rights reserved.

  3. Knowledge of Sexually Transmitted infections among High School Students

    Science.gov (United States)

    Nsuami, M. Jacques; Sanders, Ladatra S.; Taylor, Stephanie N.

    2010-01-01

    Background: It has not been determined conclusively whether greater knowledge of sexually transmitted infections (STIs) is associated with lower rates of STIs. Purpose: This study sought to determine STI knowledge among high school students and factors associated with such knowledge, and to determine whether poor STI knowledge is associated with…

  4. Assessing pre-service science teachers' technological pedagogical content knowledge (TPACK) through observations and lesson plans

    Science.gov (United States)

    Canbazoglu Bilici, Sedef; Selcen Guzey, S.; Yamak, Havva

    2016-05-01

    Background: Technological pedagogical content knowledge (TPACK) is critical for effective teaching with technology. However, generally science teacher education programs do not help pre-service teachers develop TPACK. Purpose: The purpose of this study was to assess pre-service science teachers' TPACK over a semester-long Science Methods. Sample: Twenty-seven pre-service science teachers took the course toward the end of their four-year teacher education program. Design and method: The study employed the case study methodology. Lesson plans and microteaching observations were used as data collection tools. Technological Pedagogical Content Knowledge-based lesson plan assessment instrument (TPACK-LpAI) and Technological Pedagogical Content Knowledge Observation Protocol (TPACK-OP) were used to analyze data obtained from observations and lesson plans. Results: The results showed that the TPACK-focused Science Methods course had an impact on pre-service teachers' TPACK to varying degrees. Most importantly, the course helped teachers gain knowledge of effective usage of educational technology tools. Conclusion: Teacher education programs should provide opportunities to pre-service teachers to develop their TPACK so that they can effectively integrate technology into their teaching.

  5. The Multifaceted Nature of Mathematics Knowledge for Teaching: Understanding the Use of Teachers' Specialized Content Knowledge and the Role of Teachers' Beliefs from a Practice-Based Perspective

    Science.gov (United States)

    Provost, Lauren E.

    2013-01-01

    This work investigates middle school teachers' mathematics knowledge for teaching (MKT) as defined by Hill (2007). Within this two-part dissertation, the level of MKT was considered as well as the role of teacher beliefs in actual specialized content knowledge (SCK) use, a specific type of mathematics knowledge for teaching vital in quality…

  6. Middle school students' earthquake content and preparedness knowledge - A mixed method study

    Science.gov (United States)

    Henson, Harvey, Jr.

    The purpose of this study was to assess the effect of earthquake instruction on students' earthquake content and preparedness for earthquakes. This study used an innovative direct instruction on earthquake science content and concepts with an inquiry-based group activity on earthquake safety followed by an earthquake simulation and preparedness video to help middle school students understand and prepare for the regional seismic threat. A convenience sample of 384 sixth and seventh grade students at two small middle schools in southern Illinois was used in this study. Qualitative information was gathered using open-ended survey questions, classroom observations, and semi-structured interviews. Quantitative data were collected using a 21 item content questionnaire administered to test students' General Earthquake Knowledge, Local Earthquake Knowledge, and Earthquake Preparedness Knowledge before and after instruction. A pre-test and post-test survey Likert scale with 21 items was used to collect students' perceptions and attitudes. Qualitative data analysis included quantification of student responses to the open-ended questions and thematic analysis of observation notes and interview transcripts. Quantitative datasets were analyzed using descriptive and inferential statistical methods, including t tests to evaluate the differences in means scores between paired groups before and after interventions and one-way analysis of variance (ANOVA) to test for differences between mean scores of the comparison groups. Significant mean differences between groups were further examined using a Dunnett's C post hoc statistical analysis. Integration and interpretation of the qualitative and quantitative results of the study revealed a significant increase in general, local and preparedness earthquake knowledge among middle school students after the interventions. The findings specifically indicated that these students felt most aware and prepared for an earthquake after an

  7. Health economics education in undergraduate medical degrees: an assessment of curricula content and student knowledge.

    Science.gov (United States)

    Gray, Ewan; Lorgelly, Paula K

    2010-01-01

    To define the structure and content of health economics teaching in undergraduate medical degrees in the UK, and identify and quantify differences in student knowledge, with a view to informing the health economics curricula. Semi-structured interviews with senior teaching staff in three Medical Schools, a review of course documentation, and an online survey to assess student knowledge. The survey was scored and mean scores were compared across medical schools, year of study, and teaching components, including the professional background of the teachers. There was considerable diversity across the medical schools in terms of the content of the health economics education, and in the way that the learning was structured and delivered. Student knowledge was found to vary across medical schools; the school with the most intensive health economics curricula was found to perform marginally better. Students who were taught by health economists scored higher than those who were taught by other professions. The teaching and learning environment and level of student knowledge of health economics was found to differ considerably across medical schools. The delivery of health economics teaching by specialised health economists would appear to be one possible strategy to improve student knowledge.

  8. Enhancing Content Knowledge in Essay Writing Classes: A Multimedia Package for Iranian EFL Learners

    Directory of Open Access Journals (Sweden)

    Marziyeh Tahmouresi Majelan

    2014-04-01

    Full Text Available The main objective of this study was to investigate empirically if promoting a multimedia package enhances content knowledge in essay writing of 80 junior English translation students at a University in Karaj, Iran; plus, whether the learners’ writing content improve due to the presence of the multimedia package or not. The multimedia was considered to be a CD, containing recordings both in first language (L1=Farsi and in second language (L2=English along with manipulative and task-based activities. A homogenizing test, the pre-posttests, and the material in a form of a CD (treatment including forty of the most common TOEFL essays both in L1 and L2 plus manipulative tasks to fulfill provided by the researcher, were the instruments in the study.  After 14 weeks, both the experimental and control groups sat for the posttest with exactly the same characteristics of pretest except for the topics. When the collected data was analyzed, a mean difference of t-test along with a paired t-test showed a significant difference between the performance of the control and the experimental groups, regarding the content. Consequently, the statistics proved that enhancing content knowledge by means of a multimedia package containing recordings plus manipulative and task-based activities would improve students’ writing ability while the control group in which a current traditional rhetoric approach was used, the placebo, did not show any statistically significant improvement regarding content.

  9. Investigating the role of content knowledge, argumentation, and situational features to support genetics literacy

    Science.gov (United States)

    Shea, Nicole Anne

    Science curriculum is often used as a means to train students as future scientists with less emphasis placed on preparing students to reason about issues they may encounter in their daily lives (Feinstein, Allen, & Jenkins, 2013; Roth & Barton, 2004). The general public is required to think scientifically to some degree throughout their life and often across a variety of issues. From an empirical standpoint, we do not have a robust understanding of what scientific knowledge the public finds useful for reasoning about socio-scientific issues in their everyday lives (Feinstein, 2011). We also know very little about how the situational features of an issue influences reasoning strategy (i.e., the use of knowledge to generate arguments). Rapid advances in science - particularly in genetics - increasingly challenge the public to reason about socio-scientific issues. This raises questions about the public's ability to participate knowledgeably in socio-scientific debates, and to provide informed consent for a variety of novel scientific procedures. This dissertation aims to answer the questions: How do individuals use their genetic content knowledge to reason about authentic issues they may encounter in their daily lives? Individuals' scientific knowledge is a critical aspect of scientific literacy, but what scientific literacy looks like in practice as individuals use their content knowledge to reason about issues comprised of different situational features is still unclear. The purpose of this dissertation is to explore what knowledge is actually used by individuals to generate and support arguments about a variety of socio-scientific issues, and how the features of those issues influences reasoning strategy. Three studies were conducted to answer questions reflecting this purpose. Findings from this dissertation provide important insights into what scientific literacy looks like in practice.

  10. Content knowledge and problem-solving skill in reviewing medical charts.

    Science.gov (United States)

    Dawson-Saunders, B; Mast, T A; Finch, W T; Konrad, H R; Folse, J R

    1984-01-01

    Skills in reviewing medical charts have been demonstrated components of clinical competence related to knowledge base, level of clinical experience, and basic observational skills. A study of the generalizability of performance on chart review exercises, which controlled for knowledge in the content area, was undertaken to determine their potential in evaluating students' problem-solving ability. Results of the study indicate that the case specificity which has characterized simulated problem-solving tasks is largely case, rather than content, specificity: correlations between scores on single charts demonstrated no consistent relationships for measures of proficiency, efficiency, and diagnostic accuracy. However, averaging the scores on two charts and then computing correlations resulted in significant positive measures for both proficiency and efficiency. The effects of length and difficulty level on the generalizability of tests of problem-solving ability are areas suggested for future research.

  11. Tasks and activities to enhance technological Pedagogical Mathematical Content Knowledge of teachers

    OpenAIRE

    Powell, Arthur B.

    2016-01-01

    From a sociocultural perspective, we examine activities generated by genres of tasks to understand how the tasks shape teachers knowledge of technology and mathematical content for teaching. The tasks and activities come from a professional development project that engages the cyberlearning system, Virtual Math Teams with GeoGebra. Working in teams, teachers enhance their understanding of dynamic geometry and how to engage in productive mathematical discussion. We theorize and discuss princip...

  12. Teacher- or Learner-Centred? Science Teacher Beliefs Related to Topic Specific Pedagogical Content Knowledge: A South African Case Study

    Science.gov (United States)

    Mavhunga, Elizabeth; Rollnick, Marissa

    2016-12-01

    In science education, learner-centred classroom practices are widely accepted as desirable and are associated with responsive and reformed kinds of teacher beliefs. They are further associated with high-quality Pedagogical Content Knowledge (PCK). Topic-Specific Pedagogical Content Knowledge (TSPCK), a version of PCK defined at topic level, is known to enable the transformation of topic content into a form accessible to learners. However, little is known about teacher science beliefs in relation to TSPCK and therefore the nature of likely associated classroom practices. In this study, we investigated the relationship between TSPCK and underlying science teacher beliefs following an intervention targeting the improvement of TSPCK in the topic chemical equilibrium. Sixteen final year pre-service chemistry teachers were exposed to an intervention that explicitly focussed on knowledge for transforming the content of chemical equilibrium using the five knowledge components of TSPCK. A specially designed TSPCK instrument in chemical equilibrium and the Teacher Belief Instrument (TBI) were used to capture written responses in pre- and post-tests. Additional qualitative data was collected from audio-recorded discussions and written responses from an open-ended question asked before and after the intervention. Two key findings emerged from the study. Firstly, the development of TSPCK was linked to shifts in underlying science teacher beliefs in the direction of learner-centred teaching for the majority of pre-service teachers. Secondly, this shift was not evident for all, as for some there was development of TSPCK without a shift from teacher-centred beliefs about science teaching.

  13. Elementary Teachers' Perceptions of Teaching Science to Improve Student Content Knowledge

    Science.gov (United States)

    Stephenson, Robert L.

    The majority of Grade 5 students demonstrate limited science knowledge on state assessments. This trend has been documented since 2010 with no evidence of improvement. Because state accountability formulas include proficiency scores and carry sanctions against districts that fail to meet proficiency thresholds, improved student performance in science is an important issue to school districts. The purpose of this study was to explore elementary teachers' perceptions about their students' science knowledge, the strategies used to teach science, the barriers affecting science teaching, and the self-efficacy beliefs teachers maintain for teaching science. This study, guided by Vygotsky's social constructivist theory and Bandura's concept of self-efficacy, was a bounded instrumental case study in which 15 participants, required to be teaching K-5 elementary science in the county, were interviewed. An analytic technique was used to review the qualitative interview data through open coding, clustering, and analytical coding resulting in identified categorical themes that addressed the research questions. Key findings reflect students' limited content knowledge in earth and physical science. Teachers identified barriers including limited science instructional time, poor curricular resources, few professional learning opportunities, concern about new state standards, and a lack of teaching confidence. To improve student content knowledge, teachers identified the need for professional development. The project is a professional development series provided by a regional education service agency for K-5 teachers to experience science and engineering 3-dimensional learning. Area students will demonstrate deeper science content knowledge and benefit from improved science instructional practice and learning opportunities to become science problem solvers and innovative contributors to society.

  14. Development and Nature of Preservice Chemistry Teachers' Pedagogical Content Knowledge for Nature of Science

    Science.gov (United States)

    Demirdöğen, Betül; Hanuscin, Deborah L.; Uzuntiryaki-Kondakci, Esen; Köseoğlu, Fitnat

    2016-08-01

    The purpose of this case study is to delve into the complexities of the early development of preservice chemistry teachers' science teaching orientations, knowledge of learners, knowledge of instructional strategies, and knowledge of assessment during a two-semester intervention designed to enhance their pedagogical content knowledge (PCK) for teaching nature of science (NOS). Thirty preservice chemistry teachers enrolled in a Research in Science Education course participated in the study. Qualitative data sources included responses to an open-ended instrument, interviews, observations, and artifacts such as lesson plans and reflection papers. Through the in-depth analysis of explicit PCK and constant comparative method of analysis, we identified the influence of the intervention on participants' PCK for NOS. Analysis of data revealed four major themes related to the nature of preservice chemistry teachers' NOS teaching practices and their PCK for NOS: (1) prerequisite knowledge and beliefs are necessary to teach NOS, (2) there is a developmental progression of PCK for NOS from knowledge to application level, (3) teachers need some comfort in their NOS understanding to teach NOS, and (4) the higher integration of PCK components leads to successful NOS teaching practices. Implications for science teacher education and research are discussed.

  15. An investigation into the utilization of a constructivist teaching strategy to improve preservice elementary teachers geological content knowledge: Is there a relationship between intellectual level and content understanding?

    Science.gov (United States)

    White, Orvil L.

    In that the topic of geological time and its related concepts is both complex and abstract students, at all levels of education, find it difficult to understand. This study sought to answer four questions about students enrolled in a 300 level science teaching methods course and those enrolled in an introductory (100 level) geoscience course with regard to the teaching and learning about geological time. The students had previous earth science, biology, and geology coursework in high school and college. The questions addressed were; what are the levels of intellectual development of these students, what was their content understanding at the start of the study, would a constructivists style of teaching improve their content understand and is here a relationship between their intellectual level and their content understanding? There were 36 education students and 49 geoscience students, of which 20 were also majoring in education participating in the study. The students were assessed for their intellectual level and given a multiple-choice geology content knowledge assessment (GCKA) pretest dealing with absolute and relative time related questions and were ask to develop a graphic model (timeline) of the geological history of the Earth. Following the pretest the students participated in a lesson on constructivist teaching using geological time as its central theme. This intervention was followed, 56 days later, by a posttest consisting of another assessment of intellectual level, the content knowledge assessment and the graphic timeline. The results were analyzed both in a quantitative and qualitative manner and the data showed a significant increase in content knowledge, for the education students, on the GCKA. However, none of the students improved on their development of the graphic timelines over the course of the study. The most improvement was demonstrated by students at the two lower levels, of four on Perry's (1980), continuum of intellectual development. At

  16. Development of Items for a Pedagogical Content Knowledge Test Based on Empirical Analysis of Pupils' Errors

    Science.gov (United States)

    Jüttner, Melanie; Neuhaus, Birgit J.

    2012-05-01

    In view of the lack of instruments for measuring biology teachers' pedagogical content knowledge (PCK), this article reports on a study about the development of PCK items for measuring teachers' knowledge of pupils' errors and ways for dealing with them. This study investigated 9th and 10th grade German pupils' (n = 461) drawings in an achievement test about the knee-jerk in biology, which were analysed by using the inductive qualitative analysis of their content. The empirical data were used for the development of the items in the PCK test. The validation of the items was determined with think-aloud interviews of German secondary school teachers (n = 5). If the item was determined, the reliability was tested by the results of German secondary school biology teachers (n = 65) who took the PCK test. The results indicated that these items are satisfactorily reliable (Cronbach's alpha values ranged from 0.60 to 0.65). We suggest a larger sample size and American biology teachers be used in our further studies. The findings of this study about teachers' professional knowledge from the PCK test could provide new information about the influence of teachers' knowledge on their pupils' understanding of biology and their possible errors in learning biology.

  17. Improving Instructional Leadership through the Development of Leadership Content Knowledge: The Case of Principal Learning in Algebra

    Science.gov (United States)

    Steele, Michael D.; Johnson, Kate R.; Otten, Samuel; Herbel-Eisenmann, Beth A.; Carver, Cynthia L.

    2015-01-01

    Instructional leadership is integral to improving mathematics teaching in secondary schools. However, administrators often lack sufficient content knowledge in mathematics to be effective in this role. This study examined the impact of professional development focused on developing leadership content knowledge in algebra. Data included written…

  18. Improving Instructional Leadership through the Development of Leadership Content Knowledge: The Case of Principal Learning in Algebra

    Science.gov (United States)

    Steele, Michael D.; Johnson, Kate R.; Otten, Samuel; Herbel-Eisenmann, Beth A.; Carver, Cynthia L.

    2015-01-01

    Instructional leadership is integral to improving mathematics teaching in secondary schools. However, administrators often lack sufficient content knowledge in mathematics to be effective in this role. This study examined the impact of professional development focused on developing leadership content knowledge in algebra. Data included written…

  19. Biology Faculty at Large Research Institutions: The Nature of their Pedagogical Content Knowledge

    Science.gov (United States)

    Hill, Kathleen M.

    To address the need of scientists and engineers in the United States workforce and ensure that students in higher education become scientifically literate, research and policy has called for improvements in undergraduate education in the sciences. One particular pathway for improving undergraduate education in the science fields is to reform undergraduate teaching. Only a limited number of studies have explored the pedagogical content knowledge of postsecondary level teachers. This study was conducted to characterize the PCK of biology faculty and explore the factors influencing their PCK. Data included semi-structured interviews, classroom observations, documents, and instructional artifacts. A qualitative inquiry was designed to conduct an in-depth investigation focusing on the PCK of six biology instructors, particularly the types of knowledge they used for teaching biology, their perceptions of teaching, and the social interactions and experiences that influenced their PCK. The findings of this study reveal that the PCK of the biology faculty included eight domains of knowledge: (1) content, (2) context, (3) learners and learning, (4) curriculum, (5) instructional strategies, (6) representations of biology, (7) assessment, and (8) building rapport with students. Three categories of faculty PCK emerged: (1) PCK as an expert explainer, (2) PCK as an instructional architect, and (3) a transitional PCK, which fell between the two prior categories. Based on the interpretations of the data, four social interactions and experiences were found to influence biology faculty PCK: (1) teaching experience, (2) models and mentors, (3) collaborations about teaching, and (4) science education research. The varying teaching perspectives of the faculty also influenced their PCK. This study shows that the PCK of biology faculty for teaching large introductory courses at large research institutions is heavily influenced by factors beyond simply years of teaching experience and

  20. A case study of alternatively trained science teachers: Attainment of pedagogical content knowledge

    Science.gov (United States)

    Duncan, Benjamin R.

    Elements essential to effective teaching are closely aligned with the domains of a teacher's pedagogical content knowledge (PCK) (Park & Oliver, 2008). Often, alternatively trained teachers enter the teaching profession lacking exposure to pedagogical events that allow these educators opportunities to reflect on their practice and construction of their PCK (Friedrichsen et al., 2007); yet little is known about the knowledge of experienced alternatively trained educators and the complexities associated with their PCK development. The purpose of this study was to describe the nature and sources of alternatively trained secondary school science teachers' PCK after gaining classroom experience. The Park and Oliver (2008) hexagon PCK model was used as the theoretical framework. A case study of two experienced secondary science teachers at a school in the southeastern region of the United States was conducted. Data were collected from multiple sources, such as interviews, classroom observations, participant field journals, lesson plans, classroom assignments, classroom assessments, and researcher's field notes. Data analysis was conducted using the constant comparative method, qualitative deductive analysis, and a content representation. The results showed that experienced alternatively trained science teachers' PCK development was heavily influenced by each teacher's orientation to science teaching. Alternatively trained science teachers compensated for their lack of pedagogical training by relying heavily upon their content knowledge, their knowledge of students, and past experiences. Even after gaining years of experience in a school setting, alternatively trained teachers still lacked familiarity with traditional educational terminology and practices, rather relying upon instructional approaches and techniques independently acquired while each teacher was in "survival" mode. This study provides several implications for teacher preparation, research, and policy.

  1. Teaching about ozone layer depletion in Turkey: pedagogical content knowledge of science teachers.

    Science.gov (United States)

    Bozkurt, Orçun; Kaya, Osman Nafiz

    2008-04-01

    The purpose of this study was to investigate the pedagogical content knowledge of Prospective Science Teachers (PSTs) on the topic of "ozone layer depletion." In order to explore PSTs' subject matter knowledge on ozone layer depletion, they were given a form of multiple-choice test where they needed to write the reasons behind their answers. This test was completed by 140 PSTs in their final year at the College of Education. Individual interviews were carried out with 42 randomly selected PSTs to determine their pedagogical knowledge about ozone layer depletion. Data were obtained from the study which indicate that the PSTs did not have adequate subject matter and pedagogical knowledge to teach the topic of ozone layer depletion to middle school students. It was also evident that the PSTs held various misconceptions related to ozone layer depletion. PSTs' inadequate pedagogical knowledge was found in the areas of the curriculum, learning difficulties of students, and instructional strategies and activities. This study provides some pedagogical implications for the training of science teachers.

  2. Expansion of Biology Teachers' Pedagogical Content Knowledge (PCK) during a Long-Term Professional Development Program

    Science.gov (United States)

    Rozenszajn, Ronit; Yarden, Anat

    2014-01-01

    Experienced teachers possess a unique teaching knowledge comprised of an inter-related set of knowledge and beliefs that gives direction and justification to a teacher's actions. This study examined the expansion of two components of pedagogical content knowledge (PCK) of three in-service teachers in the course of a professional development…

  3. High School Students' Knowledge and Attitudes regarding Biotechnology Applications

    Science.gov (United States)

    Ozel, Murat; Erdogan, Mehmet; Usak, Muhammet; Prokop, Pavol

    2009-01-01

    The purpose of this study was to investigate high school students' knowledge and attitudes regarding biotechnology and its various applications. In addition, whether students' knowledge and attitudes differed according to age and gender were also explored. The Biotechnology Knowledge Questionnaire (BKQ) with 16 items and the Biotechnology Attitude…

  4. Technological, Pedagogical, and Content Knowledge (TPACK): An Educational Landscape for Tertiary Science Faculty

    Science.gov (United States)

    Lavadia, Linda

    Earlier studies concluded that technology's strength is in supporting student learning rather than as an instrument for content delivery (Angeli & Valanides, 2014). Current research espouses the merits of the Technological Pedagogical Content Knowledge (TPACK) framework as a guide for educators' reflections about technology integration within the context of content and instructional practice. Grounded by two theoretical frameworks, TPACK (Mishra & Koehler, 2006; 2008) and Rogers' (1983, 1995) theory of diffusion of innovation, the purpose of this mixed-methods research was two-fold: to explore the perceived competencies of tertiary science faculty at higher education institutions with respect to their integration of technology within the constructs of pedagogical practice and content learning and to analyze whether these perceived competencies may serve as predictive factors for technology adoption level. The literature review included past research that served as models for the Sci-TPACK instrument. Twenty-nine professors of tertiary science courses participated in an online Likert survey, and four professors provided in-depth interviews on their TPACK practices. Quantitative analysis of data consisted of descriptive and reliability statistics, calculations of means for each of the seven scales or domains of TPACK, and regression analysis. Open-ended questions on the Likert survey and individual interviews provided recurrent themes of the qualitative data. Final results revealed that the participants integrate technology into pedagogy and content through a myriad of TPACK practices. Regression analysis supported perceived TPACK competencies as predictive factors for technology adoption level.

  5. Teaching Reaction Stoichiometry: Exploring and Acknowledging Nigerian Chemistry Teachers Pedagogical Content Knowledge

    Directory of Open Access Journals (Sweden)

    Ayoade Ejiwale Okanlawon

    2010-06-01

    Full Text Available Although there is a growing interest in studies of students’ problem-solving strategies and difficulties, and misconceptionsregarding stoichiometry, little is known about the way teachers understand and teach reaction stoichiometry. This articlepresents a case study of pedagogical content knowledge put into actions by chemistry teachers when teaching the topic ofstoichiometry to second year senior secondary school students. Fourteen chemistry teachers with teaching experience rangingfrom 5 to 20 years were involved in this study. Research data were obtained from classroom observations and videotapedrecordings of classroom practice. Analyses of the teachers’ teaching activities revealed their skillfulness, resourcefulness, andweaknesses in terms of pedagogical content knowledge displayed when teaching stoichiometry. The results of this exploratorystudy offer insight into the knowledge systems that need to be expanded, enriched, and elaborated for teaching stoichiometry.To better understand the findings of this study, the results obtained were presented under two separate sections: (1 resultsconcerning introducing reaction stoichiometry to students and (2 results concerning leading students to identify limitingreagents. Implications for instruction and teachers’ professional development are offered.

  6. Providing English foreign language teachers with content knowledge to facilitate decoding and spelling acquisition: a longitudinal perspective.

    Science.gov (United States)

    Kahn-Horwitz, Janina

    2016-04-01

    This quasi-experimental study adds to the small existing literature on orthographic-related teacher knowledge in an English as a foreign language (EFL) context. The study examined the impact of a course on English orthography on predominantly non-native-speaking EFL preservice and inservice teachers' orthographic content knowledge, and the extent to which these teachers retained orthographic-related content knowledge four months after participating in a semester course on the topic. In addition, the study examined the relationship between participants' acquired orthographic-related content knowledge and EFL spelling. Both groups of teachers that studied in the course improved on overall orthographic-related content knowledge, both immediately following the course and longitudinally. Preservice and inservice participants showed similar levels of orthographic knowledge prior to course participation and both showed significant improvements compared to controls following course participation. Participants also retained knowledge four months after course completion. Overall, the inservice teachers scored higher on orthographic-related knowledge, possibly as a result of the immediate application of their newly acquired knowledge. An unexpected finding was a lack of interaction between acquired orthographic-related content knowledge and pseudo word spelling scores. Possible methodological limitations, such as number of participants as well as the length and scope of the course, may explain this outcome. This paper also discusses practical implications of this study for EFL decoding and spelling instruction.

  7. Cast Iron With High Carbon Content

    Science.gov (United States)

    Curreri, P. A.; Hendrix, J. C.; Stefanescu, D. M.

    1986-01-01

    Method proposed for solidifying high-carbon cast iron without carbon particles segregating at upper surface. Solidification carried out in low gravity, for example on airplane flying free-fall parabolic trajectory. Many different microstructures obtained by proposed technique, and percentage by weight of carbon retained in melt much higher than at present.

  8. Investigating the Impact of NGSS-Aligned Professional Development on PreK-3 Teachers' Science Content Knowledge and Pedagogy

    Science.gov (United States)

    Tuttle, Nicole; Kaderavek, Joan N.; Molitor, Scott; Czerniak, Charlene M.; Johnson-Whitt, Eugenia; Bloomquist, Debra; Namatovu, Winnifred; Wilson, Grant

    2016-11-01

    This pilot study investigates the impact of a 2-week professional development Summer Institute on PK-3 teachers' knowledge and practices. This Summer Institute is a component of [program], a large-scale early-childhood science project that aims to transform PK-3 science teaching. The mixed-methods study examined concept maps, lesson plans, and classroom observations to measure possible changes in PK-3 teachers' science content knowledge and classroom practice from 11 teachers who attended the 2014 Summer Institute. Analysis of the concept maps demonstrated statistically significant growth in teachers' science content knowledge. Analysis of teachers' lesson plans demonstrated that the teachers could design high quality science inquiry lessons aligned to the Next Generation Science Standards following the professional development. Finally, examination of teachers' pre- and post-Summer Institute videotaped inquiry lessons showed evidence that teachers were incorporating new inquiry practices into their teaching, especially regarding classroom discourse. Our results suggest that an immersive inquiry experience is effective at beginning a shift towards reform-aligned science and engineering instruction but that early elementary educators require additional support for full mastery.

  9. Developing a model of pedagogical content knowledge for secondary and post-secondary mathematics instruction

    Directory of Open Access Journals (Sweden)

    Shandy Hauk

    2014-07-01

    Full Text Available The accepted framing of mathematics pedagogical content knowledge (PCK as part of mathematical knowledge for teaching has centered on the question: What mathematical reasoning, insight, understanding, and skills are required for a person to teach elementary mathematics? Many have worked to address this question in K-8 teaching. Yet, there remains a call for examples and theory in the context of teachers with greater mathematical preparation and older students with varied and complex experiences in learning mathematics. In this theory development report we offer background and examples for an extended model of PCK – as the interplay among conceptually-rich mathematical understandings, experience in and of teaching, and multiple culturally-mediated classroom interactions.

  10. Exploring Pedagogical Content Knowledge of Physics Instructors and Teaching Assistants Using the Force Concept Inventory

    CERN Document Server

    Maries, Alexandru

    2013-01-01

    The Force Concept Inventory (FCI) has been widely used to assess student understanding of introductory mechanics concepts by a variety of educators and physics education researchers. One reason for this extensive use is that many of the items on the FCI have strong distractor choices that correspond to students' alternate conceptions in mechanics. Instruction is unlikely to be effective if instructors do not know the common alternate conceptions of introductory physics students and explicitly take into account students' initial knowledge state in their instructional design. Here, we discuss research involving the FCI to evaluate the pedagogical content knowledge of both instructors and teaching assistants (TAs) of varying teaching experience. For each item on the FCI, the instructors and TAs were asked to identify the most common incorrect answer choice of introductory physics students. We also discussed the responses individually with a few instructors. Then, we used the FCI pre-test and post-test data from ...

  11. Influence of Constructivist Professional Development on Chemistry Content Knowledge and Scientific Model Development

    Science.gov (United States)

    Khourey-Bowers, Claudia; Fenk, Christopher

    2009-10-01

    The purpose of this study was to explore the relationship between teachers’ ( N = 69) participation in constructivist chemistry professional development (PD) and enhancement of content (CK) and pedagogical content knowledge (PCK) (representational thinking and conceptual change strategies) and self-efficacy (PSTE). Quantitative measures assessed CK, PCK, and PSTE. Document analysis focused on PCK. Elementary teachers gained CK, PCK, PSTE, and designed lessons to advance thinking from macroscopic to abstract models. Middle/secondary teachers gained PSTE, PCK, and introduced macroscopic models to develop understanding of previously taught abstract models. All implemented representational thinking and conceptual change strategies. Results suggest that: (1) constructivist PD meets the needs of teachers of varying CK, and (2) instruction should connect representational models with alternative conceptions, integrating radical and social constructivism.

  12. The pedagogical content knowledge of Danish geography teachers in a changing schooling context

    DEFF Research Database (Denmark)

    Clausen, Søren Witzel

    2016-01-01

    the TSPK of geography teachers in ways that potentially have an impact on their classroom practice. Teachers´ responses to specific questions relating to their choice of learning goals and the content and organisation of their lessons show that geography teachers take into account not only the knowledge...... aspects which point to the final multiple-choice exam, but also the ‘bildung’ perspectives of the subject equipping students to develop their own opinions when dealing with socio-scientific issues (SSI)....

  13. Developing and evaluating a paper-and-pencil test to assess components of physics teachers' pedagogical content knowledge

    Science.gov (United States)

    Kirschner, Sophie; Borowski, Andreas; Fischer, Hans E.; Gess-Newsome, Julie; von Aufschnaiter, Claudia

    2016-05-01

    Teachers' professional knowledge is assumed to be a key variable for effective teaching. As teacher education has the goal to enhance professional knowledge of current and future teachers, this knowledge should be described and assessed. Nevertheless, only a limited number of studies quantitatively measures physics teachers' professional knowledge. The study reported in this paper was part of a bigger project with the broader goal of understanding teacher professional knowledge. We designed a test instrument to assess the professional knowledge of physics teachers (N = 186) in the dimensions of content knowledge (CK), pedagogical content knowledge (PCK), and pedagogical knowledge (PK). A model describing the relationships between these three dimensions of professional knowledge was created to inform the design of the tests used to measure CK, PCK, and PK. In this paper, we describe the model with particular emphasis on the PCK part, and the subsequent PCK test development and its implementation in detail. We report different approaches to evaluate the PCK test, including the description of content validity, the examination of the internal structure of professional knowledge, and the analysis of construct validity by testing teachers across different school subjects, teachers from different school types, pre-service teachers, and physicists. Our findings demonstrate that our PCK test results could distinguish physics teachers from the other groups tested. The PCK test results could not be explained by teachers' CK or PK, cognitive abilities, computational skills, or science knowledge.

  14. Does Knowing More Advanced Mathematics Ensure Effectiveness of Working towards Demonstrating Specialised Mathematical Content Knowledge of Second-Year Pre-Service Teachers?

    Science.gov (United States)

    Livy, Sharyn

    2012-01-01

    The theoretical understanding that underpins a teacher's foundation knowledge draws on their common content knowledge (CCK) and influences their mathematics' teaching (Rowland, Turner, Thwaites, & Huckstep, 2009). Teachers who have specialised content knowledge (SCK) demonstrate a unique kind of content knowledge which is more than knowing the…

  15. The impact of a dedicated Science-Technology-Society (STS) course on student knowledge of STS content

    Science.gov (United States)

    Barron, Paul E.

    In the last half century, public awareness of issues such as population growth, environmental pollution and the threat of nuclear war has pressured science education to reform to increase student social responsibility. The emerging Science-Technology-Society (STS) movement addressed these concerns by developing numerous strategies and curricula. Considerable diagnostic research has been conducted on student knowledge of the nature of science, but not on the wider scope of STS content (e.g., the nature of science and technology and their interactions with society). However, researchers have not widely studied the impact of comprehensive STS curricula on students' knowledge of STS content nor the nature of STS teaching practice that influenced this knowledge gain. This study examined student success and teacher performance in a special STS course in Ontario, Canada. Research questions focused on the STS content knowledge gain by students completing this course and the impact of the STS teachers' teaching practices on this knowledge gain. Student data were collected using pre-course and post-course assessments of students' STS content knowledge. Teacher data were obtained using semi-structured interviews, classroom observations and videotapes. Statistical analysis indicated that, after completing the STS course, students significantly increased their STS content knowledge as measured by the Views on Science Technology Society instrument. Gender and academic achievement had no significant impact on this knowledge gain, implying that this course, as taught by these teachers, could appeal to a wide range of students as a general education course. The second part of the study indicated that detailed research is needed on the relationship between STS teaching practice and student STS content knowledge gain. The small sample size prevents generalizations but initial indications show that factors such constructivist teaching practices and strong teacher STS content knowledge

  16. The impact of professional development in informal science contexts on teachers' content knowledge and discourse

    Science.gov (United States)

    Holliday, Gary M.

    The Contextual Model of Learning (CML; Falk & Dierking, 1992, 2000) and reform documents have emphasized the unique learning environments that ISIs provide and the social aspects of that learning. As a result, individuals are able to use "each other as vehicles for reinforcing beliefs and meaning making" (Kisiel, 2003, p. 3). This study looked at two science content courses that were taught over two years by education staff of a large science and technology museum located in the Midwest. Data from six courses, with 187 participating elementary and middle school teachers, included content tests, portfolios and graduate credit assignments, daily and final evaluations of the course, as well as audio and video recordings of teachers while they were interacting with exhibits or engaged in an exhibit related activity. Results of this study found that PD educators' use of exhibits during both courses did not fully take into account the sociocultural context of CML and did not incorporate opportunities for discourse into the course instruction. However, when PD staff did make explicit connections between exhibits, science content, and activities, participants were more likely to be involved in in-depth, content related and pedagogical conversations while engaged in the courses. At the same time, even though teachers were very satisfied with the courses and felt that PD staff was effective in their instruction, participating teachers did not increase their science content knowledge even when explicit content connections were made to exhibits. It was unclear what outcomes the PD educators expect or want for their teacher students other than relaying content in a didactic manner (which was a secondary concern), sparking an interest in science, and providing many hands-on activities to bring back to the classroom. There is a need for a standardized professional development program for ISI educators and a need for restructuring ISI professional development so that it will

  17. Reliability and Validity of a Computer-Based Knowledge Mapping System To Measure Content Understanding.

    Science.gov (United States)

    Herl, H. E.; O'Neil, H. F., Jr.; Chung, G. K. W. K.; Schacter, J.

    1999-01-01

    Presents results from two computer-based knowledge-mapping studies developed by the National Center for Research on Evaluation, Standards, and Student Testing (CRESST): in one, middle and high school students constructed group maps while collaborating over a network, and in the second, students constructed individual maps while searching the Web.…

  18. Outcomes-based Teaching for Brain-based Learning Vis-à-vis Pedagogical Content Knowledge

    Directory of Open Access Journals (Sweden)

    Reynaldo B. Inocian

    2016-05-01

    Full Text Available The study determined the essential elements of an Outcomes-based Teaching and Learning (OBTL component of an Outcomes-based Education (OBE cycle. It sought to answer these objectives: (1 extrapolate notable teaching attributes based on the actual teaching demonstration of the 7 subjects; (2 describe each of the OBTL’s quadrant elements (3 design a prototype for an integrated arts-based OBTL.This study utilized a case analysis of the actual observation of recurring subtleties exhibited by the seven subject demonstrators during the In-service Training (INSET held last October 27, 2015 in one of the city divisions in Cebu, Philippines. Each of them was rated based on the specific skills used according to Hermann’s Learning Quadrants, after a short lecture on pedagogical content knowledge (PCK.A documentation of a sample Lesson Plan (LP for Quadrant Modelling for Teaching (QMT was juxtaposed as a noble exemplar.The quest for outcomes-based teaching for brain-based learning vis-à-vis pedagogical content knowledge or PCK cascaded with more brain-based inspired learning activities among teacher-demonstrators, with less emphasis on creativity, thus a teaching exemplar was created as part of its modelling. Though, an INSET in the public schools enhanced opportunities to exhibit teaching attributes such as: vivacity, sense of humor, creativity, inquisitiveness, concentration, cautiousness, and dynamism in the achievement of the 21st century skills, however these attributes remained uniquely apparent in every individual teacher. Dreaming to acquire many of these attributes among individual teachers propelled their authentic experience and sincerity to integrate appropriate OBTL activities, which emphasized its four spiral elements, by which the learners would:own knowledge in discovering experiences (sarili, master skills in critical evaluation (husay, engage understating and reflection in dialogical abstraction (saysay, and achieve wonderment in

  19. Parental knowledge in pediatric otolaryngology surgical consultations: A qualitative content analysis.

    Science.gov (United States)

    Gorodzinsky, Ayala Y; Hong, Paul; Chorney, Jill MacLaren

    2015-07-01

    To understand the source of parents' knowledge prior to and desire for further information following pediatric otolaryngology surgical consultations. Mixed-methods approach using descriptive and qualitative content analysis of interviews with parents following otolaryngology consultations for children under the age of 6 years was performed. The children were being seen for either tonsillitis, obstructive sleep apnea, otitis media, and/or sinusitis/nasal obstruction. Forty-one parents completed a phone interview two weeks following their child's surgical consultation. The majority of parents indicated that their primary care physician referred their child for either: investigation of symptoms (50%), to have a specific discussion about surgery (27.5%), or because other treatment options were no longer working (20%). Many parents (56.5%) indicated that the Internet was their primary source of information prior to the appointment. Most parents (93%) wanted more information; majority of these parents noted that a technology-based mode of delivery of information available prior to the appointment would be most desirable. Desired information was most often regarding the surgical procedure, including risks and benefits, and symptoms of concern prior to surgery. This study provides a description of parental knowledge and information sources prior to their child's surgical consultation and continued desire for information. This information may lead to decreased knowledge barriers and increased communication to facilitate shared decision-making between the provider and parents. Copyright © 2015 Elsevier Ireland Ltd. All rights reserved.

  20. Exploring Singaporean Chinese Language Teachers’ Technological Pedagogical Content Knowledge and its Relationship to the Teachers’ Pedagogical Beliefs

    National Research Council Canada - National Science Library

    Chai, Ching Sing; Chin, Chee Kuen; Koh, Joyce Hwee Ling; Tan, Chee Lay

    2013-01-01

    The notion of technological pedagogical content knowledge (TPACK) has recently emerged as a key theoretical framework that could help explain the complexity involved when teachers integrate ICT into classroom teaching...

  1. Genetic Pedagogical Content Knowledge (PCK) Ability Profile of Prospective Biology Teacher

    Science.gov (United States)

    Purwianingsih, W.; Muthmainnah, E.; Hidayat, T.

    2017-02-01

    Genetics is one of the topics or subject matter in biology that are considered difficult. Student difficulties of understanding genetics, can be caused by lack of understanding this concept and the way of teachers teach. Pedagogical Content Knowledge (PCK) is a way to understand the complex relationships between teaching and content taught through the use of specific teaching approaches. The aims of study was to analyze genetic PCK ability profile of prospective biology teacher.13 student of sixth semester Biology education department who learned Kapita Selekta Biologi SMA course, participated in this study. PCK development was measured by CoRes (Content Representation). Before students fill CoRes, students are tested mastery genetic concepts through a multiple-choice test with three tier-test. Data was obtained from the prior CoRes and its revisions, as well as the mastery concept in pre and post test. Results showed that pre-test of genetic mastery concepts average on 55.4% (low category) and beginning of the writing CoRes, student get 43.2% (Pra PCK). After students get lecture and simulating learning, the post-test increased to 63.8% (sufficient category) and PCK revision is also increase 58.1% (growing PCK). It can be concluded that mastery of subject matter could affects the ability of genetic PCK.

  2. Discovering Plate Boundaries Update: Builds Content Knowledge and Models Inquiry-based Learning

    Science.gov (United States)

    Sawyer, D. S.; Pringle, M. S.; Henning, A. T.

    2009-12-01

    Discovering Plate Boundaries (DPB) is a jigsaw-structured classroom exercise in which students explore the fundamental datasets from which plate boundary processes were discovered. The exercise has been widely used in the past ten years as a classroom activity for students in fifth grade through high school, and for Earth Science major and general education courses in college. Perhaps more importantly, the exercise has been used extensively for professional development of in-service and pre-service K-12 science teachers, where it simultaneously builds content knowledge in plate boundary processes (including natural hazards), models an effective data-rich, inquiry-based pedagogy, and provides a set of lesson plans and materials which teachers can port directly into their own classroom (see Pringle, et al, this session for a specific example). DPB is based on 4 “specialty” data maps, 1) earthquake locations, 2) modern volcanic activity, 3) seafloor age, and 4) topography and bathymetry, plus a fifth map of (undifferentiated) plate boundary locations. The jigsaw is structured so that students are first split into one of the four “specialties,” then re-arranged into groups with each of the four specialties to describe the boundaries of a particular plate. We have taken the original DPB materials, used the latest digital data sets to update all the basic maps, and expanded the opportunities for further student and teacher learning. The earthquake maps now cover the recent period including the deadly Banda Aceh event. The topography/bathymetry map now has global coverage and uses ice-free elevations, which can, for example, extend to further inquiry about mantle viscosity and loading processes (why are significant portions of the bedrock surface of Greenland and Antarctica below sea level?). The volcanic activity map now differentiates volcano type and primary volcanic lithology, allowing a more elaborate understanding of volcanism at different plate boundaries

  3. Content Validity and Psychometric Characteristics of the "Knowledge about Older Patients Quiz" for Nurses Using Item Response Theory.

    Science.gov (United States)

    Dikken, Jeroen; Hoogerduijn, Jita G; Kruitwagen, Cas; Schuurmans, Marieke J

    2016-11-01

    To assess the content validity and psychometric characteristics of the Knowledge about Older Patients Quiz (KOP-Q), which measures nurses' knowledge regarding older hospitalized adults and their certainty regarding this knowledge. Cross-sectional. Content validity: general hospitals. Psychometric characteristics: nursing school and general hospitals in the Netherlands. Content validity: 12 nurse specialists in geriatrics. Psychometric characteristics: 107 first-year and 78 final-year bachelor of nursing students, 148 registered nurses, and 20 nurse specialists in geriatrics. Content validity: The nurse specialists rated each item of the initial KOP-Q (52 items) on relevance. Ratings were used to calculate Item-Content Validity Index and average Scale-Content Validity Index (S-CVI/ave) scores. Items with insufficient content validity were removed. Psychometric characteristics: Ratings of students, nurses, and nurse specialists were used to test for different item functioning (DIF) and unidimensionality before item characteristics (discrimination and difficulty) were examined using Item Response Theory. Finally, norm references were calculated and nomological validity was assessed. Content validity: Forty-three items remained after assessing content validity (S-CVI/ave = 0.90). Psychometric characteristics: Of the 43 items, two demonstrating ceiling effects and 11 distorting ability estimates (DIF) were subsequently excluded. Item characteristics were assessed for the remaining 30 items, all of which demonstrated good discrimination and difficulty parameters. Knowledge was positively correlated with certainty about this knowledge. The final 30-item KOP-Q is a valid, psychometrically sound, comprehensive instrument that can be used to assess the knowledge of nursing students, hospital nurses, and nurse specialists in geriatrics regarding older hospitalized adults. It can identify knowledge and certainty deficits for research purposes or serve as a tool in educational

  4. Knowledge Translation in Men’s Health Research: Development and Delivery of Content for Use Online

    Science.gov (United States)

    2015-01-01

    Background Men can be hard to reach with face-to-face health-related information, while increasingly, research shows that they are seeking health information from online sources. Recognizing this trend, there is merit in developing innovative online knowledge translation (KT) strategies capable of translating research on men’s health into engaging health promotion materials. While the concept of KT has become a new mantra for researchers wishing to bridge the gap between research evidence and improved health outcomes, little is written about the process, necessary skills, and best practices by which researchers can develop online knowledge translation. Objective Our aim was to illustrate some of the processes and challenges involved in, and potential value of, developing research knowledge online to promote men’s health. Methods We present experiences of KT across two case studies of men’s health. First, we describe a study that uses interactive Web apps to translate knowledge relating to Canadian men’s depression. Through a range of mechanisms, study findings were repackaged with the explicit aim of raising awareness and reducing the stigma associated with men’s depression and/or help-seeking. Second, we describe an educational resource for teenage men about unintended pregnancy, developed for delivery in the formal Relationship and Sexuality Education school curricula of Ireland, Northern Ireland (United Kingdom), and South Australia. The intervention is based around a Web-based interactive film drama entitled “If I Were Jack”. Results For each case study, we describe the KT process and strategies that aided development of credible and well-received online content focused on men’s health promotion. In both case studies, the original research generated the inspiration for the interactive online content and the core development strategy was working with a multidisciplinary team to develop this material through arts-based approaches. In both cases

  5. Providing English Foreign Language Teachers with Content Knowledge to Facilitate Decoding and Spelling Acquisition: A Longitudinal Perspective

    Science.gov (United States)

    Kahn-Horwitz, Janina

    2016-01-01

    This quasi-experimental study adds to the small existing literature on orthographic-related teacher knowledge in an English as a foreign language (EFL) context. The study examined the impact of a course on English orthography on predominantly non-native-speaking EFL preservice and inservice teachers' orthographic content knowledge, and the extent…

  6. Teacher Self-Efficacy, Content and Pedagogical Knowledge, and Their Relationship to Student Achievement in Algebra I

    Science.gov (United States)

    Fox, Antonia M.

    2014-01-01

    The purpose of this quantitative study was to explore the relationship between teacher self-efficacy beliefs and the level of student achievement their students obtain as evidenced by the Algebra I Virginia Standards of Learning (SOL) assessment. This study also explored teachers' mathematics content knowledge, mathematics pedagogical knowledge,…

  7. The Impact of a Curriculum Course on Pre-Service Primary Teachers' Science Content Knowledge and Attitudes towards Teaching Science

    Science.gov (United States)

    Murphy, Cliona; Smith, Greg

    2012-01-01

    Many primary school teachers have insufficient content and pedagogical knowledge of science. This lack of knowledge can often lead to a lack of confidence and competence in teaching science. This article explores the impact of a year-long science methodology (curriculum science) course on second year Bachelor of Education (BEd) students'…

  8. Providing English Foreign Language Teachers with Content Knowledge to Facilitate Decoding and Spelling Acquisition: A Longitudinal Perspective

    Science.gov (United States)

    Kahn-Horwitz, Janina

    2016-01-01

    This quasi-experimental study adds to the small existing literature on orthographic-related teacher knowledge in an English as a foreign language (EFL) context. The study examined the impact of a course on English orthography on predominantly non-native-speaking EFL preservice and inservice teachers' orthographic content knowledge, and the extent…

  9. Effects of training peer tutors in content knowledge versus tutoring skills on giving feedback to help tutees’ complex tasks

    NARCIS (Netherlands)

    Hsiao, Amy; Brouns, Francis; Van Bruggen, Jan; Sloep, Peter

    2015-01-01

    This study aims to investigate the effectiveness of training tutors in content knowledge of a particular domain versus training them in tutoring skills of pedagogical knowledge when tutoring on a complex tutee task. Forty-seven tutor-tutee pairs of fourth year secondary school students were created

  10. Integrating K-W-L Prompts into Science Journal Writing: Can Simple Question Scaffolding Increase Student Content Knowledge?

    Science.gov (United States)

    Wagner, Brandon Joel

    Writing-to-learn strategies have been administered in the past to enrich student learning. The purpose of this study was to see if K-W-L prompts in science journal writing could benefit student content knowledge within biology. Two high school biology classes were provided with learning journals. The journals given to the students during the treatment unit were provided with K-W-L question prompts to guide student learning while during the comparison unit students were given an open ended writing assignment. Pre and posttests were administered to determine student-learning gains. Student motivations and opinions of the treatment were collected through student interviews. The combined results were used to determine to what extent could K-W-L prompts in science journal writing influence comprehension of content knowledge. This study found there to be no difference in student learning gains when utilizing the K-W-L literacy strategy versus another free-writing activity. When scored, student K-W-Ls total scores did correlate to student success on unit tests. This opens up the potential for K-W-Ls to serve as an adequate tool for formative assessment. Here the K-W-L could be expanded to enrich student question asking, potentially aid students learning English, and potentially be used by students without teacher scaffolding.

  11. Development of Experienced Science Teachers' Pedagogical Content Knowledge of Models of the Solar System and the Universe

    Science.gov (United States)

    Henze, Ineke; van Driel, Jan H.; Verloop, Nico

    2008-01-01

    This paper investigates the developing pedagogical content knowledge (PCK) of nine experienced science teachers in their first few years of teaching a new science syllabus in the Dutch secondary education system. We aimed to identify the content and structure of the PCK for a specific topic in the new syllabus, "Models of the Solar System and the…

  12. The Development of Thai Pre-Service Chemistry Teachers' Pedagogical Content Knowledge: From a Methods Course to Field Experience

    Science.gov (United States)

    Faikhamta, Chatree; Coll, Richard K.; Roadrangka, Vantipa

    2009-01-01

    This study investigated the journey of four Thai pre-service chemistry teachers as they sought to develop their Pedagogical Content Knowledge (PCK) throughout a PCK-based chemistry methods course and field experience. In an interpretive case study approach we drew upon classroom observations, semi-structured interviews, chemistry content knowledge…

  13. Focusing on Mathematical Knowledge: The Impact of Content-Intensive Teacher Professional Development. NCEE 2016-4010

    Science.gov (United States)

    Garet, Michael S.; Heppen, Jessica B.; Walters, Kirk; Parkinson, Julia; Smith, Toni M.; Song, Mengli; Garrett, Rachel; Yang, Rui; Borman, Geoffrey D.

    2016-01-01

    This report examines the impact of content-intensive Professional Development (PD) on teachers' math content knowledge, their instructional practice, and their students' achievement. The study's PD had three components, totaling 93 hours. The core of the PD was "Intel Math," an intensive 80-hour workshop delivered in summer 2013 that…

  14. Development of Experienced Science Teachers' Pedagogical Content Knowledge of Models of the Solar System and the Universe

    Science.gov (United States)

    Henze, Ineke; van Driel, Jan H.; Verloop, Nico

    2008-01-01

    This paper investigates the developing pedagogical content knowledge (PCK) of nine experienced science teachers in their first few years of teaching a new science syllabus in the Dutch secondary education system. We aimed to identify the content and structure of the PCK for a specific topic in the new syllabus, "Models of the Solar System and…

  15. Pre-Service Chemistry Teachers' Pedagogical Content Knowledge of the Nature of Science in the Particle Nature of Matter

    Science.gov (United States)

    Bektas, Oktay; Ekiz, Betul; Tuysuz, Mustafa; Kutucu, Elif Selcan; Tarkin, Aysegul; Uzuntiryaki-Kondakci, Esen

    2013-01-01

    This study investigated pre-service chemistry teachers' pedagogical content knowledge of the nature of science (NOS) in the content of the particle nature of matter. Qualitative research design was utilized. Data were collected from seven pre-service chemistry teachers (PCTs) by using open-ended questions, interviews, observations, lesson plans,…

  16. Development of Experienced Science Teachers' Pedagogical Content Knowledge of Models of the Solar System and the Universe

    Science.gov (United States)

    Henze, Ineke; van Driel, Jan H.; Verloop, Nico

    2008-01-01

    This paper investigates the developing pedagogical content knowledge (PCK) of nine experienced science teachers in their first few years of teaching a new science syllabus in the Dutch secondary education system. We aimed to identify the content and structure of the PCK for a specific topic in the new syllabus, "Models of the Solar System and…

  17. Knowledge acquisition and creation in the high-tech industry

    Directory of Open Access Journals (Sweden)

    Juliano Pavanelli Stefanovitz

    2007-10-01

    Full Text Available This paper explores the new challenges that come with the emergence of knowledge-based approaches on organizational studies. It is widely recognized, in this context, the increasing importance of understanding the processes through which companys acquire, storage, disseminate and create knowledge. This research analysis the knowledge creation and external acquisition processes in the high-tech industry, environment in which intensive use of knowledge is made. For that, it presents a case study of an R&D Division of a company present in the industrial automation market. In recognition of its innovative competence, this company won the FINEP Prize – Technological Innovation. In this study, besides the identification of the main external knowledge sources, an analysis of the knowledge types conversion observed in its product development activities is made.

  18. Exploring Pedagogical Content Knowledge of Teaching Assistants Using the Test of Understanding Graphs in Kinematics

    CERN Document Server

    Maries, Alexandru

    2013-01-01

    The Test of Understanding Graphs in Kinematics (TUG-K) is a multiple choice test developed by Beichner in 1994 to assess students' understanding of kinematics graphs. Many of the items on the TUG-K have strong distractor choices which correspond to students' common difficulties with kinematics graphs. Instruction is unlikely to be effective if instructors do not know the common difficulties of introductory physics students and explicitly take them into account in their instructional design. We evaluate the pedagogical content knowledge of first year physics graduate students enrolled in a teaching assistant (TA) training course related to topics covered in the TUG-K. In particular, for each item on the TUG-K, the graduate students were asked to identify which incorrect answer choice they thought would be most commonly selected by introductory physics students if they did not know the correct answer after instruction in relevant concepts. We used the graduate student data and the data from Beichner's original ...

  19. Framing student dialogue and argumentation: Content knowledge development and procedural knowing in SSI inquiry group work

    Directory of Open Access Journals (Sweden)

    Anne Kristine Byhring

    2014-10-01

    Full Text Available In this article, we discuss the negotiation of the situated common ground in classroom conversations. Decision making on socioscientific issues (SSI includes norms of diverse funds of knowledge and interests. Arguments and justification may include warrants that cannot necessarily be weighed on the same scale. We discuss Roberts’ Visions 1 and 2 of scientific literacy as framing the common ground of classroom discussions. Two teacher–student dialogue sequences with 11th grade students from the Norwegian research project ElevForsk exemplify the negotiation of the situated common ground and the students’ deliberations. Our analysis examines what goes on in the thematic content, as well as at the interpersonal level of language use. Further, we suggest that different framings may complement each other and provide a space for the students’ emerging scientific conceptual development as well as for deliberation as a form of emerging procedural knowing.

  20. User Generated Content Consumption and Social Networking in Knowledge-Sharing OSNs

    Science.gov (United States)

    Lussier, Jake T.; Raeder, Troy; Chawla, Nitesh V.

    Knowledge-sharing online social networks are becoming increasingly pervasive and popular. While the user-to-user interactions in these networks have received substantial attention, the consumption of user generated content has not been studied extensively. In this work, we use data gathered from digg.com to present novel findings and draw important sociological conclusions regarding the intimate relationship between consumption and social networking. We first demonstrate that individuals' consumption habits influence their friend networks, consistent with the concept of homophily. We then show that one's social network can also influence the consumption of a submission through the activation of an extended friend network. Finally, we investigate the level of reciprocity, or balance, in the network and uncover relationships that are significantly less balanced than expected.

  1. Geography teachers’ pedagogical content knowledge and internal didactic transposition of the topic weather formation and climate change

    DEFF Research Database (Denmark)

    Clausen, Søren Witzel

    2015-01-01

    This paper represents a part of a PhD project and will put emphasis on eight lower secondary Geography teachers, and how their Pedagogical Content Knowledge might influence their internal didactical transposition of the topic of weather formation and climate change. There are conducted semi......-structured interview with the teachers. An analysis of the results implicates that there is a connection between the teachers’ topic specific Pedagogical Content Knowledge, especially their subject matter knowledge, their educational profile, and how the internal didactic transposition is carried out....

  2. Reproductive Health Knowledge, Attitude and Practice among High ...

    African Journals Online (AJOL)

    The study revealed that the students had high level knowledge of ... to services, carelessness, unplanned sexual intercourse and pressure from sexual partner. ... We recommend improved access to family planning information and services ...

  3. Pedagogical Content Knowledge (PCK): Exploring its Usefulness for Science Lecturers in Higher Education

    Science.gov (United States)

    Fraser, Sharon P.

    2016-02-01

    In the past 30 years, pedagogical content knowledge (PCK) frameworks have become important constructs in educational research undertaken in the school education system and a focus for research for curriculum and teacher education researchers. As regards science, PCK research has been plentiful, but thus far, the concept of PCK (significantly enhanced since its proposal) has only been validated in the school context (Kindergarten to Grade 12). Within this environment, however, it has proven to be a very useful construct for understanding teacher practice and contributing to the improvement of teacher education courses. Knowledge about whether PCK is useful as a conceptual framework for science lecturers (teachers) working in higher education is as yet unknown and represents a gap in the research literature; the research outlined here is a first step in exploring its usefulness in this context. This paper provides an analysis of data obtained from semi-structured interviews conducted with nine Australian science university lecturers from various disciplines and levels of seniority and experience of tertiary teaching, as well as an academic developer skilled in facilitating science academics' understanding of pedagogy in higher education. The research aimed to investigate the extent to which one version of a school-based science PCK framework resonated with the pedagogical thinking of university science lecturers and the ways in which it could influence their teaching practice.

  4. The aluminium content of infant formulas remains too high

    OpenAIRE

    2013-01-01

    Background Recent research published in this journal highlighted the issue of the high content of aluminium in infant formulas. The expectation was that the findings would serve as a catalyst for manufacturers to address a significant problem of these, often necessary, components of infant nutrition. It is critically important that parents and other users have confidence in the safety of infant formulas and that they have reliable information to use in choosing a product with a lower content ...

  5. Developing Content Knowledge in Students through Explicit Teaching of the Nature of Science: Influences of Goal Setting and Self-Monitoring

    Science.gov (United States)

    Peters, Erin E.

    2012-01-01

    Knowledge about the nature of science has been advocated as an important component of science because it provides a framework on which the students can incorporate content knowledge. However, little empirical evidence has been provided that links nature of science knowledge with content knowledge. The purpose of this mixed method study was to…

  6. Developing Content Knowledge in Students through Explicit Teaching of the Nature of Science: Influences of Goal Setting and Self-Monitoring

    Science.gov (United States)

    Peters, Erin E.

    2012-01-01

    Knowledge about the nature of science has been advocated as an important component of science because it provides a framework on which the students can incorporate content knowledge. However, little empirical evidence has been provided that links nature of science knowledge with content knowledge. The purpose of this mixed method study was to…

  7. Knowledge management, business intelligence, and content management the IT practitioner's guide

    CERN Document Server

    Keyes, Jessica

    2006-01-01

    The New Intelligence: The Birth of the KnowledgeManagement Industry Buried in Information From Batch to Decision Support A Short Course in Knowledge Representation Data, Information, Knowledge, and Wisdom - and Why WeNeed to Do This Embedding Knowledge Management in the OrganizationWhere Do We Go Next?Knowledge Management Transfer Strategies KM Frameworks Knowledge Transfer TechniquesWhere Do We Go Next?Knowledge-Engineering Techniques Two Levels of Knowledge ElicitationA Knowledge-Engineering MethodologyWhere Do We Go Next? Innovation ManagementSources of InnovationGenerating Innovation Compu

  8. The development of in-service science teachers' pedagogical content knowledge related to interdisciplinary science inquiry

    Science.gov (United States)

    Smith, Erica L.

    This study was situated in a NSF-funded multi-year teacher professional development project, STIS, between the university and a school district in the North Eastern United States. The STIS project affords an opportunity to understand the processes and conditions in which science teachers develop interdisciplinary science inquiry knowledge and how that is translated into their pedagogical content knowledge (PCK). As part of that study and within the framework of PCK in science, this study explored (1) the extent to which the involvement of in-service science teachers in authentic research experiences impacts their PCK of interdisciplinary science inquiry, and (2) the factors that contribute to or constrain the development of interdisciplinary science inquiry PCK. This research study utilized a mixed method, explanatory research design. Cross-case analysis of 10 teachers and the development of 3 case studies were done to examine the development of in-service science teachers PCK over the course of the first 3 years of the STIS project. Results showed that teachers participating in the STIS project demonstrated various levels of change in regards to their PCK, understanding of ISI, and implementation of ISI in classroom practices. The core features of STIS identified as impacting this change included (1) the summer research connection, (2) collaboration with STEM students, (3) an active learning environment, and (4) duration. The core features and the major contextual factors that were identified were utilized to revise the STIS' conceptual framework and create a theory of action. The findings of this study have implications for planning and conducting effective in-service for science educators.

  9. INDICATOR FOR TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE (TPACK EVALUATION OF ONLINE TASKS

    Directory of Open Access Journals (Sweden)

    Anat OSTER-LEVINZ

    2010-10-01

    Full Text Available Life in the computerized world, which is characterized by the penetration of information technologies and which changes rapidly, is affected in many fields. The penetration of the internet into different fields of teaching and learning may have a significant effect on the quality of teaching. Numerous researchers claim that time is needed in order to examine the real effects of technology on pedagogy (Gao et al. 2006; Hui et al. 2005 and on the teachers in the field "to harness the horses of technology to the cart of pedagogy" (Noski et al. 2006. However, the new learning environment must be created on a rational pedagogical basis and not only on a technological basis (Salomon 2000.The theoretical part of this article describes online learning, the characteristics of knowledge required of teachers who integrate technology in teaching, the characteristics of an online task, and various indicators for evaluating an online task. Because we did not find a dynamic and digital indicator for evaluating the quality of online tasks which encompasses all of the aspects which in our opinion should be expressed in an indicator, such as PK, PCK, TK and TPACK, which is actually the space expected to be expressed in an online task, we developed a digital indicator that evaluates the quality of online tasks. The goal was to develop a unique indicator that would reflect the quality of online tasks with reference to technological pedagogical content knowledge (TPACK. The indicator is described in detail together with the considerations that were taken into account during its construction. The processes by which its validity and reliability were tested are also described.

  10. Improving technological pedagogical content knowledge development among pre-service science teachers

    Science.gov (United States)

    Habowski, Thomas A.

    Many teacher education programs provide pre-service teachers with a limited field experience during the professional block semester prior to student teaching. These programs require few hours in the classroom, mainly composed of observations. Many teacher education programs contain a technology-integration methods course that is not subject-specific and mainly focuses on the use of various technologies, in the absence of content and pedagogy. The purpose of this EPP was to examine a Professional Development School (PDS) Program with respect to technology integration among pre-service science teachers. This examination set out to measure differences in pre-service teachers' Technological Pedagogical Content Knowledge (TPACK) before and after the first-semester internship in the program, and utilized various data collection instruments in the process. The primary instrument used was a survey which provided quantitative data for measuring changes in TPACK among the interns throughout the first-semester internship. A set of open-ended questions on the survey provided descriptive details concerning models of TPACK observed and co-taught by the interns. Additionally, a focus group and a PDS conference provided descriptive data concerning observed models of technology, the impact of a subject-specific technology integration course, comparisons between the PDS and traditional teacher education programs, and insight into the comfort and success levels with using technology in the science classroom. The survey responses, the focus group responses, and the PDS conference data all suggested that the increased time requirement, in conjunction with the required technology integration course, and the mentorship provided by a co-teaching model led to exposure to valuable models of technology, an increase in self-assessed TPACK, and a feeling of increased confidence as reported by the interns during the first-semester internship of the PDS Program.

  11. ArhiNet - A Knowledge-Based System for Creating, Processing and Retrieving Archival eContent

    Science.gov (United States)

    Salomie, Ioan; Dinsoreanu, Mihaela; Pop, Cristina; Suciu, Sorin

    This paper addresses the problem of creating, processing and querying semantically enhanced eContent from archives and digital libraries. We present an analysis of the archival domain, resulting in the creation of an archival domain model and of a domain ontology core. Our system adds semantic mark-up to the historical documents content, thus enabling document and knowledge retrieval as response to natural language ontology-guided queries. The system functionality follows two main workflows: (i) semantically enhanced eContent generation and knowledge acquisition and (ii) knowledge processing and retrieval. Within the first workflow, the relevant domain information is extracted from documents written in natural languages, followed by semantic annotation and domain ontology population. In the second workflow, ontologically guided natural language queries trigger reasoning processes that provide relevant search results. The paper also discusses the transformation of the OWL domain ontology into a hierarchical data model, thus providing support for the efficient ontology processing.

  12. Nutritional knowledge and dietary habits survey in high school population.

    Science.gov (United States)

    Milosavljević, Dragana; Mandić, Milena L; Banjari, Ines

    2015-03-01

    During adolescence, young people are in a sensitive transition period when they gradually take over the responsibility for their own eating habits, health attitudes and behaviours and create lifelong habits so it is essential that they adopt healthy habits according to dietary recommendations. Knowledge is one of the factors necessary for the changes in dietary habits. The'objective of this study was to gain insight in nutritional knowledge and dietary habits of adolescents. The sample included 117 adolescents aged 17-19 years. Self-administered, anonymous questionnaire, representing modified version of General Nutrition Knowledge Questionnaire was used to assess general characteristics, nutritional knowledge about nutrients, dietary recommendations, sources of nutrients, diet-disease relationship, and dietary habits. Less than one third of adolescents showed satisfactory knowledge, but boys, adolescents from rural environment and overweight adolescents showed significantly lower knowledge unlike others. Meal skipping was present habit, especially for breakfast consumption. Especially high consumption of meat and meat products was noted for boys, while fruit and vegetables for girls. Fad dieting was quite practiced habit, especially in girls and overweight adolescents. Among girls, high consumption of sweets was confirmed, while boys showed high consumption of soft drinks. Television presents the main source of infor- mation about nutrition for adolescents. Collected data shows similarity with other research in Europe and North America that confirm strong influence of globalization and fast spread of unhealthy habits. The results pointed out weak spots in nutritional knowledge and revealed unhealthy eating habits. This information is necessary for the development of new approaches to modulate their knowledge and consequently act on their behaviour. Behavioral changes would include higher number of meals per day, regular breakfast consumption, higher intake of fish

  13. Pedagogical Content Knowledge-Guided Lesson Study: Effects on Teacher Competence and Students’ Achievement in Chemistry

    Directory of Open Access Journals (Sweden)

    John Lou S. Lucenario

    2016-01-01

    Full Text Available This study aimed to investigate the effectiveness of Pedagogical Content Knowledge-Guided Lesson Study (PCKLS as an intervention to develop PCK competencies among teachers and consequently enhance student achievement in terms of conceptual understanding and problem-solving skills. Using quasi-experimental design, teacher competencies and student achievement in the PCKLS group and the conventional group were compared. In the PCKLS group, the intervention involved planning the lesson by the research team, teaching the planned lesson while PCK observations were made by the researcher and another teacher from the group, including a feedback meeting, implementing the improvements in the reteach stage of the lesson study cycle by another teacher from the research team, and, finally, revising lesson plans based on the consolidated suggestions for improvement. Analyses of data showed that there was a significant difference in the science teacher competencies of the PCKLS group teacher respondents compared to those of the conventional group. Also, student respondents showed a significant increase on mean scores in terms of conceptual understanding and problem-solving skills. Therefore, it was concluded that PCKLS was an effective method to develop the teachers’ PCK competencies and student achievement in terms of conceptual understanding and problem solving. This study recommends that this intervention be used across chemistry topics and in other science classes such as Biology, Earth and Environmental Science, Physics, and Mathematics.

  14. Technological pedagogical content knowledge of prospective mathematics teachers regarding evaluation and assessment

    Directory of Open Access Journals (Sweden)

    Ercan Atasoy

    2016-04-01

    Full Text Available The ‘technology integrated assessment process’ is an innovative method to capture and determine students’ understanding of mathematics. This assessment process is claimed to provide a singular dynamism for teaching and learning activities and it is also claimed to be of the most important elements of instruction in the educational system. In this sense, this study aims to investigate technological pedagogical content knowledge (TPACK of prospective mathematics teachers regarding the ‘evaluation’ and ‘assessment’ process. To achieve this aim, the method of qualitative research was conducted with 20 teachers. Video records and lesson plans were collected and a Mathematics Teacher TPACK Development Model was utilized to reveal themes and key features of the data. The findings revealed that, although the majority of teachers stated that they would like to use technology-integrated tools in the assessment and evaluation processes, they strongly preferred to use traditional assessment and evaluation techniques, such as pen and paper activities, multiple-choice questions in virtual environments, etc. Hence, the evidence suggests that teachers would be unable to use appropriately the technological assessment process in order to reveal students’ understanding of mathematics. As seen from the teachers’ lectures, they perceived that technology would be suitable for evaluation and assessment but in a limited way.

  15. Developing secondary science teachers' pedagogical content knowledge through effective curriculum materials

    Science.gov (United States)

    Buoni, Michael H.

    This study investigates the degree to which the Delaware Science Coalition tenth grade biology kit curriculum supports the development of teachers' pedagogical content knowledge. A research-based construct for PCK was developed to serve as the foundation for how PCK was defined in this study. An analysis tool was created using the Davis and Krajcik (2005) nine heuristics of effectiveness of curriculum materials to develop science teachers' PCK. The tool was created to analyze the relative effectiveness of curriculum materials in supporting and developing teachers' PCK. The Delaware Science Coalition tenth grade biology kit curriculum was analyzed against this heuristic tool, and was found to be inconsistent in developing teachers' PCK. In addition, this study addressed teachers' conceptions of PCK, and their perceptions of professional development, through a survey and through subsequent interviews. The results from the survey and interviews showed that teachers consistently adapt the curriculum to fit their needs, and also had different feelings about the professional development they experienced with the state, and at their home school. A new model for professional development was created using the research-based construct of PCK, the heuristic tool to develop teachers' PCK, and teachers' experiences with curriculum and professional development.

  16. Processes and Pathways: How Do Mathematics and Science Partnerships Measure and Promote Growth in Teacher Content Knowledge?

    OpenAIRE

    Moyer-Packenham, Patricia S.; Westenskow, A.

    2012-01-01

    Intense focus on student achievement results in mathematics and science has brought about claims that K-12 teachers should be better prepared to teach basic concepts in these disciplines. The focus on teachers' mathematics and science content knowledge has been met by efforts to increase teacher knowledge through funded national initiatives focusing on mathematics and science. The purpose of the present study was to look across projects in the National Science Foundation's Math and Science Pa...

  17. Shedding light on filovirus infection with high-content imaging.

    Science.gov (United States)

    Pegoraro, Gianluca; Bavari, Sina; Panchal, Rekha G

    2012-08-01

    Microscopy has been instrumental in the discovery and characterization of microorganisms. Major advances in high-throughput fluorescence microscopy and automated, high-content image analysis tools are paving the way to the systematic and quantitative study of the molecular properties of cellular systems, both at the population and at the single-cell level. High-Content Imaging (HCI) has been used to characterize host-virus interactions in genome-wide reverse genetic screens and to identify novel cellular factors implicated in the binding, entry, replication and egress of several pathogenic viruses. Here we present an overview of the most significant applications of HCI in the context of the cell biology of filovirus infection. HCI assays have been recently implemented to quantitatively study filoviruses in cell culture, employing either infectious viruses in a BSL-4 environment or surrogate genetic systems in a BSL-2 environment. These assays are becoming instrumental for small molecule and siRNA screens aimed at the discovery of both cellular therapeutic targets and of compounds with anti-viral properties. We discuss the current practical constraints limiting the implementation of high-throughput biology in a BSL-4 environment, and propose possible solutions to safely perform high-content, high-throughput filovirus infection assays. Finally, we discuss possible novel applications of HCI in the context of filovirus research with particular emphasis on the identification of possible cellular biomarkers of virus infection.

  18. Shedding Light on Filovirus Infection with High-Content Imaging

    Directory of Open Access Journals (Sweden)

    Rekha G. Panchal

    2012-08-01

    Full Text Available Microscopy has been instrumental in the discovery and characterization of microorganisms. Major advances in high-throughput fluorescence microscopy and automated, high-content image analysis tools are paving the way to the systematic and quantitative study of the molecular properties of cellular systems, both at the population and at the single-cell level. High-Content Imaging (HCI has been used to characterize host-virus interactions in genome-wide reverse genetic screens and to identify novel cellular factors implicated in the binding, entry, replication and egress of several pathogenic viruses. Here we present an overview of the most significant applications of HCI in the context of the cell biology of filovirus infection. HCI assays have been recently implemented to quantitatively study filoviruses in cell culture, employing either infectious viruses in a BSL-4 environment or surrogate genetic systems in a BSL-2 environment. These assays are becoming instrumental for small molecule and siRNA screens aimed at the discovery of both cellular therapeutic targets and of compounds with anti-viral properties. We discuss the current practical constraints limiting the implementation of high-throughput biology in a BSL-4 environment, and propose possible solutions to safely perform high-content, high-throughput filovirus infection assays. Finally, we discuss possible novel applications of HCI in the context of filovirus research with particular emphasis on the identification of possible cellular biomarkers of virus infection.

  19. EFFECT OF CARBON CONTENT ON MICROSTRUCTURE AND PROPERTIES OF HIGH STRENGTH AND HIGH ELONGATION STEELS

    Institute of Scientific and Technical Information of China (English)

    Y.Chen; X.Chen; 等

    2003-01-01

    The microstructure and mechanical properties of new kind of hot-rolled high strength and high elongation steels with retained austenite were studied by discussing the in-fluence of different carbon content.The research results indicate that carbon content has a significant effect on retaining austenite and consequently resulting in high elon-gation.Besides,new findings about relationship between carbon content and retained austenite as well as properties were discussed in the paper.

  20. Evaluation of dissolution rate on high plutonium content MOX fuel

    Energy Technology Data Exchange (ETDEWEB)

    Sugaya, Shinichi; Kurita, Ichiro; Endo, Hideo; Higuchi, Hidetoshi; Kihara, Yoshiyuki [Japan Nuclear Cycle Development Inst., Tokai Works, Tokai, Ibaraki (Japan); Ogasawara, Masahiro; Shinada, Masanori; Kowata, Masato [Inspection Development Company Ltd., Tokai, Ibaraki (Japan)

    2002-06-01

    The dissolution rate of high Pu content MOX fuel into nitric acid was measured as a function of Pu content. MOX fuel samples, pressed and sintered, were dissolved in 7 M of boiling nitric acid, and the dissolution rate was measured by analyzing the Pu and U concentration in the solution. The dissolution rate of MOX fuel tended to decrease with the increase in the Pu content and was reduced after 6 hours of dissolution. These results agreed well with previous ones, but the dissolution rate was 3-6 times faster than those. It is estimated that the cause of this difference was due to underestimation of the surface area of MOX fuel powder and the difference of the MOX O/M ratio. (author)

  1. Pedagogical content knowledge development in teaching science: A case study of an elementary school teacher in an urban classroom

    Science.gov (United States)

    Suh, Yewon

    This study aims to explore an elementary school teacher's Pedagogical Content Knowledge (PCK) development in teaching science to racial minorities and economically disadvantaged students in New York City. By taking into account the sociocultural issues of teaching science in urban areas, this study focuses on 'contextual knowledge' as a key component of PCK. In this study, PCK is conceptualized as transformed knowledge of subject matter, pedagogy, and context, which makes subject learning suitable for students in particular settings. In order to investigate the teacher's PCK development, this study first examines her existing knowledge base of PCK in terms of three knowledge domains, and then observes her PCK development through the relationship between contextual knowledge and other two knowledge domains during classroom practices. A case study method was used to obtain a holistic and in-depth understanding of the teacher's PCK development. Data were collected in the form of teacher interview, participant observation, documentation, and physical artifacts, to enrich the case, and was analyzed in an inductive process. Findings illustrate the ways that the three knowledge domains are related and developed as PCK through the whole teaching process. Specifically, the findings indicate that the teacher's contextual knowledge plays a critical role in shaping and developing PCK. The teacher's contextual knowledge about the administrative policies and school test system in the district facilitated her to make a decision and plan to teach science before the instruction. During the classroom teaching, her knowledge about students' sociocultural backgrounds and living conditions in an urban setting helped her to identify specific teaching strategies and resources suitable to students' needs and interests. These findings imply that science teaching can be meaningful in coping with the demands of diverse learning populations if teachers make an effort to become knowledgeable

  2. Conceptualizations of Representation Forms and Knowledge Organization of High School Teachers in Finland: "Magnetostatics"

    Science.gov (United States)

    Majidi, Sharareh; Emden, Markus

    2013-01-01

    One of the main components of teachers' pedagogical content knowledge refers to their use of representation forms. In a similar vein, organizing concepts logically and meaningfully is an essential element of teachers' subject matter knowledge. Since subject matter and pedagogical content knowledge of teachers are tightly connected as categories…

  3. Developmental toxicity assay using high content screening of zebrafish embryos.

    Science.gov (United States)

    Lantz-McPeak, Susan; Guo, Xiaoqing; Cuevas, Elvis; Dumas, Melanie; Newport, Glenn D; Ali, Syed F; Paule, Merle G; Kanungo, Jyotshna

    2015-03-01

    Typically, time-consuming standard toxicological assays using the zebrafish (Danio rerio) embryo model evaluate mortality and teratogenicity after exposure during the first 2 days post-fertilization. Here we describe an automated image-based high content screening (HCS) assay to identify the teratogenic/embryotoxic potential of compounds in zebrafish embryos in vivo. Automated image acquisition was performed using a high content microscope system. Further automated analysis of embryo length, as a statistically quantifiable endpoint of toxicity, was performed on images post-acquisition. The biological effects of ethanol, nicotine, ketamine, caffeine, dimethyl sulfoxide and temperature on zebrafish embryos were assessed. This automated developmental toxicity assay, based on a growth-retardation endpoint should be suitable for evaluating the effects of potential teratogens and developmental toxicants in a high throughput manner. This approach can significantly expedite the screening of potential teratogens and developmental toxicants, thereby improving the current risk assessment process by decreasing analysis time and required resources.

  4. High School Football Players' Knowledge and Attitudes About Concussions.

    Science.gov (United States)

    Anderson, Brit L; Gittelman, Michael A; Mann, Jessica K; Cyriac, RoseAnn L; Pomerantz, Wendy J

    2016-05-01

    To assess high school (HS) football players' knowledge of concussions and to determine whether increased knowledge is correlated with better attitudes toward reporting concussion symptoms and abstaining from play. Two survey tools were used to assess athletes' knowledge and attitudes about concussions. Surveys collected information about demographics, knowledge about concussions, and attitudes about playing sports after a concussion. All athletes present completed one of the 2 surveys. A knowledge and attitude score for each survey was calculated. Frequencies and mean values were used to characterize the population; regression analysis, analysis of variance, and t tests were used to look for associations. A football camp for HS athletes in the Cincinnati area. Male HS football players from competitive football programs in the Cincinnati area. None. Scores on knowledge and attitude sections; responses to individual questions. One hundred twenty (100%) athletes were enrolled although not every athlete responded to every question. Thirty (25%) reported history of a concussion; 82 (70%) reported receiving prior concussion education. More than 75% correctly recognized all concussion symptoms that were asked, except "feeling in a fog" [n = 63 (53%)]. One hundred nine (92%) recognized a risk of serious injury if they return to play too quickly. Sixty-four (54%) athletes would report symptoms of a concussion to their coach; 62 (53%) would continue to play with a headache from an injury. There was no association between knowledge score and attitude score (P = 0.08). Despite having knowledge about the symptoms and danger of concussions, many HS football athletes in our sample did not have a positive attitude toward reporting symptoms or abstaining from play after a concussion. Physicians should be aware that young athletes may not report concussion symptoms.

  5. The Influence of Curricula Content on English Sociology Students' Transformations: The Case of Feminist Knowledge

    Science.gov (United States)

    Abbas, Andrea; Ashwin, Paul; McLean, Monica

    2016-01-01

    Previous research identifies the importance of feminist knowledge for improving gender equity, economic prosperity and social justice for all. However, there are difficulties in embedding feminist knowledge in higher education curricula. Across England, undergraduate sociology is a key site for acquiring feminist knowledge. In a study of four…

  6. The Influence of Curricula Content on English Sociology Students' Transformations: The Case of Feminist Knowledge

    Science.gov (United States)

    Abbas, Andrea; Ashwin, Paul; McLean, Monica

    2016-01-01

    Previous research identifies the importance of feminist knowledge for improving gender equity, economic prosperity and social justice for all. However, there are difficulties in embedding feminist knowledge in higher education curricula. Across England, undergraduate sociology is a key site for acquiring feminist knowledge. In a study of four…

  7. Specialised Content Knowledge: Evidence of Pre-Service Teachers' Appraisal of Student Errors in Proportional Reasoning

    Science.gov (United States)

    Chinnappan, Mohan; White, Bruce

    2015-01-01

    That the quality of teachers' knowledge has direct impact on students' engagement and learning outcomes in mathematics is now well established. But questions about the nature of this knowledge and how to characterise that knowledge are important for mathematics educators. In the present study, we examine a strand of "Specialised Content…

  8. Exploring the Influences of Geometric Spatial Visualization, Gender, and Ethnicity on the Acquisition of Geometry Content Knowledge.

    Science.gov (United States)

    Capraro, Robert M.

    This paper examines the differences between student performance on two separate measures, the Spatial Visualization portion of the "Differential Aptitude Test" and the "Geometry Content Knowledge Test." Results from the hybrid quantitative/qualitative study indicate that although there were no differences in performance on spatial visualization…

  9. Mathematics Teachers' Development, Exploration, and Advancement of Technological Pedagogical Content Knowledge in the Teaching and Learning of Algebra

    Science.gov (United States)

    Richardson, Sandra

    2009-01-01

    This article describes experiences from a professional development project designed to prepare in-service eighth-grade mathematics teachers to develop, explore, and advance technological pedagogical content knowledge (TPCK) in the teaching and learning of Algebra I. This article describes the process of the participating teachers' mathematical…

  10. Analysis of Taiwanese Elementary School English Teachers' Perceptions of, Designs of, and Knowledge Constructed about Differentiated Instruction in Content

    Science.gov (United States)

    Chien, Chin-Wen

    2015-01-01

    This study analyzed Taiwanese elementary school English teachers' perceptions of, designs on, and knowledge constructed about, differentiated instruction in content in an intensive summer course. Based on the data analysis of surveys, the document, videos, and an interview, the study had the following findings. First, before the intensive summer…

  11. Predictive Power of Prospective Physical Education Teachers' Attitudes towards Educational Technologies for Their Technological Pedagogical Content Knowledge

    Science.gov (United States)

    Varol, Yaprak Kalemoglu

    2015-01-01

    The aim of the research is to determine the predictive power of prospective physical education teachers' attitudes towards educational technologies for their technological pedagogical content knowledge. In this study, a relational research model was used on a study group that consisted of 529 (M[subscript age]=21.49, SD=1.44) prospective physical…

  12. Scientific Evidence as Content Knowledge: A Replication Study with English and Turkish Pre-Service Primary Teachers

    Science.gov (United States)

    Roberts, Ros; Sahin-Pekmez, Esin

    2012-01-01

    Pre-service teachers around the world need to develop their content knowledge of scientific evidence to meet the requirements of recent school curriculum developments which prepare pupils to be scientifically literate. This research reports a replication study in Turkey of an intervention originally carried out with pre-service primary teachers in…

  13. Singapore Pre-Service Secondary Mathematics Teachers' Content Knowledge: Findings from an International Comparative Study

    Science.gov (United States)

    Toh, Tin Lam; Kaur, Berinderjeet; Koay, Phong Lee

    2013-01-01

    In this article, we explore the mathematical content knowledge of one entire cohort of pre-service teachers (N = 107) through analysing their performance in a Secondary Mathematics Audit that was developed for the International Comparative Studies in Mathematics Teacher Training that was initiated by the University of Plymouth. We study how their…

  14. Delivering Educational Multimedia Contents through an Augmented Reality Application: A Case Study on Its Impact on Knowledge Acquisition and Retention

    Science.gov (United States)

    Perez-Lopez, David; Contero, Manuel

    2013-01-01

    This paper presents a study to analyze the use of augmented reality (AR) for delivering multimedia content to support the teaching and learning process of the digestive and circulatory systems at the primary school level, and its impact on knowledge retention. Our AR application combines oral explanations and 3D models and animations of anatomical…

  15. Analysis of Taiwanese Elementary School English Teachers' Perceptions of, Designs of, and Knowledge Constructed about Differentiated Instruction in Content

    Science.gov (United States)

    Chien, Chin-Wen

    2015-01-01

    This study analyzed Taiwanese elementary school English teachers' perceptions of, designs on, and knowledge constructed about, differentiated instruction in content in an intensive summer course. Based on the data analysis of surveys, the document, videos, and an interview, the study had the following findings. First, before the intensive summer…

  16. Analysis of Pedagogical Content Knowledge Studies in the Context of Mathematics Education in Turkey: A Meta-Synthesis Study

    Science.gov (United States)

    Simsek, Nurullah; Boz, Nihat

    2016-01-01

    Studies that explore pedagogical content knowledge (PCK) in the field of mathematics education date back to the turn of the century in Turkey. In recent years, studies on PCK have gained momentum. Master's theses and doctoral dissertations have been written on PCK. In this context, there is a need to analyze the studies on PCK in Turkey to…

  17. Analyzing Preservice Teachers' Technological Pedagogical Content Knowledge Development in the Context of a Multidimensional Teacher Preparation Program

    Science.gov (United States)

    Shinas, Valerie Harlow; Karchmer-Klein, Rachel; Mouza, Chrystalla; Yilmaz-Ozden, Sule; Glutting, Joseph J.

    2015-01-01

    In this quantitative study, correlational and multiple regression analyses were conducted to examine the technological pedagogical content knowledge (TPACK) development of 299 preservice teachers in response to the technology preparation they received during their initial teacher licensure program. Survey data were analyzed to determine the…

  18. Content Knowledge in Teaching, an Investigation into an Adequate "Milieu" for Teaching Dance: The Case of Indian Dance in France

    Science.gov (United States)

    Monique, Loquet; Malini, Ranganathan

    2010-01-01

    Since the 1970s, scientific researchers have shown that the nature and practice of the knowledge being taught plays an important role in the organization of teaching. Teaching content, first in mathematics, then in physical education, has become the object of scientific research in didactics in France. This research questions the commonplace…

  19. Developing a Technological Pedagogical Content Knowledge (TPACK) Assessment for Preservice Teachers Learning to Teach English as a Foreign Language

    Science.gov (United States)

    Baser, Derya; Kopcha, Theodore J.; Ozden, M. Yasar

    2016-01-01

    This paper reports the development and validation process of a self-assessment survey that examines technological pedagogical content knowledge (TPACK) among preservice teachers learning to teach English as a foreign language (EFL). The survey, called TPACK-EFL, aims to provide an assessment tool for preservice foreign language teachers that…

  20. Developing Robust Forms of Pre-Service Teachers' Pedagogical Content Knowledge through Culturally Responsive Mathematics Teaching Analysis

    Science.gov (United States)

    Aguirre, Julia M.; Zavala, Maria del Rosario; Katanyoutanant, Tiffany

    2012-01-01

    This study documents and describes efforts to develop robust forms of pre-service teachers' pedagogical content knowledge through a culturally responsive mathematics teaching approach. Embedded in a university K-8 mathematics methods course emphasising the connections among mathematics, children's mathematical thinking, and children's…

  1. Learning to Critique and Adapt Science Curriculum Materials: Examining the Development of Preservice Elementary Teachers' Pedagogical Content Knowledge

    Science.gov (United States)

    Beyer, Carrie J.; Davis, Elizabeth A.

    2012-01-01

    Teachers often engage in curricular planning by critiquing and adapting existing curriculum materials to contextualize lessons and compensate for their deficiencies. Designing instruction for students is shaped by teachers' ability to apply a variety of personal resources, including their pedagogical content knowledge (PCK). This study…

  2. Analysis of the Relations among the Components of Technological Pedagogical and Content Knowledge (TPACK): A Structural Equation Model

    Science.gov (United States)

    Celik, Ismail; Sahin, Ismail; Akturk, Ahmet Oguz

    2014-01-01

    In the current study, the model of technological pedagogical and content knowledge (TPACK) is used as the theoretical framework in the process of data collection and interpretation of the results. This study analyzes the perceptions of 744 undergraduate students regarding their TPACK levels measured by responses to a survey developed by Sahin…

  3. Three Metacognitive Approaches to Training Pre-Service Teachers in Different Learning Phases of Technological Pedagogical Content Knowledge

    Science.gov (United States)

    Kramarski, Bracha; Michalsky, Tova

    2009-01-01

    Our study investigated 3 metacognitive approaches provided during different phases of learning technological pedagogical content knowledge (TPCK) in a Web-based learning environment. These metacognitive approaches were based on self-question prompts (Kramarski & Mevarech, 2003) which appeared in pop-up screens and fostered the Self-Regulated…

  4. Exploring the Progression in Preservice Chemistry Teachers' Pedagogical Content Knowledge Representations: The Case of "Behavior of Gases"

    Science.gov (United States)

    Adadan, Emine; Oner, Diler

    2014-01-01

    This multiple case study investigated how two preservice chemistry teachers' pedagogical content knowledge (PCK) representations of behavior of gases progressed in the context of a semester-long chemistry teaching methods course. The change in the participants' PCK components was interpreted with respect to the theoretical PCK learning…

  5. Changes in Science Content Knowledge and Attitudes toward Science Teaching of Educators Attending a Zoo-Based Neuroscience Professional Development

    Science.gov (United States)

    Pecore, John L.; Kirchgessner, Mandy L.; Carruth, Laura L.

    2013-01-01

    Informal learning environments often host teachers for learning opportunities, but little is known about the impact of these experiences on teacher professional development (PD). This article describes a unique collaborative PD experience between zoological park personnel and university faculty, examining the impact on teacher content knowledge,…

  6. Molecular Dynamics of Materials Possessing High Energy Content.

    Science.gov (United States)

    1988-01-26

    I -RI90 634 MOLECULAR DYNAMICS OF MATERIALS POSSESSING HIGH ENERGY 1/1 r CONTENTCU) COLUMBIA UNIV MENd YORK N J TURRO 26 JAN GO I RFOSR-TR-88-0168...Bolling Air Force Base, D.C. 2 61102F_ 2303 I B2 11 T,TL.E (Inciuoe Security Classification) Molecular Dynamics of Materials Possessing High Energy...York 10027 (212) 280-2175 TITLE: MOLECULAR DYNAMICS OF MATERIALS POSSESSING HIGH ENERGY CONTENT .. 0 0 88 2 ... "" ’% ,i u , . .. .. ....... ŝ" ;! ,i

  7. Information management for high content live cell imaging

    Directory of Open Access Journals (Sweden)

    White Michael RH

    2009-07-01

    Full Text Available Abstract Background High content live cell imaging experiments are able to track the cellular localisation of labelled proteins in multiple live cells over a time course. Experiments using high content live cell imaging will generate multiple large datasets that are often stored in an ad-hoc manner. This hinders identification of previously gathered data that may be relevant to current analyses. Whilst solutions exist for managing image data, they are primarily concerned with storage and retrieval of the images themselves and not the data derived from the images. There is therefore a requirement for an information management solution that facilitates the indexing of experimental metadata and results of high content live cell imaging experiments. Results We have designed and implemented a data model and information management solution for the data gathered through high content live cell imaging experiments. Many of the experiments to be stored measure the translocation of fluorescently labelled proteins from cytoplasm to nucleus in individual cells. The functionality of this database has been enhanced by the addition of an algorithm that automatically annotates results of these experiments with the timings of translocations and periods of any oscillatory translocations as they are uploaded to the repository. Testing has shown the algorithm to perform well with a variety of previously unseen data. Conclusion Our repository is a fully functional example of how high throughput imaging data may be effectively indexed and managed to address the requirements of end users. By implementing the automated analysis of experimental results, we have provided a clear impetus for individuals to ensure that their data forms part of that which is stored in the repository. Although focused on imaging, the solution provided is sufficiently generic to be applied to other functional proteomics and genomics experiments. The software is available from: fhttp://code.google.com/p/livecellim/

  8. An analysis of the relationship between teachers' acquisition of physics content knowledge and their level of science teaching efficacy

    Science.gov (United States)

    Marion, Virginia Frances

    1998-12-01

    The goal of Project Inquiry, a two-year long multiphase study, was to transform the delivery of science instruction from a traditional, textbook driven delivery approach to a hands-on, minds-on, constructivist approach. Teachers from a midwestern urban school district were trained in constructivism while learning physics concepts and content through guided inquiry instruction in collaborative groups. The objectives aimed to increase teachers' content expertise and science teaching efficacy, as well as to have teachers become better facilitators of learning. Phase two of the three phases of Project Inquiry was the focus of this study. Fifty-seven teachers participated in Phase two, which began with an intense two week summer institute in 1995. A longitudinal time-series (OxOO), quasi-experimental research design was used to investigate the relationship between science teaching efficacy scores and gains in physics content knowledge. The data consisted of: (a) six sets of pre and post physics content knowledge test scores (electricity, magnetism, matter and balance); (b) three sets of STEBI-A (inservice), Science Teaching Efficacy Belief Instrument scores, a pre to post, pre to follow-up, and post to follow-up; and (c) demographic variables that were used as covariates, grade taught, years of experience, and postbaccalaureate training. Using the general linear model with an Alpha level of.05, and testing the hypothesized relationships, results indicated that although there were significant positive gains in content knowledge (p =.000) and science teaching efficacy (p =.000), the overall average gains in physics content knowledge were not predictive of gains in either Personal Science Teaching Efficacy or Science Outcome Expectancy. Post hoc analysis used individual content gain scores, in regression models that included the three covariates: grade taught, years of experience, and post baccalaureate training, to test the relationship between knowledge gains and

  9. Aggressive content of high school students' TV viewing.

    Science.gov (United States)

    Yoon, Jina S; Somers, Cheryl L

    2003-12-01

    The purpose of this study was to examine high school students' exposure to television programming with aggressive content and to explore whether consumption of aggressive TV varied by sex and ethnicity. Participants were 472 boys and girls from two high schools, one urban and one suburban. Definitions of both direct and indirect aggression were used to rate TV programs, and the participants' exposure to both was assessed. Analysis yielded a statistically significant effect for sex but not ethnicity as girls watched more TV programs containing indirect aggression. Also, exposure to aggressive TV content peaked in Grade 10 and fell sharply thereafter. The importance of educating adolescents about the images they view is highlighted. Implications for research are discussed.

  10. Method for creating high carbon content products from biomass oil

    Science.gov (United States)

    Parker, Reginald; Seames, Wayne

    2012-12-18

    In a method for producing high carbon content products from biomass, a biomass oil is added to a cracking reactor vessel. The biomass oil is heated to a temperature ranging from about 100.degree. C. to about 800.degree. C. at a pressure ranging from about vacuum conditions to about 20,700 kPa for a time sufficient to crack the biomass oil. Tar is separated from the cracked biomass oil. The tar is heated to a temperature ranging from about 200.degree. C. to about 1500.degree. C. at a pressure ranging from about vacuum conditions to about 20,700 kPa for a time sufficient to reduce the tar to a high carbon content product containing at least about 50% carbon by weight.

  11. The aluminium content of infant formulas remains too high.

    Science.gov (United States)

    Chuchu, Nancy; Patel, Bhavini; Sebastian, Blaise; Exley, Christopher

    2013-10-08

    Recent research published in this journal highlighted the issue of the high content of aluminium in infant formulas. The expectation was that the findings would serve as a catalyst for manufacturers to address a significant problem of these, often necessary, components of infant nutrition. It is critically important that parents and other users have confidence in the safety of infant formulas and that they have reliable information to use in choosing a product with a lower content of aluminium. Herein, we have significantly extended the scope of the previous research and the aluminium content of 30 of the most widely available and often used infant formulas has been measured. Both ready-to-drink milks and milk powders were subjected to microwave digestion in the presence of 15.8 M HNO3 and 30% w/v H2O2 and the aluminium content of the digests was measured by TH GFAAS. Both ready-to-drink milks and milk powders were contaminated with aluminium. The concentration of aluminium across all milk products ranged from ca 100 to 430 μg/L. The concentration of aluminium in two soya-based milk products was 656 and 756 μg/L. The intake of aluminium from non-soya-based infant formulas varied from ca 100 to 300 μg per day. For soya-based milks it could be as high as 700 μg per day. All 30 infant formulas were contaminated with aluminium. There was no clear evidence that subsequent to the problem of aluminium being highlighted in a previous publication in this journal that contamination had been addressed and reduced. It is the opinion of the authors that regulatory and other non-voluntary methods are now required to reduce the aluminium content of infant formulas and thereby protect infants from chronic exposure to dietary aluminium.

  12. Education policies for High School: are they knowledge or training?

    Directory of Open Access Journals (Sweden)

    Marta Luiza Sfredo

    2016-09-01

    Full Text Available The theme of the articles is educational policies produced to the high school in the last decade, aimed at examining the knowledge of concepts that emerge from such policies through the relation between education and economic development. The methodology used was documentary analysis and the theoretical framework adopted considered known authors, like Licínio Lima, Stephen Ball and Nora Krawczyk. The studies carried out allowed us to understand how the flexibility has made the knowledge was replaced by the minimum learning. They are characterized by skills to shape productive personalities to promote economic competitiveness through the establishment of individualized training courses. The knowledge is associated to the production of a training profile guided on lifelong learning, aimed at employability.

  13. Using Multiple Lenses to Examine the Development of Beginning Biology Teachers' Pedagogical Content Knowledge for Teaching Natural Selection Simulations

    Science.gov (United States)

    Sickel, Aaron J.; Friedrichsen, Patricia

    2017-03-01

    Pedagogical content knowledge (PCK) has become a useful construct to examine science teacher learning. Yet, researchers conceptualize PCK development in different ways. The purpose of this longitudinal study was to use three analytic lenses to understand the development of three beginning biology teachers' PCK for teaching natural selection simulations. We observed three early-career biology teachers as they taught natural selection in their respective school contexts over two consecutive years. Data consisted of six interviews with each participant. Using the PCK model developed by Magnusson et al. (1999), we examined topic-specific PCK development utilizing three different lenses: (1) expansion of knowledge within an individual knowledge base, (2) integration of knowledge across knowledge bases, and (3) knowledge that explicitly addressed core concepts of natural selection. We found commonalities across the participants, yet each lens was also useful to understand the influence of different factors (e.g., orientation, subject matter preparation, and the idiosyncratic nature of teacher knowledge) on PCK development. This multi-angle approach provides implications for considering the quality of beginning science teachers' knowledge and future research on PCK development. We conclude with an argument that explicitly communicating lenses used to understand PCK development will help the research community compare analytic approaches and better understand the nature of science teacher learning.

  14. Incorporation of presleep stimuli into dream contents: evidence for a consolidation effect on declarative knowledge during REM sleep?

    Science.gov (United States)

    Cipolli, Carlo; Fagioli, Igino; Mazzetti, Michela; Tuozzi, Giovanni

    2004-12-01

    Presleep stimuli to be retained for further recall is often incorporated into dream contents. To establish whether processing for insertion into dream contents may improve consolidation, we compared the retention rate at delayed recall of contents resulting from incorporation of presleep sentence-stimuli with those of other contents of the same dream experiences. We hypothesized that association with a cognitive task of recall facilitates access to recently acquired items of declarative knowledge such as presleep stimuli, and triggers the deep elaboration of their semantic features, which involves rehearsal. Twelve subjects were given a task of delayed recall for three nonsense sentences delivered once a time before each of the sleep (re-)onsets over an experimental night. After each awakening in rapid eye movement sleep, subjects were asked to report dream experience and recall the sentence to be retained. In the morning, after spontaneous awakening, subjects were unexpectedly requested to again report their dream experiences and to recall the stimuli. Two pairs of judges independently identified possible incorporations of the stimuli, and parsed dream reports into propositional content units. The proportion of night reports with at least one incorporation of the stimulus delivered (i.e. valid incorporations) was higher than that of reports with contents similar to a stimulus(-i) not yet delivered (forward pseudo-incorporations) or delivered prior to an earlier sleep period (backward pseudo-incorporations). The proportion of content units common to night and morning reports (considered to be better consolidated) was significantly higher for incorporated contents than for other contents, including pseudo-incorporated contents. Instead, the retention at morning recall of words of sentence-stimuli corresponding to incorporated contents was not significantly higher than that of other words. The better retention of incorporated contents provides a partial confirmation

  15. Engineering properties for high kitchen waste content municipal solid waste

    Institute of Scientific and Technical Information of China (English)

    Wu Gao; Yunmin Chen; Liangtong Zhan; Xuecheng Bian

    2015-01-01

    Engineering properties of municipal solid waste (MSW) depend largely on the waste’s initial composition and degree of degradation. MSWs in developing countries usually have a high kitchen waste content (called HKWC MSW). After comparing and analyzing the laboratory and field test results of physical composition, hydraulic properties, gas generation and gas permeability, and mechanical properties for HKWC MSW and low kitchen waste content MSW (called LKWC MSW), the following findings were obtained: (1) HKWC MSW has a higher initial water content (IWC) than LKWC MSW, but the field ca-pacities of decomposed HKWC and LKWC MSWs are similar; (2) the hydraulic conductivity and gas permeability for HKWC MSW are both an order of magnitude smaller than those for LKWC MSW; (3) compared with LKWC MSW, HKWC MSW has a higher landfill gas (LFG) generation rate but a shorter duration and a lower potential capacity; (4) the primary compression feature for decomposed HKWC MSW is similar to that of decomposed LKWC MSW, but the compression induced by degradation of HKWC MSW is greater than that of LKWC MSW; and (5) the shear strength of HKWC MSW changes significantly with time and strain. Based on the differences of engineering properties between these two kinds of MSWs, the geo-environmental issues in HKWC MSW landfills were analyzed, including high leachate production, high leachate mounds, low LFG collection efficiency, large settlement and slope stability problem, and corresponding advice for the management and design of HKWC MSW landfills was recommended.

  16. Liquid alternative diesel fuels with high hydrogen content

    Energy Technology Data Exchange (ETDEWEB)

    Hancsok, Jenoe; Varga, Zoltan; Eller, Zoltan; Poelczmann, Gyoergy [Pannonia Univ., Veszprem (Hungary). MOL Dept. of Hydrocarbon Processing; Kasza, Tamas [MOL Hungarian Oil and Gas Plc., Szazhalombatta (Hungary)

    2013-06-01

    Mobility is a keystone of the sustainable development. In the operation of the vehicles as the tools of mobility internal combustion engines, so thus Diesel engines will play a remarkable role in the next decades. Beside fossil fuels - used for power these engines - liquid alternative fuels have higher and higher importance, because of their known advantages. During the presentation the categorization possibilities based on the chronology of their development and application will be presented. The importance of fuels with high hydrogen content will be reviewed. Research and development activity in the field of such kind of fuels will be presented. During this developed catalytic systems and main performance properties of the product will be presented which were obtained in case of biogasoils produced by special hydrocracking of natural triglycerides and in case of necessity followed by isomerization; furthermore in case of synthetic biogasoils obtained by the isomerization hydrocracking of Fischer-Tropsch paraffins produced from biomass based synthesis gas. Excellent combustion properties (cetane number > 65-75), good cold flow properties and reduced harmful material emission due to the high hydrogen content (C{sub n}H{sub 2n+2}) are highlighted. Finally production possibilities of linear and branched paraffins based on lignocelluloses are briefly reviewed. Summarizing it was concluded that liquid hydrocarbons with high isoparaffin content are the most suitable fuels regarding availability, economical and environmental aspects, namely the sustainable development. (orig.)

  17. Engineering properties for high kitchen waste content municipal solid waste

    Directory of Open Access Journals (Sweden)

    Wu Gao

    2015-12-01

    Full Text Available Engineering properties of municipal solid waste (MSW depend largely on the waste's initial composition and degree of degradation. MSWs in developing countries usually have a high kitchen waste content (called HKWC MSW. After comparing and analyzing the laboratory and field test results of physical composition, hydraulic properties, gas generation and gas permeability, and mechanical properties for HKWC MSW and low kitchen waste content MSW (called LKWC MSW, the following findings were obtained: (1 HKWC MSW has a higher initial water content (IWC than LKWC MSW, but the field capacities of decomposed HKWC and LKWC MSWs are similar; (2 the hydraulic conductivity and gas permeability for HKWC MSW are both an order of magnitude smaller than those for LKWC MSW; (3 compared with LKWC MSW, HKWC MSW has a higher landfill gas (LFG generation rate but a shorter duration and a lower potential capacity; (4 the primary compression feature for decomposed HKWC MSW is similar to that of decomposed LKWC MSW, but the compression induced by degradation of HKWC MSW is greater than that of LKWC MSW; and (5 the shear strength of HKWC MSW changes significantly with time and strain. Based on the differences of engineering properties between these two kinds of MSWs, the geo-environmental issues in HKWC MSW landfills were analyzed, including high leachate production, high leachate mounds, low LFG collection efficiency, large settlement and slope stability problem, and corresponding advice for the management and design of HKWC MSW landfills was recommended.

  18. High School Teachers' Course Designs and Their Professional Knowledge of Online Teaching

    Directory of Open Access Journals (Sweden)

    Teemu VALTONEN

    2006-10-01

    Full Text Available This paper deals with the process of expanding the virtual secondary education school network, aiming to provide daily basis, online teaching. The context of this research is the ESR funded Eastern Finland Educational Network Project, which is a network of 36 high schools providing courses via web-based learning environments. The project is a shared activity between teachers and researchers. The aim of the present study is to investigate teachers' technological pedagogical content knowledge by finding out what kind of pedagogical solutions the teachers use while designing and carrying out online teaching. In this study thirteen online courses were analysed and based on the analysis, four different course design patterns were found. The most general approach in course designs seems to be teacher centred, focusing on well guided individual learning processes. There seems to be need for development of teacher technological pedagogical content knowledge, to support approaches of more collaborative course designs.

  19. Identify Web-page Content meaning using Knowledge based System for Dual Meaning Words

    OpenAIRE

    Sinha, Sukanta; Dattagupta, Rana; Mukhopadhyay, Debajyoti

    2012-01-01

    Meaning of Web-page content plays a big role while produced a search result from a search engine. Most of the cases Web-page meaning stored in title or meta-tag area but those meanings do not always match with Web-page content. To overcome this situation we need to go through the Web-page content to identify the Web-page meaning. In such cases, where Webpage content holds dual meaning words that time it is really difficult to identify the meaning of the Web-page. In this paper, we are introdu...

  20. The Use of Lesson Study Combined with Content Representation in the Planning of Physics Lessons During Field Practice to Develop Pedagogical Content Knowledge

    Science.gov (United States)

    Juhler, Martin Vogt

    2016-08-01

    Recent research, both internationally and in Norway, has clearly expressed concerns about missing connections between subject-matter knowledge, pedagogical competence and real-life practice in schools. This study addresses this problem within the domain of field practice in teacher education, studying pre-service teachers' planning of a Physics lesson. Two means of intervention were introduced. The first was lesson study, which is a method for planning, carrying out and reflecting on a research lesson in detail with a learner and content-centered focus. This was used in combination with a second means, content representations, which is a systematic tool that connects overall teaching aims with pedagogical prompts. Changes in teaching were assessed through the construct of pedagogical content knowledge (PCK). A deductive coding analysis was carried out for this purpose. Transcripts of pre-service teachers' planning of a Physics lesson were coded into four main PCK categories, which were thereafter divided into 16 PCK sub-categories. The results showed that the intervention affected the pre-service teachers' potential to start developing PCK. First, they focused much more on categories concerning the learners. Second, they focused far more uniformly in all of the four main categories comprising PCK. Consequently, these differences could affect their potential to start developing PCK.

  1. Social network ties beyond nonredundancy: an experimental investigation of the effect of knowledge content and tie strength on creativity.

    Science.gov (United States)

    Perry-Smith, Jill E

    2014-09-01

    Social network research emphasizes the access to nonredundant knowledge content that network ties provide. I suggest that some content is more beneficial than others and that tie strength may affect creativity for reasons other than the associated structure. That is, tie strength may affect how individuals process nonredundant knowledge. I investigate 2 types of knowledge content--information (i.e., facts or data) and frames (i.e., interpretations or impressions)--and explore whether tie strength influences their effect on creativity. Drawing on creativity theory, I employ an experimental design to provide greater theoretical clarity and to isolate causality. According to the results from 2 studies, distinct frames received from contacts facilitate creativity, but the effect of distinct information is more complex. When individuals receive distinct information from strong ties, it constrains creativity compared to distinct frames. Content from weak ties appears to facilitate creativity across all scenarios. The results of mediated moderation analysis indicate the effect of framing versus information for strong ties is driven by decision-making time, as an indicator of cognitive expansion. PsycINFO Database Record (c) 2014 APA, all rights reserved.

  2. HIV/AIDS Content Knowledge and Presentation Strategies in Biology for Effective Use in Everyday Life

    Science.gov (United States)

    Mnguni, Lindelani; Abrie, Mia

    2012-01-01

    HIV/AIDS education should empower students to create knowledge using everyday life experiences. Such knowledge should then be used to construe experience and resolve social problems such as risk behaviour that leads to infection. In South Africa, attempts to reduce the spread of HIV include incorporating HIV/AIDS education in the biology…

  3. The Transfer of Content Knowledge in a Cascade Model of Professional Development

    Science.gov (United States)

    Turner, Fay; Brownhill, Simon; Wilson, Elaine

    2017-01-01

    A cascade model of professional development presents a particular risk that "knowledge" promoted in a programme will be diluted or distorted as it passes from originators of the programme to local trainers and then to the target teachers. Careful monitoring of trainers' and teachers' knowledge as it is transferred through the system is…

  4. Preparation for College General Chemistry: More than Just a Matter of Content Knowledge Acquisition

    Science.gov (United States)

    Cracolice, Mark S.; Busby, Brittany D.

    2015-01-01

    This study investigates the potential of five factors that may be predictive of success in college general chemistry courses: prior knowledge of common alternate conceptions, intelligence, scientific reasoning ability, proportional reasoning ability, and attitude toward chemistry. We found that both prior knowledge and scientific reasoning ability…

  5. HIV/AIDS Content Knowledge and Presentation Strategies in Biology for Effective Use in Everyday Life

    Science.gov (United States)

    Mnguni, Lindelani; Abrie, Mia

    2012-01-01

    HIV/AIDS education should empower students to create knowledge using everyday life experiences. Such knowledge should then be used to construe experience and resolve social problems such as risk behaviour that leads to infection. In South Africa, attempts to reduce the spread of HIV include incorporating HIV/AIDS education in the biology…

  6. Preparation for College General Chemistry: More than Just a Matter of Content Knowledge Acquisition

    Science.gov (United States)

    Cracolice, Mark S.; Busby, Brittany D.

    2015-01-01

    This study investigates the potential of five factors that may be predictive of success in college general chemistry courses: prior knowledge of common alternate conceptions, intelligence, scientific reasoning ability, proportional reasoning ability, and attitude toward chemistry. We found that both prior knowledge and scientific reasoning ability…

  7. Geographic Affiliation and Sense of Place: Influences on Incoming Online Students' Geological and Meteorological Content Knowledge

    Science.gov (United States)

    Sumrall, Jeanne Lambert; Clary, Renee; Watson, Joshua C.

    2015-01-01

    Knowing an individual's geographic affiliation may be useful in evaluating a student's previous knowledge. To test this hypothesis, students in an online master's program were given presurveys to evaluate their previous knowledge in meteorology and geology, as well as geological and meteorological sense-of-place surveys.

  8. Contents

    Directory of Open Access Journals (Sweden)

    Editor IJRED

    2012-11-01

    Full Text Available International Journal of Renewable Energy Development www.ijred.com Volume 1             Number 3            October 2012                ISSN 2252- 4940   CONTENTS OF ARTICLES page Design and Economic Analysis of a Photovoltaic System: A Case Study 65-73 C.O.C. Oko , E.O. Diemuodeke, N.F. Omunakwe, and E. Nnamdi     Development of Formaldehyde Adsorption using Modified Activated Carbon – A Review 75-80 W.D.P Rengga , M. Sudibandriyo and M. Nasikin     Process Optimization for Ethyl Ester Production in Fixed Bed Reactor Using Calcium Oxide Impregnated Palm Shell Activated Carbon (CaO/PSAC 81-86 A. Buasri , B. Ksapabutr, M. Panapoy and N. Chaiyut     Wind Resource Assessment in Abadan Airport in Iran 87-97 Mojtaba Nedaei       The Energy Processing by Power Electronics and its Impact on Power Quality 99-105 J. E. Rocha and B. W. D. C. Sanchez       First Aspect of Conventional Power System Assessment for High Wind Power Plants Penetration 107-113 A. Merzic , M. Music, and M. Rascic   Experimental Study on the Production of Karanja Oil Methyl Ester and Its Effect on Diesel Engine 115-122 N. Shrivastava,  , S.N. Varma and M. Pandey  

  9. Survey of High School Students' Perceptions about Their iPod Use, Knowledge of Hearing Health, and Need for Education

    Science.gov (United States)

    Danhauer, Jeffrey L.; Johnson, Carole E.; Dunne, Aislinn F.; Young, Matthew D.; Rotan, Suzanne N.; Snelson, Tasha A.; Stockwell, Jennifer S.; McLain, Michelle J.

    2012-01-01

    Purpose: High school students' knowledge about hearing health and their perceptions of how they use personal listening devices (PLDs) including iPods were surveyed to determine the need, content, and preferred format for educational outreach to them. Method: This study was a descriptive convenience survey of students at a California high school.…

  10. Mathematical Knowledge and Skills Expected by Higher Education in Engineering and the Social Sciences: Implications for High School Mathematics Curriculum

    Science.gov (United States)

    Basaran, Mehmet; Özalp, Gülümser; Kalender, Ilker; Alacaci, Cengiz

    2015-01-01

    One important function of school mathematics curriculum is to prepare high school students with the knowledge and skills needed for university education. Identifying them empirically will help making sound decisions about the contents of high school mathematics curriculum. It will also help students to make informed choices in course selection at…

  11. Mathematical Knowledge and Skills Expected by Higher Education in Engineering and the Social Sciences: Implications for High School Mathematics Curriculum

    Science.gov (United States)

    Basaran, Mehmet; Özalp, Gülümser; Kalender, Ilker; Alacaci, Cengiz

    2015-01-01

    One important function of school mathematics curriculum is to prepare high school students with the knowledge and skills needed for university education. Identifying them empirically will help making sound decisions about the contents of high school mathematics curriculum. It will also help students to make informed choices in course selection at…

  12. Does an Observer's Content Knowledge Influence the Feedback Offered about Mathematics Lessons?

    Science.gov (United States)

    Peck, Duane C.

    2016-01-01

    The purpose of this study was two-fold. First, feedback from 3 different groups of observers: math content specialists, content specialists in areas other than mathematics, and building principals, was analyzed using an inductive approach to identify themes within the feedback. Second, differences in the feedback offered by participants of the 3…

  13. Entrepreneurship in high-tech and knowledge-intensive sectors

    DEFF Research Database (Denmark)

    Christensen, Patrizia V.; Madsen, Henning; Neergaard, Helle

    development of new enterprises in high-tech and knowledge-intensive sectors are analysed in relation to the educational and professional background of the entrepreneur/entrepreneurial team, as well as the personal and professional social networks of the entrepreneurs. The analysis is based on a theoretical...... framework combining theories of human and social capital. Secondary aspects addressed in the research project are questions of male vs. female entrepreneurship, internationalisation-globalisation, and business success/failure....

  14. Conscious knowledge of learning: accessing learning strategies in a final year high school biology class

    Science.gov (United States)

    Conner, Lindsey; Gunstone, Richard

    2004-12-01

    This paper reports on a qualitative case study investigation of the knowledge and use of learning strategies by 16 students in a final year high school biology class to expand their conscious knowledge of learning. Students were provided with opportunities to engage in purposeful inquiry into the biological, social and ethical aspects of cancer. A constructivist approach was implemented to access prior content and procedural knowledge in various ways. Students were encouraged to develop evaluation of their learning skills independently through activities that promoted metacognition. Those students who planned and monitored their work produced essays of higher quality. The value and difficulties of promoting metacognitive approaches in this context are discussed, as well as the idea that metacognitive processes are difficult to research, because they have to be conscious in order to be identified by the learner, thereby making them accessible to the researcher.

  15. Content

    DEFF Research Database (Denmark)

    Keiding, Tina Bering

    Aim, content and methods are fundamental categories of both theoretical and practical general didactics. A quick glance in recent pedagogical literature on higher education, however, reveals a strong preoccupation with methods, i.e. how teaching should be organized socially (Biggs & Tang, 2007......; Race, 2001; Ramsden, 2003). This trend appears closely related to the ‘from-teaching-to-learning’ movement, which has had a strong influence on pedagogy since the early nineties (Keiding, 2007; Terhart, 2003). Another interpretation of the current interest in methodology can be derived from...... for selection of content (Klafki, 1985, 2000; Myhre, 1961; Nielsen, 2006). These attempts all share one feature, which is that criteria for selection of content appear very general and often, more or less explicitly, deal with teaching at the first Bologna-cycle; i.e. schooling at the primary and lower...

  16. Fruit characterization of high oil content avocado varieties

    Directory of Open Access Journals (Sweden)

    Gómez-López Vicente Manuel

    2002-01-01

    Full Text Available To expand the data bank on avocado (Persea americana Mill. varieties all over the world, and to select good varieties for commercial or improving purposes, a partial fruit characterization of 13 high oil content (11.23-18.80% was performed. The chosen varieties are growing in a Venezuelan germplasm bank: Fuerte, Peruano, Lula, Ortega, Red Collinson, Alcemio, Araira 1, Pope, Ettinger, Gripiña 5, Barker, Duke, and Ryan. They were characterized for pulp oil and moisture; weight (whole fruit, seed, pulp and peel; length, width and fruit shape; peel characteristics (roughness, color and hand peeling; and ripeness time. The variety Ryan showed the highest oil content (18.80% and calorific value (191 Kcal/100 g wet flesh. Avocado varieties grown in Venezuela have generally less oil content and are generally lighter than those from other countries. Most of the varieties had low pulp proportion, and were pyriform, with rough green peel and difficult to hand peel. Red Collinson had an uncommon reddish peel. The ripening time was between 4 and 10 days after harvest.

  17. EFFECT OF CARBON CONTENT ON MICROSTRUCTURE AND PROPERTIES OF HIGH STRENGTH AND HIGH ELONGATION STEELS

    Institute of Scientific and Technical Information of China (English)

    Y. Chen; X. Chen; P.H. Li; S.K. Pu; Z.X. Yuan; B.F. Xu; D.X. Lou; A.M. Guo; S.B.Zhou

    2003-01-01

    The microstructure and mechanical properties of new kind of hot-rolled high strengthand high elongation steels with retained austenite were studied by discussing the in-fluence of different carbon content. The research results indicate that carbon contenthas a significant effect on retaining austenite and consequently resulting in high elon-gation. Besides, new findings about relationship between carbon content and retainedaustenite as well as properties were discussed in the paper.

  18. Developing Content Knowledge in Students Through Explicit Teaching of the Nature of Science: Influences of Goal Setting and Self-Monitoring

    Science.gov (United States)

    Peters, Erin E.

    2012-06-01

    Knowledge about the nature of science has been advocated as an important component of science because it provides a framework on which the students can incorporate content knowledge. However, little empirical evidence has been provided that links nature of science knowledge with content knowledge. The purpose of this mixed method study was to determine if both nature of science knowledge and content knowledge could be increased with an explicit, reflective nature of science intervention utilizing self-regulation over an implicit group. Results showed that the explicit group significantly outperformed the implicit group on both nature of science and content knowledge assessments. Students in the explicit group also demonstrated a greater use of detail in their inquiry work and reported a higher respect for evidence in making conclusions than the implicit group. Implications suggest that science educators could enhance nature of science instruction using goal setting and self-monitoring of student work during inquiry lessons.

  19. Image analysis benchmarking methods for high-content screen design.

    Science.gov (United States)

    Fuller, C J; Straight, A F

    2010-05-01

    The recent development of complex chemical and small interfering RNA (siRNA) collections has enabled large-scale cell-based phenotypic screening. High-content and high-throughput imaging are widely used methods to record phenotypic data after chemical and small interfering RNA treatment, and numerous image processing and analysis methods have been used to quantify these phenotypes. Currently, there are no standardized methods for evaluating the effectiveness of new and existing image processing and analysis tools for an arbitrary screening problem. We generated a series of benchmarking images that represent commonly encountered variation in high-throughput screening data and used these image standards to evaluate the robustness of five different image analysis methods to changes in signal-to-noise ratio, focal plane, cell density and phenotype strength. The analysis methods that were most reliable, in the presence of experimental variation, required few cells to accurately distinguish phenotypic changes between control and experimental data sets. We conclude that by applying these simple benchmarking principles an a priori estimate of the image acquisition requirements for phenotypic analysis can be made before initiating an image-based screen. Application of this benchmarking methodology provides a mechanism to significantly reduce data acquisition and analysis burdens and to improve data quality and information content.

  20. Modelling physics teachers' pedagogical content knowledge through purposeful relationships between semiotic registers: KEPLER - "knowledge environment for physics learning and evaluation of relationships"

    Science.gov (United States)

    Mothersole, Peter John Michael

    Constructivism and considers that learning is greatly influenced by collaboration between active learners. Although learning has this social dimension, the individual learner builds a personalised version of relevant concepts. Ideas in science are not communicated solely through written and spoken language. Use is made of different types of context-sensitive, semiotic register (e.g. diagrams, graphs and equations). The science teacher expands the set of such artefacts by introducing other types pertinent to teaching and learning. The full set may be used by collaborating learners for the purpose of concept development, problem solving and knowledge construction. It is argued that in science pedagogy such semiotic registers are not used in isolation, but are interrelated by a tutor for pedagogical purposes. The teacher may wish to highlight more semantically rich, localized areas on a semiotic and exploited for pedagogical purposes. Although the concept of purposeful relationships may be of relevance to knowledge-based systems in general, this work considers the framework of such relationships to be a component in a teacher's pedagogical content knowledge (PCK). By investigating a representation in software of such a framework belonging to an experienced teacher, it is envisaged that pre-service teachers may gain an insight into how subject knowledge may be structured for pedagogical purposes.

  1. Study on the Derivative Content Knowledge and Pedagogical Content Knowledge%师范院校学生“导数”内容知识和教学内容知识理解情况的调研

    Institute of Scientific and Technical Information of China (English)

    郭玉峰; 刘佳

    2014-01-01

    Based on SOLO Taxonomy, students’ understanding of derivative content knowledge and pedagogical content knowledge can be divided into four hierarchical divisions. The results from researcher-developed student questionnaires indicate that most tuition-free student teachers are in stage-1 or stage-2; the results indicate that derivative content knowledge is significantly correlated to pedagogical content knowledge; and the understating of pedagogical content knowledge for undergraduate four-year tuition-free student teachers are better than that of the three-year tuition-free student teachers. Accordingly, tuition-free student teachers should improve their own understanding, for normal schools should strengthen the guidance of the education practice.%借用 SOLO 分类原理将导数内容知识和教学内容知识的理解分为4个层次水平,通过改编和自编的测试问卷对92名师范院校的师范生进行测试,结果表明:大部分学生处于1-水平和2-水平,在导数内容知识方面缺乏深层次理解,有关导数的存在性、曲线的切线、导数的几何意义、导函数等的理解存在问题,举反例的能力不强;导数内容知识的理解和导数教学内容知识的理解存在显著线性相关;导数教学内容知识的理解存在年级差异。据此建议:增强师范生对数学核心内容本质的理解和把握;加强教育实习、教育见习的指导,提高学科教学知识的理解。

  2. Concept maps representing knowledge of physics: Connecting structure and content in the context of electricity and magnetism

    Directory of Open Access Journals (Sweden)

    Maija Nousiainen

    2010-09-01

    Full Text Available Many assume that the quality of students’ content knowledge can be connected to certain structural characteristics of concept maps, such as the clustering of concepts around other concepts, cyclical paths between concepts and the hierarchical ordering of concepts. In order to study this relationship, we examine concept maps in electricity and magnetism drawn by physics teacher students and their instructors. The structural analysis of the maps is based on the operationalisation of important structural features (i.e. the features of interest are recognised and made measurable. A quantitative analysis of 43 concept maps was carried out on this basis. The results show that structure and content are closely connected; the structural features of clustering, cyclicity and hierarchy can serve as quantitative measures in characterising structural quality as well as the quality of content knowledge in concept maps. These findings have educational implications in regard to fostering the teacher student’s organisation of knowledge and in monitoring the process of such organisation.

  3. Measuring and factors influencing mathematics teachers' technological pedagogical and content knowledge (TPACK) in three southernmost provinces, Thailand

    Science.gov (United States)

    Adulyasas, Lilla

    2017-08-01

    Technology becomes an important role in teaching and learning mathematics nowadays. Integrating technology in the classroom helps students have better understanding in many of mathematics concepts. One of the major framework for assessing the knowledge of integrating technology with the pedagogy and content in the classroom is Technological Pedagogical and Content Knowledge (TPACK) framework. This study aimed to measure mathematics teachers' TPACK in three southernmost provinces, Thailand and to study on factors influencing their TPACK. A quantitative study was carried out with 210 secondary level mathematics teachers in the three southernmost provinces, Thailand which were random by two stage sampling technique. Data were collected by using a questionnaire to identify the level of mathematics teachers' TPACK and the factors influencing their TPACK. Descriptive statistics, Pearson product moment correlation and multiple regression analysis were used for analysing data. Findings reveal that the mean score of mathematics teachers' TPACK is 3.33 which is in the medium level and the three factors which have positive correlation at .05 level of significant with the level of TPACK are teaching experience factor, individual specialization factor and personal & organization factor. However, there are only two factors influencing mathematics teachers' TPACK. The two factors are individual specialization factor and personal & organization factors. These give better understanding on mathematics teachers' knowledge in integrating technology with the pedagogy and content which will be the important information for improving mathematics teachers' TPACK.

  4. High resolution DNA content measurements of mammalian sperm

    Energy Technology Data Exchange (ETDEWEB)

    Pinkel, D.; Lake, S.; Gledhill, B.L.; Van Dilla, M.A.; Stephenson, D.; Watchmaker, G.

    1982-01-01

    The high condensation and flat shape of the mammalian sperm nucleus present unique difficulties to flow cytometric measurement of DNA content. Chromatin compactness makes quantitative fluorescent staining for DNA difficult and causes a high index of refraction. The refractive index makes optical measurements sensitive to sperm head orientation. We demonstrate that the optical problems can be overcome using the commercial ICP22 epiillumination flow cytometer (Ortho Instruments, Westwood, MA) or a specially built cell orientating flow cytometer (OFCM). The design and operation of the OFCM are described. Measurements of the angular dependence of fluorescence from acriflavine stained rabbit sperm show that it is capable of orienting flat sperm with a tolerance of +-7/sup 0/. Differences in the angular dependence for the similarly shaped bull and rabbit sperm allow discrimination of these cells. We show that DNA staining with 4-6 diamidino-2-phenylindole (DAPI) or an ethidium bromide mithramycin combination allows resolution of the X and Y populations in mouse sperm. They have also been successful with sperm from the bull, ram, rabbit, and boar. Reliable results with human sperm are not obtained. The accuracy of the staining and measurement techniques are verified by the correct determination of the relative content of these two populations in sperm from normal mice and those with the Cattanach (7 to X) translocation. Among the potential uses of these techniques are measurement of DNA content errors induced in sperm due to mutagen exposure, and assessment of the fractions of X and Y sperm in semen that may have one population artifically enriched.

  5. Investigating the Measurement of Grammatical Knowledge and Civics Content Knowledge in the Context of an English-for Specific-Purposes Program Designed for Adult Learners with Low English Proficiency

    Science.gov (United States)

    Dakin, Jee Wha

    2010-01-01

    In the context of adult learners with low English proficiency enrolled in an organization offering instruction in both language and civics content, the purpose of the study was to determine. (1) the nature of grammatical knowledge in the context in the learners' second language (L2) and the nature of civics content knowledge in the learners' first…

  6. Exploring learning content and knowledge transfer in baccalaureate nursing students using a hybrid mental health practice experience.

    Science.gov (United States)

    Booth, Richard G; Scerbo, Christina Ko; Sinclair, Barbara; Hancock, Michele; Reid, David; Denomy, Eileen

    2017-04-01

    Little research has been completed exploring knowledge development and transfer from and between simulated and clinical practice settings in nurse education. This study sought to explore the content learned, and the knowledge transferred, in a hybrid mental health clinical course consisting of simulated and clinical setting experiences. A qualitative, interpretive descriptive study design. Clinical practice consisted of six 10-hour shifts in a clinical setting combined with six two-hour simulations. 12 baccalaureate nursing students enrolled in a compressed time frame program at a large, urban, Canadian university participated. Document analysis and a focus group were used to draw thematic representations of content and knowledge transfer between clinical environments (i.e., simulated and clinical settings) using the constant comparative data analysis technique. Four major themes arose: (a) professional nursing behaviors; (b) understanding of the mental health nursing role; (c) confidence gained in interview skills; and, (d) unexpected learning. Nurse educators should further explore the intermingling of simulation and clinical practice in terms of knowledge development and transfer with the goal of preparing students to function within the mental health nursing specialty. Copyright © 2017 Elsevier Ltd. All rights reserved.

  7. Strong and moldable cellulose magnets with high ferrite nanoparticle content.

    Science.gov (United States)

    Galland, Sylvain; Andersson, Richard L; Ström, Valter; Olsson, Richard T; Berglund, Lars A

    2014-11-26

    A major limitation in the development of highly functional hybrid nanocomposites is brittleness and low tensile strength at high inorganic nanoparticle content. Herein, cellulose nanofibers were extracted from wood and individually decorated with cobalt-ferrite nanoparticles and then for the first time molded at low temperature (ferrite and cellulose material. A nanocomposite with 70 wt % ferrite, 20 wt % cellulose nanofibers, and 10 wt % epoxy showed a modulus of 12.6 GPa, a tensile strength of 97 MPa, and a strain at failure of ca. 4%. Magnetic characterization was performed in a vibrating sample magnetometer, which showed that the coercivity was unaffected and that the saturation magnetization was in proportion with the ferrite content. The used ferrite, CoFe2O4, is a magnetically hard material, demonstrated by that the composite material behaved as a traditional permanent magnet. The presented processing route is easily adaptable to prepare millimeter-thick and moldable magnetic objects. This suggests that the processing method has the potential to be scaled-up for industrial use for the preparation of a new subcategory of magnetic, low-cost, and moldable objects based on cellulose nanofibers.

  8. The Gray Institute 'open' high-content, fluorescence lifetime microscopes.

    Science.gov (United States)

    Barber, P R; Tullis, I D C; Pierce, G P; Newman, R G; Prentice, J; Rowley, M I; Matthews, D R; Ameer-Beg, S M; Vojnovic, B

    2013-08-01

    We describe a microscopy design methodology and details of microscopes built to this 'open' design approach. These demonstrate the first implementation of time-domain fluorescence microscopy in a flexible automated platform with the ability to ease the transition of this and other advanced microscopy techniques from development to use in routine biology applications. This approach allows easy expansion and modification of the platform capabilities, as it moves away from the use of a commercial, monolithic, microscope body to small, commercial off-the-shelf and custom made modular components. Drawings and diagrams of our microscopes have been made available under an open license for noncommercial use at http://users.ox.ac.uk/~atdgroup. Several automated high-content fluorescence microscope implementations have been constructed with this design framework and optimized for specific applications with multiwell plates and tissue microarrays. In particular, three platforms incorporate time-domain FLIM via time-correlated single photon counting in an automated fashion. We also present data from experiments performed on these platforms highlighting their automated wide-field and laser scanning capabilities designed for high-content microscopy. Devices using these designs also form radiation-beam 'end-stations' at Oxford and Surrey Universities, showing the versatility and extendibility of this approach. © 2013 The Authors. Journal of Microscopy published by John Wiley & Sons Ltd on behalf of Royal Microscopical Society.

  9. Dealing with an information overload of health science data: structured utilisation of libraries, distributed knowledge in databases and Web content.

    Science.gov (United States)

    Hoelzer, Simon; Schweiger, Ralf K; Rieger, Joerg; Meyer, Michael

    2006-01-01

    The organizational structures of web contents and electronic information resources must adapt to the demands of a growing volume of information and user requirements. Otherwise the information society will be threatened by disinformation. The biomedical sciences are especially vulnerable in this regard, since they are strongly oriented toward text-based knowledge sources. Here sustainable improvement can only be achieved by using a comprehensive, integrated approach that not only includes data management but also specifically incorporates the editorial processes, including structuring information sources and publication. The technical resources needed to effectively master these tasks are already available in the form of the data standards and tools of the Semantic Web. They include Rich Site Summaries (RSS), which have become an established means of distributing and syndicating conventional news messages and blogs. They can also provide access to the contents of the previously mentioned information sources, which are conventionally classified as 'deep web' content.

  10. KC2A2P : A Knowledge-driven Content and Context-Awareness Adaptive Protocol for Intelligent Communication

    Directory of Open Access Journals (Sweden)

    Li Wang

    2011-10-01

    Full Text Available Advanced network communication technology decreases data transmission error and make heterogeneous protocols interaction possible, but there still exits misunderstanding for transferred content in computer communication. Inspired by human's communication way, a kind of content and context awareness protocol base on knowledge (abbr. KC2A2P is proposed in this paper. A common shared protocol ontology is built that includes content, context and act in order to not only guide the different protocol terms mapping but also provide an intelligent protocol encoding framework. To avoid unnecessary communication load, event calculus is used to build the axiom of communication cognition and  three basic encoding  rules are made that can adjust the message entity  base on the application context .Furthermore, some experiments are given to show KC2A2P would improve the meaning delivery and even help to build trust relationship.

  11. Runaway electron dynamics in tokamak plasmas with high impurity content

    Science.gov (United States)

    Martín-Solís, J. R.; Loarte, A.; Lehnen, M.

    2015-09-01

    The dynamics of high energy runaway electrons is analyzed for plasmas with high impurity content. It is shown that modified collision terms are required in order to account for the collisions of the relativistic runaway electrons with partially stripped impurity ions, including the effect of the collisions with free and bound electrons, as well as the scattering by the full nuclear and the electron-shielded ion charge. The effect of the impurities on the avalanche runaway growth rate is discussed. The results are applied, for illustration, to the interpretation of the runaway electron behavior during disruptions, where large amounts of impurities are expected, particularly during disruption mitigation by massive gas injection. The consequences for the electron synchrotron radiation losses and the resulting runaway electron dynamics are also analyzed.

  12. High-content screening of functional genomic libraries.

    Science.gov (United States)

    Rines, Daniel R; Tu, Buu; Miraglia, Loren; Welch, Genevieve L; Zhang, Jia; Hull, Mitchell V; Orth, Anthony P; Chanda, Sumit K

    2006-01-01

    Recent advances in functional genomics have enabled genome-wide genetic studies in mammalian cells. These include the establishment of high-throughput transfection and viral propagation methodologies, the production of large-scale cDNA and siRNA libraries, and the development of sensitive assay detection processes and instrumentation. The latter has been significantly facilitated by the implementation of automated microscopy and quantitative image analysis, collectively referred to as high-content screening (HCS), toward cell-based functional genomics application. This technology can be applied to whole genome analysis of discrete molecular and phenotypic events at the level of individual cells and promises to significantly expand the scope of functional genomic analyses in mammalian cells. This chapter provides a comprehensive guide for curating and preparing function genomics libraries and performing HCS at the level of the genome.

  13. The Hidden Strand of Mathematical Proficiency: Defining and Assessing for Productive Disposition in Elementary School Teachers' Mathematical Content Knowledge

    Science.gov (United States)

    Siegfried, John Zig Michael

    2012-01-01

    Teachers' mathematical content knowledge is one of the most important constructs considered by researchers studying elementary mathematics education (Fennema & Franke, 1992). One component of mathematical content knowledge that is complicated, ill-defined, and oft-ignored is "productive disposition," defined as the…

  14. Surveying In-Service Teachers' Beliefs about Game-Based Learning and Perceptions of Technological Pedagogical and Content Knowledge of Games

    Science.gov (United States)

    Hsu, Chung-Yuan; Tsai, Meng-Jung; Chang, Yu-Hsuan; Liang, Jyh-Chong

    2017-01-01

    Using the Game-based-learning Teaching Belief Scale (GTBS) and the Technological Pedagogical Content Knowledge--Games questionnaire (TPACK-G), this study investigated 316 Taiwanese in-service teachers' teaching beliefs about game-based learning and their perceptions of game-based pedagogical content knowledge (GPCK). Both t-tests and ANOVA…

  15. Evaluation of need for ontologies to manage domain content for the Reportable Conditions Knowledge Management System.

    Science.gov (United States)

    Eilbeck, Karen L; Lipstein, Julie; McGarvey, Sunanda; Staes, Catherine J

    2014-01-01

    The Reportable Condition Knowledge Management System (RCKMS) is envisioned to be a single, comprehensive, authoritative, real-time portal to author, view and access computable information about reportable conditions. The system is designed for use by hospitals, laboratories, health information exchanges, and providers to meet public health reporting requirements. The RCKMS Knowledge Representation Workgroup was tasked to explore the need for ontologies to support RCKMS functionality. The workgroup reviewed relevant projects and defined criteria to evaluate candidate knowledge domain areas for ontology development. The use of ontologies is justified for this project to unify the semantics used to describe similar reportable events and concepts between different jurisdictions and over time, to aid data integration, and to manage large, unwieldy datasets that evolve, and are sometimes externally managed.

  16. Effect of structure in problem based learning on science teaching efficacy beliefs and science content knowledge of elementary preservice teachers

    Science.gov (United States)

    Sasser, Selena Kay

    This study examined the effects of differing amounts of structure within the problem based learning instructional model on elementary preservice teachers' science teaching efficacy beliefs, including personal science teaching efficacy and science teaching outcome expectancy, and content knowledge acquisition. This study involved sixty (60) undergraduate elementary preservice teachers enrolled in three sections of elementary science methods classes at a large Midwestern research university. This study used a quasi-experimental nonequivalent design to collect and analyze both quantitative and qualitative data. Participants completed instruments designed to assess science teaching efficacy beliefs, science background, and demographic data. Quantitative data from pre and posttests was obtained using the science teaching efficacy belief instrument-preservice (STEBI-B) developed by Enochs and Riggs (1990) and modified by Bleicher (2004). Data collection instruments also included a demographic questionnaire, an analytic rubric, and a structured interview; both created by the researcher. Quantitative data was analyzed by conducting ANCOVA, paired samples t-test, and independent samples t-test. Qualitative data was analyzed using coding and themes. Each of the treatment groups received the same problem scenario, one group experienced a more structured PBL setting, and one group experienced a limited structure PBL setting. Research personnel administered pre and posttests to determine the elementary preservice teachers' science teaching efficacy beliefs. The results show elementary preservice teachers'science teaching efficacy beliefs can be influence by the problem based learning instructional model. This study did not find that the amount of structure in the form of core ideas to consider and resources for further research increased science teaching efficacy beliefs in this sample. Results from the science content knowledge rubric indicated that structure can increase

  17. Concussion Knowledge and Reporting Behavior Differences between High School Athletes at Urban and Suburban High Schools

    Science.gov (United States)

    Wallace, Jessica; Covassin, Tracey; Nogle, Sally; Gould, Daniel; Kovan, Jeffrey

    2017-01-01

    Background: We determined differences in knowledge of concussion and reporting behaviors of high school athletes attending urban and suburban high schools, and whether a relationship exists between underreporting and access to an athletic trainer in urban schools. Methods: High school athletes (N = 715) from 14 high schools completed a validated…

  18. Measuring Reading Comprehension of Content Area Texts Using an Assessment of Knowledge Organization

    Science.gov (United States)

    Davis, Marcia H.; Guthrie, John T.

    2015-01-01

    The authors outline results of 3 studies conducted to examine the structure of disciplinary knowledge from reading measured through proximity data. In Study 1, 168 third-grade students were asked to read a science text and rate the relationships of keywords from the passage. From these ratings, comprehension scores were calculated that related…

  19. Assessment of the Effect of Participation in the Moon Zoo Citizen Science Project on Content Knowledge

    Science.gov (United States)

    Cormier, S.; Prather, E. E.; Brissenden, G.; Lintott, C.; Gay, P.; Raddick, J.

    2011-03-01

    The Moon Zoo project affords volunteers the opportunity to contribute to scientific research in a meaningful way by interacting with actual scientific data. We created a survey to measure the impact that participation in Moon Zoo has on user conceptual knowledge.

  20. Transfer of new knowledge into content and teaching methods of school physics

    Science.gov (United States)

    Holec, Stanislav; Pfefferová, Miriam Spodniaková

    2017-01-01

    Paper focuses on issues of physics teaching in primary and secondary schools and secondary vocational education. Physics teaching is discussed in the context of science education with the aim of not increasing the range of knowledge, but with an emphasis on the use of the most effective methods of teaching, for example inquiry-oriented activities by students.

  1. Using Young Adult Literature to Develop Content Knowledge of Autism for Preservice Teachers

    Science.gov (United States)

    Hughes, Elizabeth M.; Hunt-Barron, Sarah; Wagner, Jennifer Young; Evering, Lea Calvert

    2014-01-01

    This promising practice explores the use of young adult literature as a supplement to texts in an undergraduate introduction to a special education course. Literature portraying adolescent characters with autism spectrum disorder (ASD) were used to build schema of preservice teachers. Participants' knowledge and attitudes about ASD were…

  2. Employing Technology-Rich Mathematical Tasks to Develop Teachers' Technological, Pedagogical, and Content Knowledge (TPACK)

    Science.gov (United States)

    Polly, Drew; McGee, Jennifer R.; Sullivan, Christie

    2010-01-01

    While technology has potential to improve the teaching and learning of mathematics, research indicates that teachers struggle in their efforts to implement technology-rich mathematical tasks in their classrooms. Effective technology integration in mathematics requires teachers to be able to apply their classroom knowledge related to mathematics…

  3. Enhancing Knowledge Transfer in Classroom versus Online Settings: The Interplay among Instructor, Student, Content, and Context

    Science.gov (United States)

    Nemanich, Louise; Banks, Michael; Vera, Dusya

    2009-01-01

    This article integrates management education and organizational learning theories to identify the factors that drive the differences in student outcomes between the online and classroom settings. We draw upon theory on knowledge transfer barriers in organizations to understand the interlinking relationships among presage conditions, deep learning…

  4. Using Young Adult Literature to Develop Content Knowledge of Autism for Preservice Teachers

    Science.gov (United States)

    Hughes, Elizabeth M.; Hunt-Barron, Sarah; Wagner, Jennifer Young; Evering, Lea Calvert

    2014-01-01

    This promising practice explores the use of young adult literature as a supplement to texts in an undergraduate introduction to a special education course. Literature portraying adolescent characters with autism spectrum disorder (ASD) were used to build schema of preservice teachers. Participants' knowledge and attitudes about ASD were examined…

  5. On the role of object knowledge in reference production : Effects of color typicality on content determination

    NARCIS (Netherlands)

    Westerbeek, H.G.W.; Koolen, R.M.F.; Maes, A.A.; Bello, Paul; Guarini, Marcello; McShane, Marjorie; Scassellati, Brian

    2014-01-01

    In two language production experiments, we investigated whether stored knowledge of the typical color of objects affects spoken reference. In experiment 1, human speakers referred to objects with colors ranging from very typical (e.g., red tomato) to very atypical (e.g., blue pepper). The

  6. On the role of object knowledge in reference production : Effects of color typicality on content determination

    NARCIS (Netherlands)

    Westerbeek, H.G.W.; Koolen, R.M.F.; Maes, A.A.; Bello, Paul; Guarini, Marcello; McShane, Marjorie; Scassellati, Brian

    2014-01-01

    In two language production experiments, we investigated whether stored knowledge of the typical color of objects affects spoken reference. In experiment 1, human speakers referred to objects with colors ranging from very typical (e.g., red tomato) to very atypical (e.g., blue pepper). The probabilit

  7. The dust content of QSO hosts at high redshift

    CERN Document Server

    Calura, F; Vignali, C; Pozzi, F; Pipino, A; Matteucci, F

    2013-01-01

    Infrared observations of high-z quasar (QSO) hosts indicate the presence of large masses of dust in the early universe. When combined with other observables, such as neutral gas masses and star formation rates, the dust content of z~6 QSO hosts may help constraining their star formation history. We have collected a database of 58 sources from the literature discovered by various surveys and observed in the FIR. We have interpreted the available data by means of chemical evolution models for forming proto-spheroids, investigating the role of the major parameters regulating star formation and dust production. For a few systems, given the derived small dynamical masses, the observed dust content can be explained only assuming a top-heavy initial mass function, an enhanced star formation efficiency and an increased rate of dust accretion. However, the possibility that, for some systems, the dynamical mass has been underestimated cannot be excluded. If this were the case, the dust mass can be accounted for by stan...

  8. Enhancing 5th Graders' Science Content Knowledge and Self-Efficacy through Game-Based Learning

    Science.gov (United States)

    Meluso, Angela; Zheng, Meixun; Spires, Hiller A.; Lester, James

    2012-01-01

    Many argue that games can positively impact learning by providing an intrinsically motivating and engaging learning environment for students in ways that traditional school cannot. Recent research demonstrates that games have the potential to impact student learning in STEM content areas and that collaborative gameplay may be of particular…

  9. Evaluation as a Collaborative Activity to Learn Content Knowledge in a Graduate Course

    Science.gov (United States)

    Hughes, Bob; Arbogast, Janet; Kafer, Lindsey; Chen, Julianna

    2014-01-01

    Teaching graduate students to conduct evaluations is typically relegated to evaluation methods courses. This approach misses an opportunity for students to collaboratively use evaluation skills to explore content. This article examines a graduate course, Issues in Adult Basic Education, in which students learned evaluation methods concurrently…

  10. Gamification: Questing to Integrate Content Knowledge, Literacy, and 21st-Century Learning

    Science.gov (United States)

    Kingsley, Tara L.; Grabner-Hagen, Melissa M.

    2015-01-01

    This article showcases the use of gamification as a means to turn an existing curriculum into a game-based learning environment. The purpose of this article is to examine how gamification, coupled with effective pedagogy, can support the acquisition of 21st-century skills. Gamifying content allows students to earn experience points, badges, and…

  11. Gamification: Questing to Integrate Content Knowledge, Literacy, and 21st-Century Learning

    Science.gov (United States)

    Kingsley, Tara L.; Grabner-Hagen, Melissa M.

    2015-01-01

    This article showcases the use of gamification as a means to turn an existing curriculum into a game-based learning environment. The purpose of this article is to examine how gamification, coupled with effective pedagogy, can support the acquisition of 21st-century skills. Gamifying content allows students to earn experience points, badges, and…

  12. An Analysis of Predictors of History Content Knowledge: Implications for Policy and Practice

    Science.gov (United States)

    Fitchett, Paul G.; Heafner, Tina L.; Lambert, Richard G.

    2017-01-01

    How and to what extent students learn history content is a complicated process, drawing from the instructional opportunities they experience; the policy prioritization of history/social studies instruction in schools; and their own cultural perspectives toward the past. In an attempt to better understand the complex inter-play among these…

  13. Semisolid Slurry Preparation of Die Steel with High Chromium Content

    Institute of Scientific and Technical Information of China (English)

    MAO Wei-min; ZHAO Ai-min; ZHANG Li-juan; ZHONG Xue-you

    2004-01-01

    The semisolid slurry preparation of die steels Cr12 and Cr12MoV with high chromium content was studied. The results show that the semisolid slurry of both steels with solid of 40 %-60 % can be made by electromagnetic stirring method and is easy to be discharged from the bottom little hole of the stirring chamber. The sizes of the spherical primary austenite in the slurry of die steels Cr12 and Cr12MoV are 50-100 μm and 80-150 μm, respectively. The homogeneous temperature field and solute field for both steel melts are obtained. The strong temperature fluctuation in the melt with many fine primary austenite grains occurs and the remelting of the secondary arm roots at the same time is accelerated because of the electromagnetic stirring. These are the most important reasons for deposition of spherical primary austenite grains.

  14. High-Content Screening for Quantitative Cell Biology.

    Science.gov (United States)

    Mattiazzi Usaj, Mojca; Styles, Erin B; Verster, Adrian J; Friesen, Helena; Boone, Charles; Andrews, Brenda J

    2016-08-01

    High-content screening (HCS), which combines automated fluorescence microscopy with quantitative image analysis, allows the acquisition of unbiased multiparametric data at the single cell level. This approach has been used to address diverse biological questions and identify a plethora of quantitative phenotypes of varying complexity in numerous different model systems. Here, we describe some recent applications of HCS, ranging from the identification of genes required for specific biological processes to the characterization of genetic interactions. We review the steps involved in the design of useful biological assays and automated image analysis, and describe major challenges associated with each. Additionally, we highlight emerging technologies and future challenges, and discuss how the field of HCS might be enhanced in the future.

  15. Preparation of Garlic Powder with High Allicin Content

    Institute of Scientific and Technical Information of China (English)

    LI Yu; XU Shi-ying

    2007-01-01

    Garlic powder with high allicin content was prepared using microwave-vacuum and vacuum drying as well as microencapsulation to protect alliinase activity throughout the stomach and improve the ratio of alliin transforming into allicin. The results showed that the optimal drying condition was 376.1 W for 3 min, 282.1 W for 3 min, 188 W for 9 min, and 94 W for 3 min. The thiosulfinates retention after drying was 90.2%. Following drying, the garlic powder was microencapsulated by modified fluidized bed technique. Scanning electron microscope revealed good integrity and core materials that were embedded in the microcapsules. Studies on the release kinetics of microencapsulated garlic granulates in vitro using simulated intestinal fluid indicated that release of garlic powder could be controlled in the intestine by passing stomach conditions.

  16. Automation in high-content flow cytometry screening.

    Science.gov (United States)

    Naumann, U; Wand, M P

    2009-09-01

    High-content flow cytometric screening (FC-HCS) is a 21st Century technology that combines robotic fluid handling, flow cytometric instrumentation, and bioinformatics software, so that relatively large numbers of flow cytometric samples can be processed and analysed in a short period of time. We revisit a recent application of FC-HCS to the problem of cellular signature definition for acute graft-versus-host-disease. Our focus is on automation of the data processing steps using recent advances in statistical methodology. We demonstrate that effective results, on par with those obtained via manual processing, can be achieved using our automatic techniques. Such automation of FC-HCS has the potential to drastically improve diagnosis and biomarker identification.

  17. High-content analysis for drug delivery and nanoparticle applications.

    Science.gov (United States)

    Brayden, David J; Cryan, Sally-Ann; Dawson, Kenneth A; O'Brien, Peter J; Simpson, Jeremy C

    2015-08-01

    High-content analysis (HCA) provides quantitative multiparametric cellular fluorescence data. From its origins in discovery toxicology, it is now addressing fundamental questions in drug delivery. Nanoparticles (NPs), polymers, and intestinal permeation enhancers are being harnessed in drug delivery systems to modulate plasma membrane properties and the intracellular environment. Identifying comparative mechanistic cytotoxicity on sublethal events is crucial to expedite the development of such systems. NP uptake and intracellular routing pathways are also being dissected using chemical and genetic perturbations, with the potential to assess the intracellular fate of targeted and untargeted particles in vitro. As we discuss here, HCA is set to make a major impact in preclinical delivery research by elucidating the intracellular pathways of NPs and the in vitro mechanistic-based toxicology of formulation constituents.

  18. Framing student dialogue and argumentation: Content knowledge development and procedural knowing in SSI inquiry group work

    OpenAIRE

    Anne Kristine Byhring; Erik Knain

    2014-01-01

    In this article, we discuss the negotiation of the situated common ground in classroom conversations. Decision making on socioscientific issues (SSI) includes norms of diverse funds of knowledge and interests. Arguments and justification may include warrants that cannot necessarily be weighed on the same scale. We discuss Roberts’ Visions 1 and 2 of scientific literacy as framing the common ground of classroom discussions. Two teacher–student dialogue sequences with 11th grade students from ...

  19. Teacher Directed Design: Content Knowledge, Pedagogy and Assessment under the Nevada K-12 Real-Time Seismic Network

    Science.gov (United States)

    Cantrell, P.; Ewing-Taylor, J.; Crippen, K. J.; Smith, K. D.; Snelson, C. M.

    2004-12-01

    Education professionals and seismologists under the emerging SUN (Shaking Up Nevada) program are leveraging the existing infrastructure of the real-time Nevada K-12 Seismic Network to provide a unique inquiry based science experience for teachers. The concept and effort are driven by teacher needs and emphasize rigorous content knowledge acquisition coupled with the translation of that knowledge into an integrated seismology based earth sciences curriculum development process. We are developing a pedagogical framework, graduate level coursework, and materials to initiate the SUN model for teacher professional development in an effort to integrate the research benefits of real-time seismic data with science education needs in Nevada. A component of SUN is to evaluate teacher acquisition of qualified seismological and earth science information and pedagogy both in workshops and in the classroom and to assess the impact on student achievement. SUN's mission is to positively impact earth science education practices. With the upcoming EarthScope initiative, the program is timely and will incorporate EarthScope real-time seismic data (USArray) and educational materials in graduate course materials and teacher development programs. A number of schools in Nevada are contributing real-time data from both inexpensive and high-quality seismographs that are integrated with Nevada regional seismic network operations as well as the IRIS DMC. A powerful and unique component of the Nevada technology model is that schools can receive "stable" continuous live data feeds from 100's seismograph stations in Nevada, California and world (including live data from Earthworm systems and the IRIS DMC BUD - Buffer of Uniform Data). Students and teachers see their own networked seismograph station within a global context, as participants in regional and global monitoring. The robust real-time Internet communications protocols invoked in the Nevada network provide for local data acquisition

  20. Oxy-combustion of high water content fuels

    Science.gov (United States)

    Yi, Fei

    As the issues of global warming and the energy crisis arouse extensive concern, more and more research is focused on maximizing energy efficiency and capturing CO2 in power generation. To achieve this, in this research, we propose an unconventional concept of combustion - direct combustion of high water content fuels. Due to the high water content in the fuels, they may not burn under air-fired conditions. Therefore, oxy-combustion is applied. Three applications of this concept in power generation are proposed - direct steam generation for the turbine cycle, staged oxy-combustion with zero flue gas recycle, and oxy-combustion in a low speed diesel-type engine. The proposed processes could provide alternative approaches to directly utilize fuels which intrinsically have high water content. A large amount of energy to remove the water, when the fuels are utilized in a conventional approach, is saved. The properties and difficulty in dewatering high water content fuels (e.g. bioethanol, microalgae and fine coal) are summarized. These fuels include both renewable and fossil fuels. In addition, the technique can also allow for low-cost carbon capture due to oxy-combustion. When renewable fuel is utilized, the whole process can be carbon negative. To validate and evaluate this concept, the research focused on the investigation of the flame stability and characteristics for high water content fuels. My study has demonstrated the feasibility of burning fuels that have been heavily diluted with water in a swirl-stabilized burner. Ethanol and 1-propanol were first tested as the fuels and the flame stability maps were obtained. Flame stability, as characterized by the blow-off limit -- the lowest O2 concentration when a flame could exist under a given oxidizer flow rate, was determined as a function of total oxidizer flow rate, fuel concentration and nozzle type. Furthermore, both the gas temperature contour and the overall ethanol concentration in the droplets along the

  1. Examining the pedagogical content knowledge and practice of experienced secondary biology teachers for teaching diffusion and osmosis

    Science.gov (United States)

    Lankford, Deanna

    Teachers are the most important factor in student learning (National Research Council, 1996); yet little is known about the specialized knowledge held by experienced teachers. The purpose of this study was twofold: first, to make explicit the pedagogical content knowledge (PCK) for teaching diffusion and osmosis held by experienced biology teachers and, second, to reveal how topic-specific PCK informs teacher practice. The Magnusson et al. (1999) PCK model served as the theoretical framework for the study. The overarching research question was: When teaching lessons on osmosis and diffusion, how do experienced biology teachers draw upon their topic-specific pedagogical content knowledge? Data sources included observations of two consecutive lessons, three semi-structured interviews, lesson plans, and student handouts. Data analysis indicated five of the six teachers held a constructivist orientation to science teaching and engaged students in explorations of diffusion and osmosis prior to introducing the concepts to students. Explanations for diffusion and osmosis were based upon students' observations and experiences during explorations. All six teachers used representations at the molecular, cellular, and plant organ levels to serve as foci for explorations of diffusion and osmosis. Three potential learning difficulties identified by the teachers included: (a) understanding vocabulary terms, (b) predicting the direction of osmosis, and (c) identifying random molecular motion as the driving force for diffusion and osmosis. Participants used student predictions as formative assessments to reveal misconceptions before instruction and evaluate conceptual understanding during instruction. This study includes implications for teacher preparation, research, and policy.

  2. Observations of an indigenous Hawaiian planetarium operator: Astronomy content knowledge of Hawaiian school children

    Science.gov (United States)

    Dye, Ahia G.; Ha`o, Celeste; Slater, Timothy F.; Slater, Stephanie J.

    2015-08-01

    Not so long ago, astronomers visiting schools in Hawaii tried to build awareness among school children and teachers about how stars move across the sky, the nature of planets orbiting our sun, and the physical processes governing stars and galaxies. While these efforts were undertaken with all good intentions, they were often based on our collective understanding of how Mainland children come to know astronomy topics, and with a Western worldview. Research observations of Hawaiian elementary school children indicate that Hawaiian children understand far more about the skies than could have been predicted from the behavior of Mainland children, or from the body of literature on children’s understanding of astronomy. Analysis of elementary students’ responses to a kumu’s, or teacher’s questions relating to the celestial sphere indicate that these students posses a deep knowledge of the night sky and celestial motions. This knowledge base is fluent across two cultural systems of constellations, and is predictive. In an era of curriculum development based upon learning progressions, it appears that Native Hawaiian students possess unexpected knowledge that is well poised to interfere with conventional educational and public outreach approaches if not taken into account. Further, these findings suggest that further inquiry must be made into the astronomical thinking of minority populations prior to the unilateral implementation of national science education standards.

  3. Assessment Of The Effect Of Participation In Zooniverse Projects On Content Knowledge

    Science.gov (United States)

    Cormier, Sebastien; Prather, E. E.; Brissenden, G.; Lintott, C.; Gay, P. L.; Raddick, J.; Collaboration of Astronomy Teaching Scholars CATS

    2011-01-01

    The citizen science projects developed by Zooniverse afford volunteers the opportunity to contribute to scientific research in a meaningful way by interacting with actual scientific data. We created two surveys to measure the impact that participation in the Galaxy Zoo and Moon Zoo citizen science projects has on user conceptual knowledge. The Zooniverse Astronomy Concept Survey (ZACS) was designed to assess Galaxy Zoo user understanding of concepts related to galaxies and how their understanding changed through participation in classifying galaxies. The Lunar Cratering Concept Inventory (LCCI) was designed to measure the impact of the Moon Zoo activities on user knowledge about lunar craters and cratering history. We describe how the surveys were developed and validated in collaboration with education researchers and astronomers. Both instruments are administered over time to measure changes to user conceptual knowledge as they gain experience with either Galaxy Zoo or Moon Zoo. Data collection has already begun and in the future we will be able to compare survey answers from users who have classified, for example, a thousand galaxies with users who have only classified ten galaxies. This material is based upon work supported by the National Science Foundation under Grant No. 0715517, a CCLI Phase III Grant for the Collaboration of Astronomy Teaching Scholars (CATS). Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation and the Sloan Digital Sky Survey III Education and Public Outreach Program.

  4. CONTENTS

    Institute of Scientific and Technical Information of China (English)

    2012-01-01

    The Development and Evolution of the Idea of the Mandate of Heaven in the Zhou Dynasty The changes in the idea of Mandate of Heaven during the Shang and Zhou dynasties are of great significance in the course of the development of traditional Chinese culture. The quickening and awakening of the humanistic spirit was not the entire content of the Zhou idea of Mandate of Heaven. In the process of annihilating the Shang dynasty and setting up their state, the Zhou propagated the idea of the Mandate of Heaven out of practical needs. Their idea of the Mandate of Heaven was not very different from that of the Shang. From the Western Zhou on, the Zhou idea of Mandate of Heaven by no means developed in a linear way along a rational track. The intermingling of rationality and irrationality and of awakening and non-awakening remained the overall state of the Zhou intellectual superstructure after their "spiritual awakening".

  5. Functional genomic and high-content screening for target discovery and deconvolution

    Science.gov (United States)

    Heynen-Genel, Susanne; Pache, Lars; Chanda, Sumit K

    2014-01-01

    Introduction Functional genomic screens apply knowledge gained from the sequencing of the human genome toward rapid methods of identifying genes involved in cellular function based on a specific phenotype. This approach has been made possible through the use of advances in both molecular biology and automation. The utility of this approach has been further enhanced through the application of image-based high content screening, an automated microscopy and quantitative image analysis platform. These approaches can significantly enhance acquisition of novel targets for drug discovery. Areas covered Both the utility and potential issues associated with functional genomic screening approaches are discussed along with examples that illustrate both. The considerations for high content screening applied to functional genomics are also presented. Expert opinion Functional genomic and high content screening are extremely useful in the identification of new drug targets. However, the technical, experimental, and computational parameters have an enormous influence on the results. Thus, although new targets are identified, caution should be applied toward interpretation of screening data in isolation. Genomic screens should be viewed as an integral component of a target identification campaign that requires both the acquisition of orthogonal data, as well as a rigorous validation strategy. PMID:22860749

  6. Assessing the Impact of HL7/FDA Structured Product Label (SPL) Content for Medication Knowledge Management

    Science.gov (United States)

    Schadow, Gunther

    2007-01-01

    The amount and quality of the SPL drug knowledge which has been released so far is assessed. All published labels were loaded into a relational database and classified to create vendor-independent descriptions. While SPL labels cover only 23% of RxNorm clinical drugs, they still describe 78% of actual community pharmacy dispenses records. SPL descriptions agree well with RxNorm. SPL can be used as the primary source of drug information for e-prescribing systems once the upcoming FDA listing rule takes effect. In the interim, existing gaps can be temporarily closed with RxNorm or other sources. PMID:18693916

  7. An oral multispecies biofilm model for high content screening applications

    Science.gov (United States)

    Kommerein, Nadine; Stumpp, Sascha N.; Müsken, Mathias; Ehlert, Nina; Winkel, Andreas; Häussler, Susanne; Behrens, Peter; Buettner, Falk F. R.; Stiesch, Meike

    2017-01-01

    Peri-implantitis caused by multispecies biofilms is a major complication in dental implant treatment. The bacterial infection surrounding dental implants can lead to bone loss and, in turn, to implant failure. A promising strategy to prevent these common complications is the development of implant surfaces that inhibit biofilm development. A reproducible and easy-to-use biofilm model as a test system for large scale screening of new implant surfaces with putative antibacterial potency is therefore of major importance. In the present study, we developed a highly reproducible in vitro four-species biofilm model consisting of the highly relevant oral bacterial species Streptococcus oralis, Actinomyces naeslundii, Veillonella dispar and Porphyromonas gingivalis. The application of live/dead staining, quantitative real time PCR (qRT-PCR), scanning electron microscopy (SEM) and urea-NaCl fluorescence in situ hybridization (urea-NaCl-FISH) revealed that the four-species biofilm community is robust in terms of biovolume, live/dead distribution and individual species distribution over time. The biofilm community is dominated by S. oralis, followed by V. dispar, A. naeslundii and P. gingivalis. The percentage distribution in this model closely reflects the situation in early native plaques and is therefore well suited as an in vitro model test system. Furthermore, despite its nearly native composition, the multispecies model does not depend on nutrient additives, such as native human saliva or serum, and is an inexpensive, easy to handle and highly reproducible alternative to the available model systems. The 96-well plate format enables high content screening for optimized implant surfaces impeding biofilm formation or the testing of multiple antimicrobial treatment strategies to fight multispecies biofilm infections, both exemplary proven in the manuscript. PMID:28296966

  8. Development of automatic image analysis methods for high-throughput and high-content screening

    NARCIS (Netherlands)

    Di, Zi

    2013-01-01

    This thesis focuses on the development of image analysis methods for ultra-high content analysis of high-throughput screens where cellular phenotype responses to various genetic or chemical perturbations that are under investigation. Our primary goal is to deliver efficient and robust image analysis

  9. Development of automatic image analysis methods for high-throughput and high-content screening

    NARCIS (Netherlands)

    Di, Zi

    2013-01-01

    This thesis focuses on the development of image analysis methods for ultra-high content analysis of high-throughput screens where cellular phenotype responses to various genetic or chemical perturbations that are under investigation. Our primary goal is to deliver efficient and robust image analysis

  10. Knowledge-based method for determining the meaning of ambiguous biomedical terms using information content measures of similarity.

    Science.gov (United States)

    McInnes, Bridget T; Pedersen, Ted; Liu, Ying; Melton, Genevieve B; Pakhomov, Serguei V

    2011-01-01

    In this paper, we introduce a novel knowledge-based word sense disambiguation method that determines the sense of an ambiguous word in biomedical text using semantic similarity or relatedness measures. These measures quantify the degree of similarity between concepts in the Unified Medical Language System (UMLS). The objective of this work was to develop a method that can disambiguate terms in biomedical text by exploiting similarity information extracted from the UMLS and to evaluate the efficacy of information content-based semantic similarity measures, which augment path-based information with probabilities derived from biomedical corpora. We show that information content-based measures obtain a higher disambiguation accuracy than path-based measures because they weight the path based on where it exists in the taxonomy coupled with the probability of the concepts occurring in a corpus of text.

  11. The Integration of Traditional Ecological Knowledge in Science Curriculum in Canada: Content analysis of grades 7 and 8 official curriculum documents

    Science.gov (United States)

    Kim, Eun-Ji Amy

    While Western science education has always been ubiquitous in the Canadian educational system and society, many researchers have recognized the scientific and educational values of Traditional Ecological Knowledge (TEK). This study aims to contribute to the understanding of TEK and the integration of TEK into science curricula. The prevalence and representation of TEK in grades 7 and 8 official science curriculum documents used in Canada were examined. To describe TEK in the documents, both quantitative and qualitative content analyses were conducted. The results show the high variation of the prevalence and representations of TEK. Overall, Nunavut and Saskatchewan show the highest prevalence and representation of TEK in their curriculum documents, which could establish a benchmark for developing a national learning framework for integrating TEK. Keywords: Traditional Ecological Knowledge, Science Education in Canada, Intermediate Official Curriculum Documents

  12. Using concept maps to explore preservice teachers' perceptions of science content knowledge, teaching practices, and reflective processes

    Science.gov (United States)

    Somers, Judy L.

    This qualitative study examined seven preservice teachers' perceptions of their science content knowledge, teaching practices, and reflective processes through the use of the metacognitive strategy of concept maps. Included in the paper is a review of literature in the areas of preservice teachers' perceptions of teaching, concept development, concept mapping, science content understanding, and reflective process as a part of metacognition. The key questions addressed include the use of concept maps to indicate organization and understanding of science content, mapping strategies to indicate perceptions of teaching practice, and the influence of concept maps on reflective process. There is also a comparison of preservice teachers' perceptions of concept map usage with the purposes and practices of maps as described by experienced teachers. Data were collected primarily through interviews, observations, a pre and post concept mapping activity, and an analysis of those concept maps using a rubric developed for this study. Findings showed that concept map usage clarified students' understanding of the organization and relationships within content area and that the process of creating the concept maps increased participants' understanding of the selected content. The participants felt that the visual element of concept mapping was an important factor in improving content understanding. These participants saw benefit in using concept maps as planning tools and as instructional tools. They did not recognize the use of concept maps as assessment tools. When the participants were able to find personal relevance in and through their concept maps they were better able to be reflective about the process. The experienced teachers discussed student understanding and skill development as the primary purpose of concept map usage, while they were able to use concept maps to accomplish multiple purposes in practice.

  13. Analysis of the effect of specific vocabulary instruction on high school chemistry students' knowledge and understanding

    Science.gov (United States)

    Labrosse, Peggy

    The purpose of this study was to analyze the effects of specific vocabulary instruction on high school chemistry students' knowledge and understanding. Students might be able to formally recite a definition for a term without actually having understood the meaning of the term and its connection to other terms or to related concepts. Researchers (Cassels & Johnstone, 1983; Gabel, 1999; Johnstone, 1991) have been studying the difficulty students have in learning science, particularly chemistry. Gabel (1999) suggests that, "while research into misconceptions (also known as alternative conceptions) and problem-solving has dominated the field for the past 25 years, we are no closer to a solution that would improve the teaching and learning of chemistry" (P. 549). Gabel (1999) relates the difficulty in learning chemistry to use of language. She refers to student difficulty both with words that have more than one meaning in English and with words that are used to mean one idea in chemistry and another idea in every day language. The Frayer Model, a research-based teaching strategy, is a graphic organizer which students use to create meaningful definitions for terms in context (Frayer, Frederick, & Klausmeier, 1969). It was used as the treatment---the specific vocabulary instruction---in this research study. The researcher collected and analyzed data to answer three research questions that focused on the effect of using the Frayer model (a graphic organizer) on high school students' knowledge and understanding of academic language used in chemistry. The research took place in a New England high school. Four intact chemistry classes provided the student participants; two classes were assigned to the treatment group (TG) and two classes were assigned to the control group (CG). The TG received vocabulary instruction on 14 chosen terms using the Frayer Model. The CG received traditional vocabulary instruction with no special attention to the 14 terms selected for this study

  14. Revisiting the Translation of Nature of Science Understandings into Instructional Practice: Teachers' nature of science pedagogical content knowledge

    Science.gov (United States)

    Wahbeh, Nader; Abd-El-Khalick, Fouad

    2014-02-01

    This study (a) assessed the influence of an integrated nature of science (NOS) instructional intervention on inservice secondary science teachers' understandings, retention of those understandings, and their NOS instructional planning and practices; and (b) examined factors that mediated the translation of teachers' NOS understandings into practice. Nineteen teachers participated in an intensive, 6-week NOS course, which concluded with teachers developing plans to address NOS in their classrooms. Next, 6 participants were observed as they implemented their instructional plans. Data sources included pretest, posttest, and delayed-test NOS assessments, classroom observations, and several teacher-generated artifacts. The NOS course was effective in helping teachers develop informed NOS conceptions and retain those understandings 5 months after its conclusion. Teachers met with challenges and successes as they attempted to address NOS instructionally. The translation of NOS conceptions into practice was primarily mediated by the very nature of teachers' newly acquired NOS understandings, which were situated within the science contents, contexts, and experiences in which they were developed (i.e. the NOS course); thus, limiting participants' abilities to transfer their understandings into novel contexts and contents. The results helped build a model of the sources of science teachers' pedagogical content knowledge for teaching about NOS in content-rich contexts.

  15. Towards knowledge-based retrieval of medical images. The role of semantic indexing, image content representation and knowledge-based retrieval.

    Science.gov (United States)

    Lowe, H J; Antipov, I; Hersh, W; Smith, C A

    1998-01-01

    Medicine is increasingly image-intensive. The central importance of imaging technologies such as computerized tomography and magnetic resonance imaging in clinical decision making, combined with the trend to store many "traditional" clinical images such as conventional radiographs, microscopic pathology and dermatology images in digital format present both challenges and an opportunities for the designers of clinical information systems. The emergence of Multimedia Electronic Medical Record Systems (MEMRS), architectures that integrate medical images with text-based clinical data, will further hasten this trend. The development of these systems, storing a large and diverse set of medical images, suggests that in the future MEMRS will become important digital libraries supporting patient care, research and education. The representation and retrieval of clinical images within these systems is problematic as conventional database architectures and information retrieval models have, until recently, focused largely on text-based data. Medical imaging data differs in many ways from text-based medical data but perhaps the most important difference is that the information contained within imaging data is fundamentally knowledge-based. New representational and retrieval models for clinical images will be required to address this issue. Within the Image Engine multimedia medical record system project at the University of Pittsburgh we are evolving an approach to representation and retrieval of medical images which combines semantic indexing using the UMLS Metathesuarus, image content-based representation and knowledge-based image analysis.

  16. Knowledges

    DEFF Research Database (Denmark)

    Berling, Trine Villumsen

    2012-01-01

    and reflectivism. Bourdieu, on the contrary, lets the challenge to the theory/reality distinction spill over into a challenge to the theory/practice distinction by thrusting the scientist in the foreground as not just a factor (discourse/genre) but as an actor. In this way, studies of IR need to include a focus......Scientific knowledge in international relations has generally focused on an epistemological distinction between rationalism and reflectivism over the last 25 years. This chapter argues that this distinction has created a double distinction between theory/reality and theory/practice, which works...... as a ghost distinction structuring IR research. While reflectivist studies have emphasised the impossibility of detached, objective knowledge production through a dissolution of the theory/reality distinction, the theory/practice distinction has been left largely untouched by both rationalism...

  17. Fostering Academic Genre Knowledge of EFL Learners through Content and Language Integrated Learning (CLIL

    Directory of Open Access Journals (Sweden)

    Wubalem Yitbarek Abebe

    2013-09-01

    Full Text Available With the advent of the distinctive characterization of academic language in the past thirty years, there has been a tremendous move in the ESL/EFL world towards formulating instructional techniques compatible with the very nature of these skills. As a part of this effort, this study investigated the role of content and language integrated learning (CLIL approach in achieving these ends. The study employed quantitative tools of data collection and analysis. The results of the study revealed that this pedagogical approach is far better than the conventional approaches to the teaching of English for academic purposes (EAP in raising academic genre awareness and thereby fostering writing skills indispensable for learners in the learning context at hand. Also, the procedures followed in the investigation process have important pedagogical implications in targeting academic language skills across various disciplines.

  18. Students' Attitudes toward Science as Predictors of Gains on Student Content Knowledge: Benefits of an After-School Program

    Science.gov (United States)

    Newell, Alana D.; Zientek, Linda R.; Tharp, Barbara Z.; Vogt, Gregory L.; Moreno, Nancy P.

    2015-01-01

    High-quality after-school programs devoted to science have the potential to enhance students' science knowledge and attitudes, which may impact their decisions about pursuing science-related careers. Because of the unique nature of these informal learning environments, an understanding of the relationships among aspects of students' content…

  19. Improving conceptual and procedural knowledge: The impact of instructional content within a mathematics lesson.

    Science.gov (United States)

    Rittle-Johnson, Bethany; Fyfe, Emily R; Loehr, Abbey M

    2016-12-01

    Students, parents, teachers, and theorists often advocate for direct instruction on both concepts and procedures, but some theorists suggest that including instruction on procedures in combination with concepts may limit learning opportunities and student understanding. This study evaluated the effect of instruction on a math concept and procedure within the same lesson relative to a comparable amount of instruction on the concept alone. Direct instruction was provided before or after solving problems to evaluate whether the type of instruction interacted with the timing of instruction within a lesson. We worked with 180 second-grade children in the United States. In a randomized experiment, children received a classroom lesson on mathematical equivalence in one of four conditions that varied in instruction type (conceptual or combined conceptual and procedural) and in instruction order (instruction before or after solving problems). Children who received two iterations of conceptual instruction had better retention of conceptual and procedural knowledge than children who received both conceptual and procedural instruction in the same lesson. Order of instruction did not impact outcomes. Findings suggest that within a single lesson, spending more time on conceptual instruction may be more beneficial than time spent teaching a procedure when the goal is to promote more robust understanding of target concepts and procedures. © 2016 The British Psychological Society.

  20. ConoServer: updated content, knowledge, and discovery tools in the conopeptide database.

    Science.gov (United States)

    Kaas, Quentin; Yu, Rilei; Jin, Ai-Hua; Dutertre, Sébastien; Craik, David J

    2012-01-01

    ConoServer (http://www.conoserver.org) is a database specializing in the sequences and structures of conopeptides, which are toxins expressed by marine cone snails. Cone snails are carnivorous gastropods, which hunt their prey using a cocktail of toxins that potently subvert nervous system function. The ability of these toxins to specifically target receptors, channels and transporters of the nervous system has attracted considerable interest for their use in physiological research and as drug leads. Since the founding publication on ConoServer in 2008, the number of entries in the database has nearly doubled, the interface has been redesigned and new annotations have been added, including a more detailed description of cone snail species, biological activity measurements and information regarding the identification of each sequence. Automatically updated statistics on classification schemes, three-dimensional structures, conopeptide-bearing species and endoplasmic reticulum signal sequence conservation trends, provide a convenient overview of current knowledge on conopeptides. Transcriptomics and proteomics have began generating massive numbers of new conopeptide sequences, and two dedicated tools have been recently implemented in ConoServer to standardize the analysis of conopeptide precursor sequences and to help in the identification by mass spectrometry of toxins whose sequences were predicted at the nucleic acid level.

  1. MANAGEMENT OF THE KNOWLEDGE IN TEAMSES OF HIGH PERFORMANCE: THE CASE OF THE ATHLETICAL CLUB PARANAENSE

    Directory of Open Access Journals (Sweden)

    Arquimedes da Silva Szezerbicki

    2006-06-01

    Full Text Available Summary the modern organizations are facing surrounding extremely dynamic, provoking radical alterations in the way to be managed. Thus, with the advent and the perfectioning of the organizations theories, the knowledge became the more important economic factor in the competitive environment of the organizations. Treating more specifically to the sportive area, in Brazil the clubs that more adopted the paradigms of enterprise organization had been the Teamses of Soccer, for if dealing with the sport most popular of the country. This study it has as objective to investigate, inside of a Club of national Soccer, if it exists the development of teams of high performance and which had been the taken procedures to arrive itself at this. The methodology of the research used in this study is of the qualitative and exploratory type, of the point of view of its nature that has as characteristic an applied research. For the collection of data the half-structuralized interview was used as instrument. The analysis was established in the procedure of the content analysis. The conclusions of the research had pointed that the results reached in the activity end of the club, the sportive context, using the sharing of the knowledge through a disciplined model of management are an example of that the management of the knowledge lead to the evolution of the organization. In the case of the Athletical club Paranaense, the performance of the directive team demonstrated, through the management of the knowledge, to establish clear objectives of performance, defined and accomplished the goals based on performance, found the work boarding integrating abilities and, mainly, it developed objective ways to implant disciplines it conscientious of that all are responsible for the presented results. Key-Words: teamses; high performance; knowledge.

  2. Effects of Students’ Effort Scores in a Structured Inquiry Unit on Long-Term Recall Abilities of Content Knowledge

    Directory of Open Access Journals (Sweden)

    Sarah Schmid

    2015-01-01

    Full Text Available The influence of students’ investment and perception during participation in structured inquiry-based learning on their long-term retention was analyzed to gain more insights into the underlying reasons for long-term retention through structured inquiry learning. Therefore achievement was correlated to effort, lesson rating and perceived competence for learning (PCL, and subject grades. 126 ninth graders participating in a structured inquiry-based interdisciplinary Biology and Physics module were analyzed. Students’ knowledge was even measured four times: 2 weeks before, directly after, and six and 12 weeks after module participation. Effort, usefulness, and PCL were observed once, directly after module participation. The invested effort during the lesson correlated positively with the knowledge score measured six weeks and twelve weeks after the lesson. Thus, high effort individuals achieved high knowledge scores at the medium and the long-term measurement. Therefore, effort is a variable that seems to be linked to long-term achievement. Furthermore, Biology and Physics grades reflected individual abilities to acquire long-term knowledge, while a high preknowledge level did not. This result indicates learning strategies as possible core concept underlying individual achievement levels.

  3. Material classification and automatic content enrichment of images using supervised learning and knowledge bases

    Science.gov (United States)

    Mallepudi, Sri Abhishikth; Calix, Ricardo A.; Knapp, Gerald M.

    2011-02-01

    In recent years there has been a rapid increase in the size of video and image databases. Effective searching and retrieving of images from these databases is a significant current research area. In particular, there is a growing interest in query capabilities based on semantic image features such as objects, locations, and materials, known as content-based image retrieval. This study investigated mechanisms for identifying materials present in an image. These capabilities provide additional information impacting conditional probabilities about images (e.g. objects made of steel are more likely to be buildings). These capabilities are useful in Building Information Modeling (BIM) and in automatic enrichment of images. I2T methodologies are a way to enrich an image by generating text descriptions based on image analysis. In this work, a learning model is trained to detect certain materials in images. To train the model, an image dataset was constructed containing single material images of bricks, cloth, grass, sand, stones, and wood. For generalization purposes, an additional set of 50 images containing multiple materials (some not used in training) was constructed. Two different supervised learning classification models were investigated: a single multi-class SVM classifier, and multiple binary SVM classifiers (one per material). Image features included Gabor filter parameters for texture, and color histogram data for RGB components. All classification accuracy scores using the SVM-based method were above 85%. The second model helped in gathering more information from the images since it assigned multiple classes to the images. A framework for the I2T methodology is presented.

  4. Preservice Elementary Teachers' Science Self-Efficacy Beliefs and Science Content Knowledge

    Science.gov (United States)

    Menon, Deepika; Sadler, Troy D.

    2016-01-01

    Self-efficacy beliefs that relate to teachers' motivation and performance have been an important area of concern for preservice teacher education. Research suggests high-quality science coursework has the potential to shape preservice teachers' science self-efficacy beliefs. However, there are few studies examining the relationship between science…

  5. Elementary Teachers' Use of Content Knowledge to Evaluate Students' Thinking in the Life Sciences

    Science.gov (United States)

    Sabel, Jaime L.; Forbes, Cory T.; Flynn, Leslie

    2016-01-01

    Science learning environments should provide opportunities for students to make sense of and enhance their understanding of disciplinary concepts. Teachers can support students' sense-making by engaging and responding to their ideas through high-leverage instructional practices such as formative assessment (FA). However, past research has shown…

  6. The development of pedagogical content knowledge in science teachers: New opportunities through technology-mediated reflection and peer-exchange

    Science.gov (United States)

    Madeira, M. Cheryl-Ann

    This design-based research study investigates the development of pedagogical content knowledge among nine teacher-participants (N = 9) in three design phases. PCK is a particular type of teacher knowledge that addresses not only the teacher's understanding of the content to be instructed, but also ways of how to teach that content effectively. This knowledge has been well documented over several decades, and is seen as central to teacher expertise. However, its actual development has been difficult for researchers to investigate. This study offers a detailed perspective on how teachers developed PCK with their engagement in lesson planning and enactment of a project-based technology-enhanced lesson. The study includes two specific interventions designed to enhance teachers' development of PCK: (1) scaffolded reflection that occurs throughout the practices; and (2) peer-exchange of lesson plans, enactment ideas, and completed reflections. The findings demonstrate that teachers improve their planning and enactment of project-based technology-enhanced lessons with scaffolded reflection and peer exchange. Positive correlations were seen between teachers' engagement in the reflections and the quality of their lesson planning. Teachers who participated more deeply in the scaffolded reflections were able to understand how their lesson plans and enactment patterns fostered student understanding of relevant science concepts. Positive correlations were also seen between community influence and teacher lesson plans and enactment. Additionally, positive correlations were confirmed between teachers' level of participation in the peer exchange activities and the quality of their lesson planning and enactments. Teachers who contributed more deeply within the online and face-to-face peer community meetings benefited from the different perspectives of their peers about student learning and the best ways to succeed with project-based instruction. This study allowed some insight into

  7. An Investigation of the Relationship between Self-Efficacy Beliefs about Technology Integration and Technological Pedagogical Content Knowledge (TPACK) among Preservice Teachers

    Science.gov (United States)

    Abbitt, Jason T.

    2011-01-01

    This exploratory study investigated the relationship between measures of Technological Pedagogical Content Knowledge (TPACK) and the self-efficacy beliefs of preservice teachers about technology integration. Within a single-group, pretest-posttest design, a correlational analysis identified several knowledge domains in the TPACK model that the…

  8. A Case Study of Beginning Science Teachers' Subject Matter (SMK) and Pedagogical Content Knowledge (PCK) of Teaching Chemical Reaction in Turkey

    Science.gov (United States)

    Usak, Muhammet; Ozden, Mustafa; Eilks, Ingo

    2011-01-01

    This paper describes a case study focusing on the subject matter knowledge, pedagogical content knowledge, and beliefs about science teaching of student teachers in Turkey at the start of their university education. The topic of interest was that of teaching chemical reactions in secondary chemistry education. A written test was developed which…

  9. A Universally Designed for Learning (UDL) Infused Technological Pedagogical Content Knowledge (TPACK) Practitioners' Model Essential for Teacher Preparation in the 21st Century

    Science.gov (United States)

    Benton-Borghi, Beatrice Hope

    2013-01-01

    This article challenges educational computing researchers and teacher educators to consider a merger between universal design for learning and technological pedagogical content knowledge to create a practitioners' model to prepare teachers to graduate with the knowledge, skills, and dispositions needed to teach the full spectrum of learners.…

  10. Implementing CLIL in Higher Education in Thailand: The Extent to Which CLIL Improves Agricultural Students' Writing Ability, Agricultural Content, and Cultural Knowledge

    Science.gov (United States)

    Chansri, Charinee; Wasanasomsithi, Punchalee

    2016-01-01

    The present study aimed to investigate the extent to which a CLIL (Content and Language Integrated Learning) course at university level in Thailand improves undergraduate Agricultural students' writing ability, agricultural content, and cultural knowledge. The study sample consisted of 27 students majoring in Agriculture at a public university in…

  11. Acquiring Science and Social Studies Knowledge in Kindergarten through Fourth Grade: Conceptualization, Design, Implementation, and Efficacy Testing of Content-Area Literacy Instruction (CALI)

    Science.gov (United States)

    Connor, Carol McDonald; Dombek, Jennifer; Crowe, Elizabeth C.; Spencer, Mercedes; Tighe, Elizabeth L.; Coffinger, Sean; Zargar, Elham; Wood, Taffeta; Petscher, Yaacov

    2017-01-01

    With national focus on reading and math achievement, science and social studies have received less instructional time. Yet, accumulating evidence suggests that content knowledge is an important predictor of proficient reading. Starting with a design study, we developed content-area literacy instruction (CALI) as an individualized (or personalized)…

  12. Child Characteristics by Science Instruction Interactions in Second and Third Grade and Their Relation to Students' Content-Area Knowledge, Vocabulary, and Reading Skill Gains

    Science.gov (United States)

    Connor, Carol McDonald; Rice, Diana C.; Canto, Angela I.; Southerland, Sherry A.; Underwood, Phyllis; Kaya, Sibel; Fishman, Barry; Morrison, Frederick J.

    2012-01-01

    The associations among second- and third-grade students' content-area knowledge, vocabulary, and reading gains and the science instruction they received were examined in this exploratory longitudinal study. We also asked whether there were child characteristics x instruction interaction effects on students' content-area literacy. Second graders (n…

  13. Investigating the effect of question-driven pedagogy on the development of physics teacher candidates' pedagogical content knowledge

    Science.gov (United States)

    Milner-Bolotin, Marina; Egersdorfer, Davor; Vinayagam, Murugan

    2016-12-01

    This paper describes the second year of a multi-year study on the implementation of Peer Instruction and PeerWise-inspired pedagogies in a physics methods course in a teacher education program at a large research university in Western Canada. In the first year of this study, Peer Instruction was implemented consistently in the physics methods course and teacher candidates were asked to submit five conceptual multiple-choice questions as a final assignment. In the second year of the study we incorporated PeerWise online tool to facilitate teacher candidates' design of conceptual questions by allowing them to provide and receive feedback from their peers, and consequently improve their questions. We have found that as a result of this collaboration teacher candidates improved their pedagogical content knowledge as measured by the rubric developed for the study.

  14. An objective method for High Dynamic Range source content selection

    DEFF Research Database (Denmark)

    Narwaria, Manish; Mantel, Claire; Da Silva, Matthieu Perreira

    2014-01-01

    component of such validation studies is the selection of a challenging and balanced set of source (reference) HDR content. In order to facilitate this, we present an objective method based on the premise that a more challenging HDR scene encapsulates higher contrast, and as a result will show up more...

  15. Mutational breeding and genetic engineering in the development of high grain protein content.

    Science.gov (United States)

    Wenefrida, Ida; Utomo, Herry S; Linscombe, Steve D

    2013-12-04

    Cereals are the most important crops in the world for both human consumption and animal feed. Improving their nutritional values, such as high protein content, will have significant implications, from establishing healthy lifestyles to helping remediate malnutrition problems worldwide. Besides providing a source of carbohydrate, grain is also a natural source of dietary fiber, vitamins, minerals, specific oils, and other disease-fighting phytocompounds. Even though cereal grains contain relatively little protein compared to legume seeds, they provide protein for the nutrition of humans and livestock that is about 3 times that of legumes. Most cereal seeds lack a few essential amino acids; therefore, they have imbalanced amino acid profiles. Lysine (Lys), threonine (Thr), methionine (Met), and tryptophan (Trp) are among the most critical and are a limiting factor in many grain crops for human nutrition. Tremendous research has been put into the efforts to improve these essential amino acids. Development of high protein content can be outlined in four different approaches through manipulating seed protein bodies, modulating certain biosynthetic pathways to overproduce essential and limiting amino acids, increasing nitrogen relocation to the grain through the introduction of transgenes, and exploiting new genetic variance. Various technologies have been employed to improve protein content including conventional and mutational breeding, genetic engineering, marker-assisted selection, and genomic analysis. Each approach involves a combination of these technologies. Advancements in nutrigenomics and nutrigenetics continue to improve public knowledge at a rapid pace on the importance of specific aspects of food nutrition for optimum fitness and health. An understanding of the molecular basis for human health and genetic predisposition to certain diseases through human genomes enables individuals to personalize their nutritional requirements. It is critically important

  16. Linking Student Achievement and Teacher Science Content Knowledge about Climate Change: Ensuring the Nations 3 Million Teachers Understand the Science through an Electronic Professional Development System

    Science.gov (United States)

    Niepold, F.; Byers, A.

    2009-12-01

    The scientific complexities of global climate change, with wide-ranging economic and social significance, create an intellectual challenge that mandates greater public understanding of climate change research and the concurrent ability to make informed decisions. The critical need for an engaged, science literate public has been repeatedly emphasized by multi-disciplinary entities like the Intergovernmental Panel on Climate Change (IPCC), the National Academies (Rising Above the Gathering Storm report), and the interagency group responsible for the recently updated Climate Literacy: The Essential Principles of Climate Science. There is a clear need for an American public that is climate literate and for K-12 teachers confident in teaching relevant science content. A key goal in the creation of a climate literate society is to enhance teachers’ knowledge of global climate change through a national, scalable, and sustainable professional development system, using compelling climate science data and resources to stimulate inquiry-based student interest in science, technology, engineering, and mathematics (STEM). This session will explore innovative e-learning technologies to address the limitations of one-time, face-to-face workshops, thereby adding significant sustainability and scalability. The resources developed will help teachers sift through the vast volume of global climate change information and provide research-based, high-quality science content and pedagogical information to help teachers effectively teach their students about the complex issues surrounding global climate change. The Learning Center is NSTA's e-professional development portal to help the nations teachers and informal educators learn about the scientific complexities of global climate change through research-based techniques and is proven to significantly improve teacher science content knowledge.

  17. High School Teachers and Students Knowledge and Views about Climate Change, a Nice NASA Example

    Science.gov (United States)

    Bleicher, R. E.; Lambert, J. L.

    2014-12-01

    One factor for some Americans being confused about climate change is their lack of understanding its underlying science concepts (Somerville & Hassol, 2011). In spite of this, climate change has been under-emphasized in school curricula (Bardsley & Bardsley, 2007). This is an important challenge for science educators, especially given the increasing public awareness of climate change impacts in their everyday lives (NCADAC, 2013).One way to address this challenge is to involve teachers in professional learning projects with the expectation that their enhanced content and pedagogical knowledge about climate change will transfer into more effective instruction resulting in increased student learning. For teacher educators, this translates into providing vibrant professional learning activities that energize and engage science teachers to develop interesting lessons that stimulate their students to learn important science concepts and develop positive attitudes to science. This study examined content knowledge and views about climate change of 33 high school science teachers and their1050 students who participated in lessons developed in a NASA-funded professional learning project. The teachers participated in a seven-day climate change summer institute and received in-classroom follow-up support throughout the school year. Teacher data sources included a background survey (undergraduate majors, number of years teaching science), science teaching self-efficacy (STEBI-A) scores, Climate Science Inventory of Knowledge (CSIK), and Six-America's Views on Climate Change. Student data included journal entries, and pre-post measures using the CSIK and Six-Americas instruments. T-tests and ANOVA showed that both students and their teachers increased in climate science knowledge. Teachers' views about climate change were more aligned to climate scientists' views. Teachers also increased in their science teaching self-efficacy and those with higher self-efficacy demonstrated

  18. METHOD OF HIGH-LEVEL TECHNOLOGY MAPPING BASED ON KNOWLEDGE(RULE)

    Institute of Scientific and Technical Information of China (English)

    Ma Cong; Wang Zuojian; Liu Mingye

    2001-01-01

    This paper studies the linkage problem between the result of high-level synthesis and back-end technology, presents a method of high-level technology mapping based on knowl edge, and studies deeply all of its important links such as knowledge representation, knowledge utility and knowledge acquisition. It includes: (1) present a kind of expanded production about knowledge of circuit structure; (2) present a VHDL-based method to acquire knowledge of tech nology mapping; (3) provide solution control strategy and algorithm of knowledge utility; (4)present a half-automatic maintenance method, which can find redundance and contradiction of knowledge base; (5) present a practical method to embed the algorithm into knowledge system to decrease complexity of knowledge base. A system has been developed and linked with three kinds of technologies, so verified the work of this paper.

  19. Study on the knowledge management of strategic alliances in high technology enterprises

    Institute of Scientific and Technical Information of China (English)

    TANG Yu; WANG Hong-qi; WANG Shan-shan

    2005-01-01

    With the development of knowledge economy, the competition between high technology enterprises has gradually evolved into the competition of core competence based on knowledge, because high technology enterprises are typical knowledge-based enterprises. Few enterprises, especially for high technology firms, have all of the knowledge they need to compete effectively in the marketplace both at home and abroad, so more and more high technology companies are taking the advantage of strategic alliances to get their complementary knowledge. Since knowledge is the source of an enterprise' s competitiveness, knowledge management has become the most important means for enterprises to gain competitive advantage. There has been an increased growth in the literature on strategic alliances in recent decades. But what is less discussed in the existing literature on strategic alliances is the issue of knowledge management of strategic alliances in high technology enterprises. Based on the characteristics of strategic alliances in high technology enterprises, and in line with the implication and the goal of knowledge management, this study tries to delve into this issue. The paper analyzes the key factors relevant to the knowledge management of strategic alliances in high technology enterprises and proposes guide lines on the process and measures that should be taken in the knowledge management of strategic alliances in high technology enterprises.

  20. High water content in primitive continental flood basalts

    Science.gov (United States)

    Xia, Qun-Ke; Bi, Yao; Li, Pei; Tian, Wei; Wei, Xun; Chen, Han-Lin

    2016-01-01

    As the main constituent of large igneous provinces, the generation of continental flood basalts (CFB) that are characterized by huge eruption volume (>105 km3) within short time span (basaltic melts and the partition coefficient of H2O between cpx and basaltic melt. The arc-like H2O content (4.82 ± 1.00 wt.%) provides the first clear evidence that H2O plays an important role in the generation of CFB. PMID:27143196

  1. Decomposition kinetics of expanded austenite with high nitrogen contents

    DEFF Research Database (Denmark)

    Christiansen, Thomas; Somers, Marcel A. J.

    2006-01-01

    This paper addresses the decomposition kinetics of synthesized homogeneous expanded austenite formed by gaseous nitriding of stainless steel AISI 304L and AISI 316L with nitrogen contents up to 38 at.% nitrogen. Isochronal annealing experiments were carried out in both inert (N2) and reducing (H2......) atmospheres. Differential thermal analysis (DTA) and thermogravimetry were applied for identification of the decomposition reactions and X-ray diffraction analysis was applied for phase analysis. CrN precipitated upon annealing; the activation energies are 187 kJ/mol and 128 kJ/mol for AISI 316L and AISI 304L...

  2. Impact of social media as an instructional component on content knowledge, attitudes, and public engagement related to global climate change

    Science.gov (United States)

    Greenberg, Sallie E.

    Social media (SM) are considered important avenues to reach citizens and engage them in social change. Given the widespread use of SM and their potential to enhance communication, they could also have significant influence when used as an educational tool. Educators are exploring whether classroom SM use has instructional benefits, such as enhancing interactivity and engagement. It is critical to understand the potential of SM for creating meaningful learning environments and public engagement pathways. Much work remains to understand the use of SM in this context and how to use them effectively. This study draws on active learning theory to examine the impact of SM as an instructional component with community college students learning to make connections among science, social responsibility, and global understanding in an environmental biology course (the Course). Using global climate change as a theme, the Course included a Facebook instructional component. A pretest--posttest, nonrandomized comparison group design was used to measure the impact of Facebook as an integrated component of the Course. The treatment and comparison groups were determined to be comparable based on demographics, access and ownership of digital devices, and SM use despite non-random assignment. No statistically significant differences were found between groups on these factors. The intervention consisted of semester-long required use of Facebook for the treatment group. The impact of the SM intervention was measured in three areas: (a) content knowledge, (b) attitudes toward climate change, and (c) public engagement actions and intentions to act. At the conclusion of the Course, no discernable difference was measured in content knowledge gains between the two groups. However, students who used Facebook experienced statistically significant differences in attitude, becoming increasingly concerned about global climate change. The comparison group demonstrated statistically significant

  3. Determination of Stabiliser Contents in Advanced Gun Propellants by Reverse Phase High Performance Liquid Chromatography

    Science.gov (United States)

    1994-03-01

    HIGH PERFORMANCE LIQUID CHROMATOGRAPHY N"m A.R. TURNER AND A. WHITE...TO biEPROOU.; AND SELL THIS REPORT Determination of Stabiliser Contents in Advanced Gun Propellants by Reverse Phase High Performance Liquid Chromatography A.R...8217/......... .. Availability Cooes Dist Avaiardlo A-i Determination of Stabiliser Contents in Advanced Gun Propellants by Reverse Phase High Performance Liquid Chromatography

  4. Effects of learning content in context on knowledge acquisition and recall: a pretest-posttest control group design.

    Science.gov (United States)

    Bergman, Esther M; de Bruin, Anique B H; Vorstenbosch, Marc A T M; Kooloos, Jan G M; Puts, Ghita C W M; Leppink, Jimmie; Scherpbier, Albert J J A; van der Vleuten, Cees P M

    2015-08-15

    It is generally assumed that learning in context increases performance. This study investigates the relationship between the characteristics of a paper-patient context (relevance and familiarity), the mechanisms through which the cognitive dimension of context could improve learning (activation of prior knowledge, elaboration and increasing retrieval cues), and test performance. A total of 145 medical students completed a pretest of 40 questions, of which half were with a patient vignette. One week later, they studied musculoskeletal anatomy in the dissection room without a paper-patient context (control group) or with (ir)relevant-(un)familiar context (experimental groups), and completed a cognitive load scale. Following a short delay, the students completed a posttest. Surprisingly, our results show that students who studied in context did not perform better than students who studied without context. This finding may be explained by an interaction of the participants' expertise level, the nature of anatomical knowledge and students' approaches to learning. A relevant-familiar context only reduced the negative effect of learning the content in context. Our results suggest discouraging the introduction of an uncommon disease to illustrate a basic science concept. Higher self-perceived learning scores predict higher performance. Interestingly, students performed significantly better on the questions with context in both tests, possibly due to a 'framing effect'. Since studies focusing on the physical and affective dimensions of context have also failed to find a positive influence of learning in a clinically relevant context, further research seems necessary to refine our theories around the role of context in learning.

  5. Electric-arc synthesis of soot with high content of higher fullerenes in parallel arc

    Science.gov (United States)

    Dutlov, A. E.; Nekrasov, V. M.; Sergeev, A. G.; Bubnov, V. P.; Kareev, I. E.

    2016-12-01

    Soot with a relatively high content of higher fullerenes (C76, C78, C80, C82, C84, C86, etc.) is synthesized in a parallel arc upon evaporation of pure carbon electrodes. The content of higher fullerenes in soot extract amounts to 13.8 wt % when two electrodes are simultaneously burnt in electric-arc reactor. Such a content is comparable with the content obtained upon evaporation of composite graphite electrodes with potassium carbonate impurity.

  6. High content screening as high quality assay for biological evaluation of photosensitizers in vitro.

    Directory of Open Access Journals (Sweden)

    Gisela M F Vaz

    Full Text Available A novel single step assay approach to screen a library of photdynamic therapy (PDT compounds was developed. Utilizing high content analysis (HCA technologies several robust cellular parameters were identified, which can be used to determine the phototoxic effects of porphyrin compounds which have been developed as potential anticancer agents directed against esophageal carcinoma. To demonstrate the proof of principle of this approach a small detailed study on five porphyrin based compounds was performed utilizing two relevant esophageal cancer cell lines (OE21 and SKGT-4. The measurable outputs from these early studies were then evaluated by performing a pilot screen using a set of 22 compounds. These data were evaluated and validated by performing comparative studies using a traditional colorimetric assay (MTT. The studies demonstrated that the HCS assay offers significant advantages over and above the currently used methods (directly related to the intracellular presence of the compounds by analysis of their integrated intensity and area within the cells. A high correlation was found between the high content screening (HCS and MTT data. However, the HCS approach provides additional information that allows a better understanding of the behavior of these compounds when interacting at the cellular level. This is the first step towards an automated high-throughput screening of photosensitizer drug candidates and the beginnings of an integrated and comprehensive quantitative structure action relationship (QSAR study for photosensitizer libraries.

  7. Incorporation of presleep stimuli into dream contents: evidence for a consolidation effect on declarative knowledge during REM sleep?

    National Research Council Canada - National Science Library

    Cipolli, Carlo; Fagioli, Igino; Mazzetti, Michela; Tuozzi, Giovanni

    2004-01-01

    .... To establish whether processing for insertion into dream contents may improve consolidation, we compared the retention rate at delayed recall of contents resulting from incorporation of presleep sentence...

  8. Knowledge virtualization and local connectedness among smart high-tech companies

    NARCIS (Netherlands)

    Van Geenhuizen, M.S.; Nijkamp, P.

    2011-01-01

    Smart high-tech companies are characterized by knowledge intensity and open innovation. Even when these companies emerge in spatial clusters or dense urban places, they may utilize knowledge networks on a global scale. However, there is not much insight into the factors that shape knowledge networks

  9. The Knowledge About Drugs, Attitudes Towards Them And Drug Use Rates Of High School Students

    Science.gov (United States)

    Fejer, Dianne; Smart, Reginald G.

    1973-01-01

    A survey of attitudes towards drugs, knowledge about them and the use of alcohol, tobacco, illicit and psychoactive drugs was conducted among 4,693 high school students. Knowledge level and permissive attitudes tended to increase with grade level. Knowledge scores also increased, but attitudes became less permissive with increasing academic…

  10. Salt content of school meals and comparison of perception related to sodium intake in elementary, middle, and high schools.

    Science.gov (United States)

    Ahn, Sohyun; Park, Seoyun; Kim, Jin Nam; Han, Sung Nim; Jeong, Soo Bin; Kim, Hye-Kyeong

    2013-02-01

    Excessive sodium intake leading to hypertension, stroke, and stomach cancer is mainly caused by excess use of salt in cooking. This study was performed to estimate the salt content in school meals and to compare differences in perceptions related to sodium intake between students and staffs working for school meal service. We collected 382 dishes for food from 24 schools (9 elementary, 7 middle, 8 high schools) in Gyeonggi-do and salt content was calculated from salinity and weight of individual food. The average salt content from elementary, middle, and high school meals were 2.44 g, 3.96 g, and 5.87 g, respectively. The amount of salt provided from the school lunch alone was over 80% of the recommended daily salt intake by WHO. Noodles, stews, sauces, and soups were major sources of salt intake at dish group level, while the most salty dishes were sauces, kimchies, and stir-fried foods. Dietary knowledge and attitude related to sodium intake and consumption frequency of the salty dishes were surveyed with questionnaire in 798 students and 256 staffs working for school meal service. Compared with the staffs, the students perceived school meals salty and the proportions of students who thought school meals were salty increased with going up from elementary to high schools (P high school students showed significant propensity for the preference to one-dish meal, processed foods, eating much broth and dipping sauce or seasoning compared with the elementary students, although they had higher nutrition knowledge scores. These results proposed that monitoring salt content of school meals and consideration on the contents and education methods in school are needed to lower sodium intake.

  11. A multi-channel high time resolution detector for high content imaging

    CERN Document Server

    Lapington, J S; Miller, G M; Ashton, T J R; Jarron, P; Despeisse, M; Powolny, F; Howorth, J; Milnes, J

    2009-01-01

    Medical imaging has long benefited from advances in photon counting detectors arising from space and particle physics. We describe a microchannel plate-based detector system for high content (multi-parametric) analysis, specifically designed to provide a step change in performance and throughput for measurements in imaged live cells and tissue for the ‘omics’. The detector system integrates multi-channel, high time resolution, photon counting capability into a single miniaturized detector with integrated ASIC electronics, comprising a fast, low power amplifier discriminator and TDC for every channel of the discrete pixel electronic readout, and achieving a pixel density improvement of order two magnitudes compared with current comparable devices. The device combines high performance, easy reconfigurability, and economy within a compact footprint. We present simulations and preliminary measurements in the context of our ultimate goals of 20 ps time resolution with multi-channel parallel analysis (1024 chan...

  12. Tuning University Undergraduates for High Mobility and Employability under the Content and Language Integrated Learning Approach

    Science.gov (United States)

    Yang, Wenhsien

    2017-01-01

    Globalisation affects both language use and the economics of higher education. Considering how to design new instructional approaches to prepare graduates with competence in using language and professional knowledge interactively and interculturally has thus become a major concern of higher education institutes. Content and language integrated…

  13. Reasoning on the Basis of Fantasy Content: Two Studies with High-Functioning Autistic Adolescents

    Science.gov (United States)

    Morsanyi, Kinga; Handley, Simon J.

    2012-01-01

    Reasoning about problems with empirically false content can be hard, as the inferences that people draw are heavily influenced by their background knowledge. However, presenting empirically false premises in a fantasy context helps children and adolescents to disregard their beliefs, and to reason on the basis of the premises. The aim of the…

  14. Critical Incidents in the Development of Pedagogical Content Knowledge for Teaching the Nature of Science: A Prospective Elementary Teacher's Journey

    Science.gov (United States)

    Hanuscin, Deborah L.

    2013-10-01

    While teacher educators have had some success in helping prospective teachers understand the nature of science (NOS), they have been less effective in helping prospective teachers teach NOS. Though several studies have alluded to impacts of various interventions on developing pedagogical content knowledge (PCK) for NOS, the nature, source, and development of PCK for NOS has not yet been investigated in any systematic way. This study addresses that gap by identifying critical incidents in the development of PCK for NOS of a prospective elementary teacher as she transitions from her methods course to student teaching. Analysis of data collected over a 2-year period illuminates pedagogical dilemmas faced by the prospective teacher in enacting NOS instruction within a school culture of primarily “traditional” science teaching. Through construction of critical incident vignettes, narrative inquiry is employed to illustrate the changes in her PCK for NOS over time, and the experiences that facilitated these changes. Implications for supporting the development of PCK for NOS within teacher education are discussed.

  15. Thermal Analysis of ZPPR High Pu Content Stored Fuel

    Directory of Open Access Journals (Sweden)

    Charles W. Solbrig

    2014-01-01

    Full Text Available The Zero Power Physics Reactor (ZPPR operated from April 18, 1969, until 1990. ZPPR operated at low power for testing nuclear reactor designs. This paper examines the temperature of Pu content ZPPR fuel while it is in storage. Heat is generated in the fuel due to Pu and Am decay and is a concern for possible cladding damage. Damage to the cladding could lead to fuel hydriding and oxidizing. A series of computer simulations were made to determine the range of temperatures potentially occuring in the ZPPR fuel. The maximum calculated fuel temperature is 292°C (558°F. Conservative assumptions in the model intentionally overestimate temperatures. The stored fuel temperatures are dependent on the distribution of fuel in the surrounding storage compartments, the heat generation rate of the fuel, and the orientation of fuel. Direct fuel temperatures could not be measured but storage bin doors, storage sleeve doors, and storage canister temperatures were measured. Comparison of these three temperatures to the calculations indicates that the temperatures calculated with conservative assumptions are, as expected, higher than the actual temperatures. The maximum calculated fuel temperature with the most conservative assumptions is significantly below the fuel failure criterion of 600°C (1,112°F.

  16. Reproductive Health Knowledge Level of High School and University Students in Shanghai

    Institute of Scientific and Technical Information of China (English)

    Chao-hua LOU; Quan ZHAO; Er-sheng GAO

    2006-01-01

    Objective To understand the sexual and reproductive health knowledge level of high school and university students in Shanghai.Methods A total of 628 high school students and 709 college students were surveyed with anonymous self-administrated questionnaire in Shanghai.Results The median knowledge scores of students from colleges and high schools were 58 and 39, respectively. Those who had surfed the Internet, had browsed websites on reproductive health, or had communicated sex-related issues with fathers/classmates/friends had more reproductive health knowledge. In addition, the percentage of college students who had surfed the Internet, had browsed websites on reproductive health or had communicated sex-related issues with classmates/friends was higher than that of high school students.Conclusion The knowledge scores of respondents were rather low. Compared with the high school students, the college students had more reproductive health knowledge and sought the knowledge more actively.

  17. High dynamic range images for enhancing low dynamic range content

    OpenAIRE

    Banterle, Francesco; Dellepiane, Matteo; Scopigno, Roberto

    2011-01-01

    This poster presents a practical system for enhancing the quality of Low Dynamic Range (LDR) videos using High Dynamic Range (HDR) background images. Our technique relies on the assumption that the HDR information is static in the video footage. This assumption can be valid in many scenarios where moving subjects are the main focus of the footage and do not have to interact with moving light sources or highly reflective objects. Another valid scenario is teleconferencing via webcams, where th...

  18. Model for decision making about the curricular contents of Knowledge Organization in academic programs of Library Science, Documentation or Information Science

    Directory of Open Access Journals (Sweden)

    Ana María Martínez Tamayo

    2014-04-01

    Full Text Available A model is introduced for decision making on curricular contents of Knowledge Organization for academic programs of Library Science, Documentation and Information Science, orientated to the Mercosur region. The design of the model has taken into account the core contents recommended by the Mercosur meetings of directors and teachers from library schools, the so called ISKO trend, and the contributions of several authors related to both sources. The model has three primary categories: foundations, applications and ethics of Knowledge Organization. The foundations are considered from a multidimensional approach. The applications are divided into three secondary categories: a construction of knowledge organization systems, b content description, and c quality management of Knowledge Organization. The ethics is also divided into three secondary categories: ethical commitment, ethical values and ethical problems. The model should be understood as an empty mold that needs to be filled with the contents determined by each academic program or curricular space, and it is expected that facilitates the assessment, updating and comparison of those contents. The limitation of the model is that it is based on the Mercosur recommendations and ISKO trends, which are not accepted by all the specialists.

  19. The Body of Knowledge & Content Framework. Identifying the Important Knowledge Required for Productive Performance of a Plastics Machine Operator. Blow Molding, Extrusion, Injection Molding, Thermoforming.

    Science.gov (United States)

    Society of the Plastics Industry, Inc., Washington, DC.

    Designed to guide training and curriculum development to prepare machine operators for the national certification exam, this publication identifies the important knowledge required for productive performance by a plastics machine operator. Introductory material discusses the rationale for a national standard, uses of the Body of Knowledge,…

  20. Transferring ANDRILL Research on Antarctic Cenozoic Climate Change into the Classroom: Teaching Exercises that build Student Skills and Content Knowledge

    Science.gov (United States)

    Pound, K. S.; Krissek, L. A.; Jones, M. H.; Leckie, R. M.; St. John, K.

    2009-12-01

    This set of undergraduate student-active learning exercises focuses on the status and role of Antarctica in Cenozoic climate change, and builds skills and knowledge required to evaluate sediment cores retrieved from the floor of McMurdo Sound by the ANDRILL Project. Students discover new advances in understanding late Neogene Antarctic glacial history based on recent ANDRILL results. These exercises are part of the larger suite of activities in the project “Building Core Knowledge and Reconstructing Earth History”, which use authentic data to teach foundational concepts of climate change through sediment core archives (NSF Grant # 0737335). The Antarctic exercises involve a review of the composite benthic foraminifer oxygen isotope curve, and of global climate interpretations based in part on this record. Basic geographic and geologic knowledge of Antarctica and cryospheric processes are constructed in order to build the rationale for selecting drillsites in McMurdo Sound. Student attention is then focused on the use of sedimentary facies and depositional environments in core interpretation, with particular attention to the facies associations that are diagnostic of ice-proximal and ice-distal settings in high latitudes. This is constructed through diagrams, geological reasoning, use of core images and core logs, and culminates in the construction of models for ice-retreat and ice-advance sequences. The general climate record of the entire ANDRILL 1-B core log (1285 m) is then interpreted, by characterizing each of the key lithostratigraphic sub-units in terms of the dominant depositional environments represented. Students write a brief history of the late Miocene-Pliocene climatic and environmental conditions in the Ross Sea region. Students conclude by evaluating facies patterns in the ANDRILL 1-B Pliocene sequence completing calculations that lead to interpretations of orbitally paced Pliocene ice sheet oscillations.

  1. High-Content Analysis of Breast Cancer Using Single-Cell Deep Transfer Learning.

    Science.gov (United States)

    Kandaswamy, Chetak; Silva, Luís M; Alexandre, Luís A; Santos, Jorge M

    2016-03-01

    High-content analysis has revolutionized cancer drug discovery by identifying substances that alter the phenotype of a cell, which prevents tumor growth and metastasis. The high-resolution biofluorescence images from assays allow precise quantitative measures enabling the distinction of small molecules of a host cell from a tumor. In this work, we are particularly interested in the application of deep neural networks (DNNs), a cutting-edge machine learning method, to the classification of compounds in chemical mechanisms of action (MOAs). Compound classification has been performed using image-based profiling methods sometimes combined with feature reduction methods such as principal component analysis or factor analysis. In this article, we map the input features of each cell to a particular MOA class without using any treatment-level profiles or feature reduction methods. To the best of our knowledge, this is the first application of DNN in this domain, leveraging single-cell information. Furthermore, we use deep transfer learning (DTL) to alleviate the intensive and computational demanding effort of searching the huge parameter's space of a DNN. Results show that using this approach, we obtain a 30% speedup and a 2% accuracy improvement.

  2. GPS scintillations and total electron content climatology in the southern low, middle and high latitude regions

    Directory of Open Access Journals (Sweden)

    Luca Spogli

    2013-06-01

    Full Text Available In recent years, several groups have installed high-frequency sampling receivers in the southern middle and high latitude regions, to monitor ionospheric scintillations and the total electron content (TEC changes. Taking advantage of the archive of continuous and systematic observations of the ionosphere on L-band by means of signals from the Global Positioning System (GPS, we present the first attempt at ionospheric scintillation and TEC mapping from Latin America to Antarctica. The climatology of the area considered is derived through Ground-Based Scintillation Climatology, a method that can identify ionospheric sectors in which scintillations are more likely to occur. This study also introduces the novel ionospheric scintillation 'hot-spot' analysis. This analysis first identifies the crucial areas of the ionosphere in terms of enhanced probability of scintillation occurrence, and then it studies the seasonal variation of the main scintillation and TEC-related parameters. The results produced by this sophisticated analysis give significant indications of the spatial/ temporal recurrences of plasma irregularities, which contributes to the extending of current knowledge of the mechanisms that cause scintillations, and consequently to the development of efficient tools to forecast space-weather-related ionospheric events.

  3. A New Role Change Approach in Pre-service Teacher Education for Developing Pedagogical Content Knowledge in the Context of a Student Outreach Lab

    Science.gov (United States)

    Scharfenberg, Franz-Josef; Bogner, Franz X.

    2016-10-01

    How pre-service teachers (PST) develop pedagogical content knowledge (PCK) during science teacher education is an open research question. Our teacher education module, theoretically based on PCK, specifically combines biology PSTs' education with high school students' biology education and includes an innovative role change approach. Altogether, 41 PSTs each participated in three subsequent module days with students ( N = 823) from 50 classes. The module's content dealt with the syllabus topic Genetic Fingerprinting. During participation, the PSTs changed their role by assuming a student's role on the first day, a tutor's role on the second day, and a teacher's role on the third day. By quasi-experimentally administering pre- and delayed posttests, we qualitatively monitored, then content-analytically categorized, and finally quantitatively analyzed three specific PCK components. In contrast to a control group (which did not participate in the module), our treatment preferentially changed the PSTs' orientations toward teaching biology to a more student-centered orientation (both intra- and inter-group differences with medium effect sizes). Additionally, the PSTs who participated in the three modules days differed before and after module participation in how they addressed potential student learning difficulties and identified potential instructional strategies for avoiding these difficulties. The changes in these PCK components point to a step-by-step development of the PSTs' PCK. In this process, our participating PSTs assessed the importance of their three roles on the 3 days quite differently; most notably, we found one relationship between the teacher role and the PSTs' student-centeredness. We specifically discuss the potential and importance of our role change approach within science teacher education.

  4. A parallel microfluidic flow cytometer for high-content screening.

    Science.gov (United States)

    McKenna, Brian K; Evans, James G; Cheung, Man Ching; Ehrlich, Daniel J

    2011-05-01

    A parallel microfluidic cytometer (PMC) uses a high-speed scanning photomultiplier-based detector to combine low-pixel-count, one-dimensional imaging with flow cytometry. The 384 parallel flow channels of the PMC decouple count rate from signal-to-noise ratio. Using six-pixel one-dimensional images, we investigated protein localization in a yeast model for human protein misfolding diseases and demonstrated the feasibility of a nuclear-translocation assay in Chinese hamster ovary (CHO) cells expressing an NFκB-EGFP reporter.

  5. Consolidation effect of the processing of declarative knowledge during human sleep: evidence from long-term retention of interrelated contents of mental sleep experiences.

    Science.gov (United States)

    Cipolli, Carlo; Fagioli, Igino; Mazzetti, Michela; Tuozzi, Giovanni

    2005-03-15

    Sleep may partly exert a positive influence on memory through the processing underlying the transformation of items of declarative knowledge into contents of mental sleep experience (MSE). This hypothesis implies that the level of consolidation (and thus, long-term retention) should be enhanced for those items which are repeatedly processed and transformed into identical or very similar (so-called interrelated) contents of distinct MSEs developed over the same night. To test this prediction, we examined accessibility at delayed recall (i.e., the next morning) of the interrelated contents of MSEs reported (immediate recall) by 14 subjects who were awakened during the first four periods of rapid eye-movement (REM) sleep in two experimental nights. Interrelated contents were much more frequent, and at delayed recall much better retained, than other, non-interrelated contents in report pairs of MSEs. Moreover, they were also more frequent and better retained than by-chance similar or identical contents, as estimated in report pairs of MSEs of different subjects. These findings provide partial but coherent evidence in favour of the hypothesis that a generation effect occurs during sleep, with a further consolidation of the input and the output of MSE processing (respectively, the items of declarative knowledge and the contents of MSEs resulting from their elaboration during sleep).

  6. Developing and Evaluating a Paper-and-Pencil Test to Assess Components of Physics Teachers' Pedagogical Content Knowledge

    Science.gov (United States)

    Kirschner, Sophie; Borowski, Andreas; Fischer, Hans E.; Gess-Newsome, Julie; von Aufschnaiter, Claudia

    2016-01-01

    Teachers' professional knowledge is assumed to be a key variable for effective teaching. As teacher education has the goal to enhance professional knowledge of current and future teachers, this knowledge should be described and assessed. Nevertheless, only a limited number of studies quantitatively measures physics teachers' professional…

  7. Using social media for knowledge translation, promotion of evidence-based medicine and high-quality information on health.

    Science.gov (United States)

    Puljak, Livia

    2015-09-15

    Knowledge translation activities may be targeted towards all participants in healthcare practices, including patients, consumers, and policy makers. Hereby, use of social media, namely social network Facebook, as a tool for knowledge translation, promotion of evidence-based medicine and high-quality information on health is described. In March 2013, a Facebook page of the Croatian Cochrane Branch was created and its main content are translated plain language summaries (PLS) of the systematic reviews produced by The Cochrane Collaboration. Since the page was created it has gained 1441 followers, mostly from Croatia and neighboring countries with similar language. Most of the page followers are women aged 25 to 44 and the most popular content is related to pregnancy, childbirth and breastfeeding. Page followers are lay persons, health professionals and journalists, who further disseminate the page content. In summary, social media enables multiple possibilities to engage with target audience and to disseminate the evidence-based medicine content. This article is protected by copyright. All rights reserved.

  8. High School and University Students' Knowledge and Attitudes regarding Biotechnology: A Turkish Experience

    Science.gov (United States)

    Usak, Muhammet; Erdogan, Mehmet; Prokop, Pavol; Ozel, Murat

    2009-01-01

    Biotechnology has a considerable importance in Turkish biology curriculum. This study was designed to explore or indicate Turkish high school and university students' knowledge and attitudes toward biotechnology. A total number of 352 high school and 276 university students were invited to the study. The Biotechnology Knowledge Questionnaire (BKQ)…

  9. Teachers' and Administrators' Perceptions of Knowledge Management Competence of High School Administrators

    Science.gov (United States)

    Memisoglu, Salih Pasa

    2016-01-01

    This study aims to determine the teachers' and administrators' perceptions of knowledge management competence in high school administration. The study was conducted using the screening model and the study group consisted of 162 teachers and 35 administrators working at eight high schools in Turkey. Administrators' knowledge management competence…

  10. Content and Timing of Feedback in a Web-based Learning Environment: Effects on Learning as a function of prior knowledge.

    NARCIS (Netherlands)

    Smits, Marieke; Boon, Jo; Sluijsmans, Dominique; Van Gog, Tamara

    2008-01-01

    Smits, M. H. S. B., Boon, J., Sluijsmans, D. M. A., & Van Gog, T. (2008). Content and timing of feedback in a web-based learning environment: Effects on learning as a function of prior knowledge. Interactive Learning Environments, 16, 183-193.

  11. The Effect of an Integrated Course Cluster Learning Community on the Oral and Written Communication Skills and Technical Content Knowledge of Upper-Level College of Agriculture Students

    Science.gov (United States)

    Barnett, Cynthia; Miller, Greg; Polito, Thomas A.; Gibson, Lance

    2009-01-01

    The purpose of this quasi-experimental study was to determine if upper-level college students who participated in AgPAQ, an integrated course cluster learning community, would demonstrate enhanced learning in the areas of oral communication, written communication, and agronomic/economic technical content knowledge. The population (N = 182)…

  12. Development, Evaluation, and Validation of a Paper-and-Pencil Test for Measuring Two Components of Biology Teachers' Pedagogical Content Knowledge Concerning the "Cardiovascular System"

    Science.gov (United States)

    Schmelzing, Stephan; van Driel, Jan H.; Jüttner, Melanie; Brandenbusch, Stefanie; Sandmann, Angela; Neuhaus, Birgit J.

    2013-01-01

    One main focus of teacher education research concentrates on teachers' pedagogical content knowledge (PCK). It has been shown that teachers' PCK correlates with teaching effectiveness as well as with students' achievement gains. Teachers' PCK should be analyzed as one of the main important components to evaluate professional…

  13. Examining the Use of Video Study Groups for Developing Literacy Pedagogical Content Knowledge of Critical Elements of Strategy Instruction with Elementary Teachers

    Science.gov (United States)

    Shanahan, Lynn E.; Tochelli, Andrea L.

    2014-01-01

    This collective case study explored what nine elementary teachers' video study group discussions revealed about their understanding of pedagogical content knowledge for an explicit reading strategy instruction framework, Critical Elements of Strategy Instruction (CESI). Qualitative methods were used to inductively and deductively analyze…

  14. The Nature of Relationships among the Components of Pedagogical Content Knowledge of Preservice Science Teachers: "Ozone Layer Depletion" as an Example

    Science.gov (United States)

    Kaya, Osman N.

    2009-01-01

    The purpose of this study was to explore the relationships among the components of preservice science teachers' (PSTs) pedagogical content knowledge (PCK) involving the topic "ozone layer depletion". An open-ended survey was first administered to 216 PSTs in their final year at the Faculty of Education to determine their subject matter…

  15. The Nature of Relationships among the Components of Pedagogical Content Knowledge of Preservice Science Teachers: "Ozone Layer Depletion" as an Example

    Science.gov (United States)

    Kaya, Osman N.

    2009-01-01

    The purpose of this study was to explore the relationships among the components of preservice science teachers' (PSTs) pedagogical content knowledge (PCK) involving the topic "ozone layer depletion". An open-ended survey was first administered to 216 PSTs in their final year at the Faculty of Education to determine their subject matter…

  16. Developing an Instrument for Measuring Teachers' Mathematics Content Knowledge on Ratio and Proportion: A Case of Indonesian Primary Teachers

    Science.gov (United States)

    Ekawati, Rooselyna; Lin, Fou-Lai; Yang, Kai-Lin

    2015-01-01

    In this study, we developed an instrument for assessing teachers' mathematics content knowledge (MCK) on ratio and proportion and examined the profile of Indonesian primary teacher's MCK on this topic. The MCK items were administered to 271 Indonesian in-service primary teachers with a variety of educational backgrounds and teaching…

  17. Critical Incidents in the Development of Pedagogical Content Knowledge for Teaching the Nature of Science: A Prospective Elementary Teacher's Journey

    Science.gov (United States)

    Hanuscin, Deborah L.

    2013-01-01

    While teacher educators have had some success in helping prospective teachers understand the nature of science (NOS), they have been less effective in helping prospective teachers teach NOS. Though several studies have alluded to impacts of various interventions on developing pedagogical content knowledge (PCK) for NOS, the nature, source, and…

  18. A Model for Beliefs, Tool Acceptance Levels and Web Pedagogical Content Knowledge of Science and Technology Preservice Teachers towards Web Based Instruction

    Science.gov (United States)

    Horzum, Mehmet Baris; Canan Gungoren, Ozlem

    2012-01-01

    One of the applications applied most nowadays is web based instruction (WBI). Although there are many studies on WBI, no study which researched the relations between beliefs for WBI, WBI tools acceptance levels and web pedagogical content knowledge (WPCK) of science and technology pre-service teachers was found among these studies. The aim of this…

  19. The Nature of Relationships among the Components of Pedagogical Content Knowledge of Preservice Science Teachers: "Ozone Layer Depletion" as an Example

    Science.gov (United States)

    Kaya, Osman N.

    2009-01-01

    The purpose of this study was to explore the relationships among the components of preservice science teachers' (PSTs) pedagogical content knowledge (PCK) involving the topic "ozone layer depletion". An open-ended survey was first administered to 216 PSTs in their final year at the Faculty of Education to determine their subject matter knowledge…

  20. Mediated Effects of Technology Competencies and Experiences on Relations among Attitudes towards Technology Use, Technology Ownership, and Self Efficacy about Technological Pedagogical Content Knowledge

    Science.gov (United States)

    Yerdelen-Damar, Sevda; Boz, Yezdan; Aydin-Günbatar, Sevgi

    2017-01-01

    This study examined the relations of preservice science teachers' attitudes towards technology use, technology ownership, technology competencies, and experiences to their self-efficacy beliefs about technological pedagogical content knowledge (TPACK). The present study also investigated interrelations among preservice teachers' attitudes towards…