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Sample records for learn content knowledge

  1. Contribution of Content Knowledge and Learning Ability to the Learning of Facts.

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    Kuhara-Kojima, Keiko; Hatano, Giyoo

    1991-01-01

    In 3 experiments, 1,598 Japanese college students were examined concerning the learning of facts in 2 content domains, baseball and music. Content knowledge facilitated fact learning only in the relevant domain; learning ability facilitated fact learning in both domains. Effects of content knowledge and learning ability were additive. (SLD)

  2. 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.

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

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    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.

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

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    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

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

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    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. 21st Century Pedagogical Content Knowledge and Science Teaching and Learning

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    Slough, Scott; Chamblee, Gregory

    2017-01-01

    Technological Pedagogical Content Knowledge (TPACK) is a theoretical framework that has enjoyed widespread applications as it applies to the integration of technology in the teaching and learning process. This paper reviews the background for TPACK, discusses some of its limitations, and reviews and introduces a new theoretical framework, 21st…

  7. The role of service-learning in college students' environmental literacy: Content knowledge, attitudes, and behaviors

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    Singletary, Joanna Lynn Bush

    This study evaluated the relationship of environmental service-learning on environmental literacy in undergraduates. The subjects were 36 undergraduates at a small liberal arts university enrolled in an environmental biology course. To determine the role of environmental service-learning on college students' environmental knowledge, attitudes, behaviors, and environmental literacy, this study utilized concurrent mixed methods approach for qualitative and quantitative analysis. A quasi-experimental repeated measures approach was the design of the quantitative component of the study. Data were collected on attitude, behavior, and content knowledge aspects of environmental literacy as measured by the Environmental Literacy Survey (Kibert, 2000). Hypotheses were tested by independent samples ttests and repeated measures ANOVA. Repeated measures ANOVA conducted on participants' three subscales scores for the Environmental Literacy Survey (attitude, behavior, and knowledge) indicated that students who participated in environmental service-learning scored statistically significantly higher than those that did not initially participate in service-learning. Qualitative data collected in the form of journal reflections and portfolios were evaluated for themes of environmental attitudes or affective statements, environmentally positive behaviors and skills, and ecological content. Quantitative and qualitative data support the positive role of environmental service-learning in the development of environmental literacy in undergraduate students.

  8. Pedagogical Content Knowledge: Teacher’s Knowledge of Students in Learning Mathematics on Limit of Function Subject

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

    2018-01-01

    This research aims at describing the profile of high school teacher’s Pedagogical Content Knowledge in learning mathematics from the perspective of teaching experience. Pedagogical Content Knowledge (PCK) covers teacher’s knowledge of subject matter, knowledge of pedagogy, and knowledge of students. The subject of this research was two high school mathematics teachers who have different teaching experience. The data were obtained through interview and observation then analyzed qualitatively. The focus of this research is the novice teacher’s PCK deals with knowledge of students. Knowledge of Student is defined as teacher’s knowledge about the students’ conception and misconception on limit of function material and teacher’s ability to cope with students’ difficulty, mistake, and misconception. The result of this research shows that novice teacher’s ability in analyzing the cause of students’ difficulty, mistake, and misconception was limited. Novice teacher tended to overcome the students’ difficulty, mistake, and misconception by re-explaining the procedure of question completion which is not understood by the students.

  9. Do Gains in Secondary Teachers’ Content Knowledge Provide an ASSET to Student Learning?

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    Hites, Travis

    2015-01-01

    During the Summer of 2013, a group of East Texas middle and high school science teachers attended the first year of the Astronomy Summer School of East Texas (ASSET), a two-week NASA funded workshop. This workshop focused on providing area teachers with a rigorous two-week experience loaded with interactive content lessons combined with hands-on activities, all relating to the universal laws of astronomy as well as solar system concepts.The effectiveness of this workshop was gauged in part through a series of content surveys given to each participating educator at the beginning and end of the workshop. Similar content surveys were also administered to each teacher's students as pre/post-content surveys in an effort to determine the extent to which teacher gains were transferred into student gains, as well as to judge the effectiveness of the teachers' lessons in conveying these concepts to the students.Overall, students performed best on concepts where teachers exhibited the highest gains in their learning and focused most of their emphasis. A question-by-question analysis, though, suggests that a broad analysis paints an incomplete picture of student learning. We will present an item analysis of student gains by topic along with a comparison of content coverage and teacher gains. Looking beyond these numbers will present results that demonstrate that giving secondary teachers professional development opportunities to increase content knowledge, and tools to present such knowledge to their students, can improve student learning and performance, but is dependent on teacher confidence and level of coverage.This project is supported by the NASA Science Mission Directorate Education and Public Outreach for Earth and Space Science (EPOESS), which is part of the Research Opportunities in Space and Earth Sciences (ROSES), Grant Number NNX12AH11G.

  10. Developing biology teachers' pedagogical content knowledge through learning study: the case of teaching human evolution

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    Bravo, Paulina; Cofré, Hernán

    2016-11-01

    This work explores how pedagogical content knowledge (PCK) on evolution was modified by two biology teachers who participated in a professional development programme (PDP) that included a subsequent follow-up in the classroom. The PDP spanned a semester and included activities such as content updates, collaborative lesson planning, and the presentation of planned lessons. In the follow-up part, the lessons were videotaped and analysed, identifying strategies, activities, and conditions based on student learning about the theory of evolution. Data were collected in the first round with an interview before the training process, identifying these teachers' initial content representation (CoRe) for evolution. Then, a group interview was conducted after the lessons, and, finally, an interview of stimulated recall with each teacher was conducted regarding the subject taught to allow teachers to reflect on their practice (final CoRe). This information was analysed by the teachers and the researchers, reflecting on the components of the PCK, possible changes, and the rationale behind their actions. The results show that teachers changed their beliefs and knowledge about the best methods and strategies to teach evolution, and about students' learning obstacles and misconceptions on evolution. They realised how a review of their own practices promotes this transformation.

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

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    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…

  12. Exploring Connections between Content Knowledge, Pedagogical Content Knowledge, and the Opportunities to Learn Mathematics: Findings from the TEDS-M Dataset

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    Murray, Eileen; Durkin, Kelley; Chao, Theodore; Star, Jon R.; Vig, Rozy

    2018-01-01

    Past work on mathematics teachers' content knowledge (CK) and pedagogical content knowledge (PCK) has resulted in mixed findings about the strength of the relationship between and development of these constructs. The current study uses data from the Teacher Education and Development Study in Mathematics (TEDS-M) to examine the relationship between…

  13. Learning from Rookie Mistakes: Critical Incidents in Developing Pedagogical Content Knowledge for Teaching Science to Teachers

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    Cite, Suleyman; Lee, Eun; Menon, Deepika; Hanuscin, Deborah L.

    2017-01-01

    While there is a growing literature focused on doctoral preparation for teaching about science teaching, rarely have recommendations extended to preparation for teaching science content to teachers. We three doctoral students employ self-study as a research methodology to investigate our developing pedagogical content knowledge for teaching…

  14. From Socialisation to Internalisation: Cultivating Technological Pedagogical Content Knowledge through Problem-Based Learning

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    Tee, Meng Yew; Lee, Shuh Shing

    2011-01-01

    Recent studies on technology have shifted from the emphasis on technology skills alone to integrating pedagogy and content with technology--what Mishra and Koehler (2005) call technological pedagogical content knowledge (TPACK). Deeper understanding on how TPACK can be cultivated is needed. This design-based research explored how an improvised,…

  15. Learning Content Management Systems

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    Tache JURUBESCU

    2008-01-01

    Full Text Available The paper explains the evolution of e-Learning and related concepts and tools and its connection with other concepts such as Knowledge Management, Human Resources Management, Enterprise Resource Planning, and Information Technology. The paper also distinguished Learning Content Management Systems from Learning Management Systems and Content Management Systems used for general web-based content. The newest Learning Content Management System, very expensive and yet very little implemented is one of the best tools that helps us to cope with the realities of the 21st Century in what learning concerns. The debates over how beneficial one or another system is for an organization, can be driven by costs involved, efficiency envisaged, and availability of the product on the market.

  16. Gamification: Questing to Integrate Content Knowledge, Literacy, and 21st-Century Learning

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    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…

  17. Revisiting Professional Learning Communities to Increase College Readiness: The Importance of Pedagogical Content Knowledge

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    Bausmith, Jennifer Merriman; Barry, Carol

    2011-01-01

    For over a decade, professional learning communities (PLCs) have been touted as an effective way to build upon the knowledge and skills of experienced teachers, yet much of the evidence base is derived from self-reports by practitioners. Although several generations of school reform (the standards movement, No Child Left Behind, and now the Common…

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

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    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

  19. Developing Technological Pedagogical Content Knowledge in Pre-Service Science Teachers: Support from Blended Learning

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    Alayyar, Ghaida M.; 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 authentic problem they faced during in-school…

  20. Learning to Teach Computer Science: Qualitative Insights into Secondary Teachers' Pedagogical Content Knowledge

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    Hubbard, Aleata Kimberly

    2017-01-01

    In this dissertation, I explored the pedagogical content knowledge of in-service high school educators recently assigned to teach computer science for the first time. Teachers were participating in a professional development program where they co-taught introductory computing classes with tech industry professionals. The study was motivated by…

  1. 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

  2. Surveying In-Service Teachers' Beliefs about Game-Based Learning and Perceptions of Technological Pedagogical and Content Knowledge of Games

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    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…

  3. The Ways to Promote Pre-service Science Teachers’ Pedagogical Content Knowledge for Inquiry in Learning Management in Science Course

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    Siriphan Satthaphon

    2017-09-01

    Full Text Available This classroom action research aimed to study the ways to promote pre-service science teachers’ pedagogical content knowledge for inquiry (PCK for inquiry. The participants were 37 students who enrolled in Learning Management in Science course in academic year 2014. Multiple data sources including students’ lesson plans, reflective journals, teacher’s logs, and worksheets were collected. The inductive approach was used to analyze data. The findings revealed the ways to promote pre-service science teachers’ PCK for inquiry consisted of being teacher’s explicit role model ; providing students to reflect their practices that link between their knowledge and understandings ; reflection from video case ; collaboration between students and teacher in learning activities planning, and allowing students to practice in actual situation could be better influence students not only reflect their understandings but also design, and teach science through inquiry.

  4. Effects of learning content in context on knowledge acquisition and recall: a pretest-posttest control group design.

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    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. 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

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    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)…

  6. Examining EFL Teachers' Technological Pedagogical Content Knowledge and the Adoption of Mobile-Assisted Language Learning: A Partial Least Square Approach

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    Hsu, Liwei

    2016-01-01

    This study examines EFL (English as a foreign Language) teachers' technological pedagogical content knowledge (TPACK) and how such knowledge affects the adoption of mobile-assisted language learning (MALL). A total of 158 in-service Taiwanese English teachers were surveyed. Two frameworks were employed to examine latent constructs: TPACK and the…

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

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    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…

  8. Making Learning Visible: Developing Preservice Teachers' Pedagogical Content Knowledge and Teaching Efficacy Beliefs in Environmental Education

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    Richardson, Greer M.; Byrne, Laurel L.; Liang, Ling L.

    2018-01-01

    Recognizing that teaching efficacy beliefs influence pedagogical content knowledge, this study assesses the impact of a general methods course on preservice teachers' efficacy beliefs and instructional planning of environmental education content. The course used explicit and visible strategies to support pedagogical and content knowledge…

  9. Description of pedagogical content knowledge (PCK) and content knowledge on Muhammadiyah Semarang University's preservice teacher

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    Astuti, Andari Puji; Wijayatiningsih, Testiana Deni; Azis, Abdul; Sumarti, Sri Susilogati; Barati, Dwi Anggani Linggar

    2017-12-01

    One of the competencies of teachers to be mastered under the constitution is pedagogic competence. This study aims to provide an overview of the pedagogic competence of Preservice teachers through the mastery of Pedagogical Content Knowledge (PCK) and Content knowledge (CK). The research method used is descriptive qualitative, with data retrieval technique through essay tests, questionnaire and interview. The results showed that of the five PCK indicators, only knowledge of learning strategies to teach chemistry already in high category. For Content Knowledge of preservice teachers are in the middle category for indicators of knowledge of disciplinary content, whereas knowledge that alternative frameworks for thinking about the content exist and the knowledge of the relationship between big ideas and the supporting ideas in a content area is in the fair category.

  10. Science Teacher Educators’ Engagement with Pedagogical Content Knowledge and Scientific Inquiry in Predominantly Paper-Based Distance Learning Programs

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    William J. FRASER

    2017-10-01

    Full Text Available This article focuses on the dilemmas science educators face when having to introduce Pedagogical Content Knowledge (PCK to science student teachers in a predominantly paper-based distance learning environment. It draws on the premise that science education is bound by the Nature of Science (NOS, and by the Nature of Scientific Inquiry (NOSI. Furthermore, science educators’ own PCK, and the limitations of a predominantly paper-based distance education (DE model of delivery are challenges that they have to face when introducing PCK and authentic inquiry-based learning experiences. It deprives them and their students from optimal engagement in a science-oriented community of practice, and leaves little opportunity to establish flourishing communities of inquiry. This study carried out a contextual analysis of the tutorial material to assess the PCK that the student teachers had been exposed to. This comprised the ideas of a community of inquiry, a community of science, the conceptualization of PCK, scientific inquiry, and the 5E Instructional Model of the Biological Sciences Curriculum Study. The analysis confirmed that the lecturers had a good understanding of NOS, NOSI and science process skills, but found it difficult to design interventions to optimize the PCK development of students through communities of inquiry. Paper-based tutorials are ideal to share theory, policies and practices, but fail to monitor the engagement of learners in communities of inquiry. The article concludes with a number of suggestions to address the apparent lack of impact power of the paper-based mode of delivery, specifically in relation to inquiry-based teaching and learning (IBTL.

  11. Conceptualising GP teachers' knowledge: a pedagogical content knowledge perspective.

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    Cantillon, Peter; de Grave, Willem

    2012-05-01

    Most teacher development initiatives focus on enhancing knowledge of teaching (pedagogy), whilst largely ignoring other important features of teacher knowledge such as subject matter knowledge and awareness of the learning context. Furthermore, teachers' ability to learn from faculty development interventions is limited by their existing (often implicit) pedagogical knowledge and beliefs. Pedagogical content knowledge (PCK) represents a model of teacher knowledge incorporating what they know about subject matter, pedagogy and context. PCK can be used to explore teachers' prior knowledge and to structure faculty development programmes so that they take account of a broader range of teachers' knowledge. We set out to examine the application of a PCK model in a general practice education setting. This study is part of a larger study that employed a mixed method approach (concept mapping, phenomenological interviews and video-stimulated recall) to explore features of GP teachers' subject matter knowledge, pedagogical knowledge and knowledge of the learning environment in the context of a general practice tutorial. This paper presents data on GP teachers' pedagogical and context knowledge. There was considerable overlap between different GP teachers' knowledge and beliefs about learners and the clinical learning environment (i.e. knowledge of context). The teachers' beliefs about learners were largely based on assumptions derived from their own student experiences. There were stark differences, however, between teachers in terms of pedagogical knowledge, particularly in terms of their teaching orientations (i.e. transmission or facilitation orientation) and this was manifest in their teaching behaviours. PCK represents a useful model for conceptualising clinical teacher prior knowledge in three domains, namely subject matter, learning context and pedagogy. It can and should be used as a simple guiding framework by faculty developers to inform the design and delivery of

  12. e-Learning Content Design for Corrective Maintenance of Toshiba BMC 80.5 based on Knowledge Conversion using SECI Method: A Case Study in Aerospace Company

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    Permata Shabrina, Ayu; Pramuditya Soesanto, Rayinda; Kurniawati, Amelia; Teguh Kurniawan, Mochamad; Andrawina, Luciana

    2018-03-01

    Knowledge is a combination of experience, value, and information that is based on the intuition that allows an organization to evaluate and combine new information. In an organization, knowledge is not only attached to document but also in routine value creating activities, therefore knowledge is an important asset for the organization. X Corp is a company that focused on manufacturing aerospace components. In carrying out the production process, the company is supported by various machines, one of the machines is Toshiba BMC 80.5. The machine is used occasionally and therefore maintenance activity is needed, especially corrective maintenance. Corrective maintenance is done to make a breakdown machine back to work. Corrective maintenance is done by maintenance operator whose retirement year is close. The long term experience of the maintenance operator needs to be captured by the organization and shared across maintenance division. E-learning is one type of media that can support and assist knowledge sharing. This research purpose is to create the e-learning content for best practice of corrective maintenance activity for Toshiba BMC 80.5 by extracting the knowledge and experience from the operator based on knowledge conversion using SECI method. The knowledge source in this research is a maintenance supervisor and a senior maintenance engineer. From the evaluation of the e-learning content, it is known that the average test score of the respondents who use the e-learning increases from 77.5 to 87.5.

  13. Science Teacher Educators' Engagement with Pedagogical Content Knowledge and Scientific Inquiry in Predominantly Paper-Based Distance Learning Programs

    Science.gov (United States)

    Fraser, William J.

    2017-01-01

    This article focuses on the dilemmas science educators face when having to introduce Pedagogical Content Knowledge (PCK) to science student teachers in a predominantly paper-based distance learning environment. It draws on the premise that science education is bound by the Nature of Science (NOS), and by the Nature of Scientific Inquiry (NOSI).…

  14. The Influence of Student Teacher Self-Regulation of Learning on Their Curricular Content-Knowledge and Course-Design Skills

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    Shawer, Saad

    2010-01-01

    This investigation examined the influence of EFL student teacher self-regulation of learning (SRL) on their curricular content-knowledge and course-design skills. Positivism guided this study at the levels of: ontology (one form of reality); epistemology (detachment from the subjects); and methodology, using nomothetic research strategy (causal…

  15. How Knowledge Influences Learning.

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    Siegler, Robert S.

    1983-01-01

    Discusses how children's knowledge can be measured/described, knowledge patterns across diverse concepts, interaction of knowledge/learning, and ways children construct more advanced problem-solving rules to replace less adequate ones. Evidence, drawn from studies on children's acquisition of knowledge about balance beams, suggests that knowledge…

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

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    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…

  17. Retail Executives’ Professional Learning Contents

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    Eduardo de Aquino Lucena

    2014-05-01

    Full Text Available The research question that is addressed in this article is the following: what do the executives from small retailing firms learn in their work environment? The theoretical framework of the study is based on texts from the field of learning. This is a qualitative investigation. Ten interviews with clothing retail executives were carried out. Later, these interviews were transcribed and analyzed. In the data analysis stage, two categories were established in response to the research question. Regarding the first, respondents perceived difficulties (problems in their work environments and obtained specific information and knowledge in order to deal with these situations. So as to overcome different professional difficulties, respondents learned about colors and types of fabric and about certain manufacturing process aspects referring to the clothing sold by their companies. They also declared to have learned about their companies’ suppliers and about certain issues referring to sales, and to the accounting and the financial management of their companies. The second category refers to a change in some of the respondents’ habits. This learning content refers to predispositions to respond and/ or act in situations at their work environments. Respondents reported having changed the way they related to other people. They emphasized that they had learned how to interact with the employees at their stores and how to carry out supervision. Differently from other studies, we found that the retailers’ learning (individual learning affected their companies’ learning (organizational learning through changes in certain aspects of the analyzed companies’ organizational structures.

  18. The effect of fifth grade science teachers' pedagogical content knowledge on their decision making and student learning outcomes on the concept of chemical change

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    Ogletree, Glenda Lee

    This study investigated the science pedagogical content knowledge (PCK) among teachers as they taught the concept of chemical change to fifth grade students. The purpose was to identify teachers' PCK and its impact in middle grade science classrooms. A second purpose was to investigate the possible relationship of teachers' science PCK to teacher actions and student learning outcomes in the classroom. The instruments used to capture PCK were background and demographic information, Content Representations (CoRe), and Professional and Pedagogical experience Repertoire (PaP-eR). The study investigated CoRe and PaP-eR with seven classroom teachers as they planned and taught chemical change to fifth grade students. Four levels of a Pedagogical Content Knowledge rubric were used to describe varying levels of PCK. The four levels were content knowledge of chemical change; knowledge of students' thinking; knowledge of how to represent chemical change to promote student learning; and professional development, collaboration, and leadership roles in science. The Reformed Teaching Observation Protocol (RTOP) described and evaluated science teaching performance levels of the teachers. In this study, 176 students were assessed to determine understanding of chemical change. There was a significant correlation between teachers' PCK scores and student achievement. The study also determined that a significant correlation existed between teachers' PCK scores and their RTOP scores revealing that RTOP scores could be predictors of PCK. Through this approach, understandings of PCK emerged that are of interest to university preservice preparation programs, research in understanding effective teachers and teaching, and the planning and implementation of professional development for teachers of science with middle grade students.

  19. Effectiveness of problem based learning as an instructional tool for acquisition of content knowledge and promotion of critical thinking among medical students.

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    Tayyeb, Rakhshanda

    2013-01-01

    To assess effectiveness of PBL as an instructional tool in clinical years to improve learning of undergraduate students in terms of acquisition of content knowledge, critical thinking and problem solving skills through problem based learning and traditional way of teaching. Quasi-experimental study. Fatima Jinnah Medical College for Women, Lahore, from October 2009 to April 2010. Final year medical students attending Obstetrics and Gynaecology and Surgery rotations were inducted as participants in this study. Two batches of 50 students each attended Gynaecology rotation and two batches attended Surgery rotation, i.e. 100 students in each. Each batch was divided into two groups i.e. A and B of 25 students each. Group-A learnt through traditional teaching, involving bedside teaching and lectures in wards and Group-B learnt relevant clinical knowledge through a modified PBL process. Content knowledge was tested by MCQs testing recall while clinical reasoning and problem were assessed by MCQs testing analysis and critical thinking. Intra-group comparison of mean scores of pre and post-test scores was done using paired sample t-tests while for intergroup comparison of mean scores was done through independent sample t-test. Teaching through traditional method significantly improved content knowledge, (p = 0.001) but did not considerably improve clinical reasoning and problem solving skills (p = 0.093) whereas, content knowledge of students who studied through PBL remained the same (p = 0.202) but there was marked improvement in their clinical reasoning and problem solving skills (p = critical thinking and problem solving skills among medical students.

  20. Leveraging open-source technology and adapting open eLearning content to improve the knowledge and motivation of Ghana’s rural nurses

    Directory of Open Access Journals (Sweden)

    Lisa Mwaikambo

    2016-03-01

    Full Text Available Access to training opportunities is strongly correlated with health workers’ motivation because it enables health workers to take on more challenging duties. Mobile technology can be leveraged for professional development support by providing access to open education resources. Community Health Nurses (CHNs in Ghana are the frontline health workers of the Ghana Health Service (GHS and play a vital role in extending maternal and child health care to rural communities. However, as the lowest credentialed nurses, they are at the bottom of the GHS hierarchy. CHNs have limited opportunities for career advancement and report challenges with isolation and lack of resources. Leveraging open-source technology platforms and open eLearning content, the Care Community Hub (CCH project sought to address these barriers in CHN motivation by developing and deploying a mobile application (app, CHN on the Go, to CHNs in five rural districts. The app supports CHNs through tools for continuous learning, diagnostic decision-making, and improved nurse-supervisor interactions. This paper focuses on the adaptation and use of the open eLearning content to address CHNs’ motivation challenges and, ultimately, improve their knowledge and job performance as a result of having access to open education resources.

  1. A Study of Geometry Content Knowledge of Elementary Preservice Teachers

    Directory of Open Access Journals (Sweden)

    Fatma ASLAN-TUTAK

    2015-06-01

    Full Text Available The purpose of this research is to examine preservice elementary school teachers’ geometry learning as investigated by both qualitative and quantitative methods. For the qualitative investigation, narrative analysis and thematic analysis methods were used. The findings of narrative analysis indicated two main kinds of stories: as a learner and as a beginning teacher. The thematic analysis findings yield to three themes: history of learning geometry, perceptions about geometry, effective geometry instructional practices. The findings informed the quantitative investigation on geometry content knowledge for the case of quadrilaterals. During the second phase of the study, 102 participants who enrolled in the methods course completed pre and post test of teachers’ geometry content knowledge. Treatment group participants (n=54 received series of activities (geometry activities and student work analysis focusing on quadrilaterals, and control group participants (n=48 received traditional instruction. Repeated measures ANOVA results showed a significant change in treatment group participants’ geometry content knowledge. The mixed ANOVA results indicated a significant main effect of knowledge but no significant interaction between geometry content knowledge and grouping. Even though treatment group participants’ geometry content knowledge growth was significant, the difference between treatment group and control group participants’ growth in geometry content knowledge was not significant. This study informs mathematics teacher education in three important areas; limited knowledge of preservice teachers’ geometry content knowledge, integrating mathematics content and the context of teaching into methods course, and use of student work with preservice teachers.

  2. A study of geometry content knowledge of elementary preservice teachers

    Directory of Open Access Journals (Sweden)

    Fatma Aslan Tutak

    2015-06-01

    Full Text Available The purpose of this research is to examine preservice elementary school teachers’ geometry learning as investigated by both qualitative and quantitative methods. For the qualitative investigation, narrative analysis and thematic analysis methods were used. The findings of narrative analysis indicated two main kinds of stories: as a learner and as a beginning teacher. The thematic analysis findings yield to three themes: history of learning geometry, perceptions about geometry, effective geometry instructional practices. The findings informed the quantitative investigation on geometry content knowledge for the case of quadrilaterals. During the second phase of the study, 102 participants who enrolled in the methods course completed pre and post test of teachers’ geometry content knowledge. Treatment group participants (n=54 received series of activities (geometry activities and student work analysis focusing on quadrilaterals, and control group participants (n=48 received traditional instruction. Repeated measures ANOVA results showed a significant change in treatment group participants’ geometry content knowledge. The mixed ANOVA results indicated a significant main effect of knowledge but no significant interaction between geometry content knowledge and grouping. Even though treatment group participants’ geometry content knowledge growth was significant, the difference between treatment group and control group participants’ growth in geometry content knowledge was not significant. This study informs mathematics teacher education in three important areas; limited knowledge of preservice teachers’ geometry content knowledge, integrating mathematics content and the context of teaching into methods course, and use of student work with preservice teachers.

  3. Content Maps: A Teaching and Assessment Tool for Content Knowledge

    Science.gov (United States)

    Ward, Phillip; Lehwald, Harry; Lee, Yun Soo

    2015-01-01

    Developing content knowledge in teachers presents a constant challenge for teacher educators. This article introduces a teaching and assessment tool called a "content map," which allows teacher educators, teachers, and coaches to conceptualize the scope, sequence, and relational characteristics of the content being taught. Content maps…

  4. Investigating Content Knowledge Gains in Academic Service-Learning: A Quasi-Experimental Study in an Educational Psychology Course.

    Science.gov (United States)

    Shastri, Anuradhaa

    Research on service learning spanning the last three decades has revealed that service learning facilitates the development of leadership skills, self esteem, teamwork, communication skills, and acceptance of cultural diversity. Perhaps the most difficult arena has been the area of intellectual, cognitive, and academic efforts. A study…

  5. Learning from Expository Texts: Classroom-Based Strategies for Promoting Comprehension and Content Knowledge in the Elementary Grades

    Science.gov (United States)

    Hall-Kenyon, Kendra M.; Black, Sharon

    2010-01-01

    One of the primary purposes of expository text in education is to teach new content. Because elementary grade children are accustomed to applying their literacy skills to reading and writing narratives, they must be taught new skills if they are to access expository content effectively. These skills and practices can be challenging because…

  6. The Effect of Implementing Knowledge Management System in Supplier Selection Content to Improve Learning Performance of Online Travel Agencies Staff

    Science.gov (United States)

    Ariya, Pakinee; Chakpitak, Nopasit; Sureepong, Pradorn

    2016-01-01

    Supplier selection knowledge of OTAs businesses is one of the most valuable and significant knowledge since OTAs now operate businesses that gain their benefits from having many kinds of tourism products and services for customers to browse from in their own online booking systems. The better the suppliers, the more successful will OTAs be. The…

  7. Exploring the role of content knowledge in teacher design conversations

    NARCIS (Netherlands)

    Boschman, F.B.; McKenney, Susan; Pieters, Julius Marie; Voogt, Joke

    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

  8. Primary School Teachers' Interviews Regarding Pedagogical Content Knowledge (PCK) and General Pedagogical Knowledge (GPK)

    Science.gov (United States)

    Sothayapetch, Pavinee; Lavonen, Jari; Juuti, Kalle

    2013-01-01

    Pedagogical Content Knowledge (PCK) and General Pedagogical Knowledge (GPK) are fundamental types of knowledge for a teacher that he or she must use in order to plan, teach in the classroom, and assess students' learning outcomes. This paper investigates experienced primary school teachers' PCK and GPK while teaching science in Finland and in…

  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. Effects of 3D Printing Project-based Learning on Preservice Elementary Teachers' Science Attitudes, Science Content Knowledge, and Anxiety About Teaching Science

    Science.gov (United States)

    Novak, Elena; Wisdom, Sonya

    2018-05-01

    3D printing technology is a powerful educational tool that can promote integrative STEM education by connecting engineering, technology, and applications of science concepts. Yet, research on the integration of 3D printing technology in formal educational contexts is extremely limited. This study engaged preservice elementary teachers (N = 42) in a 3D Printing Science Project that modeled a science experiment in the elementary classroom on why things float or sink using 3D printed boats. The goal was to explore how collaborative 3D printing inquiry-based learning experiences affected preservice teachers' science teaching self-efficacy beliefs, anxiety toward teaching science, interest in science, perceived competence in K-3 technology and engineering science standards, and science content knowledge. The 3D printing project intervention significantly decreased participants' science teaching anxiety and improved their science teaching efficacy, science interest, and perceived competence in K-3 technological and engineering design science standards. Moreover, an analysis of students' project reflections and boat designs provided an insight into their collaborative 3D modeling design experiences. The study makes a contribution to the scarce body of knowledge on how teacher preparation programs can utilize 3D printing technology as a means of preparing prospective teachers to implement the recently adopted engineering and technology standards in K-12 science education.

  11. Knowledge Creation in Constructivist Learning

    Science.gov (United States)

    Jaleel, Sajna; Verghis, Alie Molly

    2015-01-01

    In today's competitive global economy characterized by knowledge acquisition, the concept of knowledge management has become increasingly prevalent in academic and business practices. Knowledge creation is an important factor and remains a source of competitive advantage over knowledge management. Constructivism holds that learners learn actively…

  12. 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…

  13. 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…

  14. Correlation between Teacher's PCK (Pedagogical Content Knowledge) and Student's Motivation in Primary School

    Science.gov (United States)

    Maryani, Ika; Martaningsih, Sri Tutur

    2015-01-01

    Various learning problems occur due to the teachers' inability in managing the learning process. Teacher's learning skill is influenced by their understanding in the curriculum components which are including pedagogical knowledge and content knowledge. The aims of this research were to determine: 1) the condition of Pedagogical Content Knowledge…

  15. Learning processes across knowledge domains

    DEFF Research Database (Denmark)

    Hall-Andersen, Lene Bjerg; Broberg, Ole

    2014-01-01

    Purpose - The purpose of this paper is to shed light on the problematics of learning across knowledge boundaries in organizational settings. The paper specifically explores learning processes that emerge, when a new knowledge domain is introduced into an existing organizational practice with the ...

  16. 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.

  17. 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…

  18. Generating pedagogical content knowledge in teacher education students

    NARCIS (Netherlands)

    van den Berg, 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,

  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. Pre-service teachers' content knowledge and pedagogical content ...

    African Journals Online (AJOL)

    This study investigated pre-service teachers' content and pedagogical knowledge in teaching geometric transformation. Eighty-two pre-service teachers from two Colleges of Education in the Ashanti region of Ghana consisted the sample size. The study was a quantitative study which employed survey as a strategy of ...

  1. KNOWLEDGE IN LEARNING COMPANIES

    Directory of Open Access Journals (Sweden)

    Alexandrina Cristina VASILE

    2016-05-01

    Full Text Available Changes are the only constant value in the current unpredictable economy. Under these circumstances leaders and employees must manage the external and internal environment and bring profitability for their companies. This paper gives an introductory approach to different perspective over learning companies in international literature. Different theoretical aspects, models and theories are taken into account for having a higher visibility to the complex concept of learning companies from leadership side to multiculturalism as the firm profitability should be the final goal of each economic system. The article concludes that not the process of learning is important but the adaptability to every different environment must be seen as vital.

  2. Knowledge management in learning communities

    NARCIS (Netherlands)

    Guizzardi-Silva Souza, R.; Wagner, G.; Aroyo, L.M.

    Collaborative learning motivates active participation of individuals in their learning process, which often results in the attaining of creative and critical thinking skills. In this way, students and teachers are viewed as both providers and consumers of knowledge gathered in environments where

  3. Adolescent literacy: learning and understanding content.

    Science.gov (United States)

    Goldman, Susan R

    2012-01-01

    Learning to read--amazing as it is to small children and their parents--is one thing. Reading to learn, explains Susan Goldman of the University of Illinois at Chicago, is quite another. Are today's students able to use reading and writing to acquire knowledge, solve problems, and make decisions in academic, personal, and professional arenas? Do they have the literacy skills necessary to meet the demands of the twenty-first century? To answer these questions, Goldman describes the increasingly complex comprehension, reasoning skills, and knowledge that students need as they progress through school and surveys what researchers and educators know about how to teach those skills. Successfully reading to learn requires the ability to analyze, synthesize, and evaluate information from multiple sources, Goldman writes. Effective readers must be able to apply different knowledge, reading, and reasoning processes to different types of content, from fiction to history and science, to news accounts and user manuals. They must assess sources of information for relevance, reliability, impartiality, and completeness. And they must connect information across multiple sources. In short, successful readers must not only use general reading skills but also pay close attention to discipline-specific processes. Goldman reviews the evidence on three different instructional approaches to reading to learn: general comprehension strategies, classroom discussion, and disciplinary content instruction. She argues that building the literacy skills necessary for U.S. students to read comprehensively and critically and to learn content in a variety of disciplines should be a primary responsibility for all of the nation's teachers. But outside of English, few subject-area teachers are aware of the need to teach subject-area reading comprehension skills, nor have they had opportunities to learn them themselves. Building the capacity of all teachers to meet the literacy needs of today's students

  4. Organizational Learning through Knowledge Acquisitions

    NARCIS (Netherlands)

    Amiryany Araghy, N.; Huysman, M.H.; de Man, A.P.; Cloodt, M.; Vrontis, D.; Weber, Y.; Kaufmann, R.; Tarba, S.

    2008-01-01

    Many acquisitions in the high-tech industry are motivated by a desire to share knowledge in order to stimulate organizational learning, with the ultimate aim of innovation. However, acquiring a firm does not guarantee that valuable knowledge will be successfully shared. Recent research has in fact

  5. Does content knowledge matter for new teachers?

    Science.gov (United States)

    Reeves, Todd D.

    There is considerable evidence that new teachers are ill prepared for classroom practice, including self-reported evidence collected from teachers (e.g., Levine, 2006), and statistical evidence for differences in the achievement of students with new versus more experienced teachers (Rivkin, Hanushek, & Kain, 2005). In light of the challenges encountered by new teachers (e.g., Levine, 2006), this study examined the value of different forms of teacher knowledge for teachers with different levels of experience. In particular, this study investigated the interactive relationship between teaching experience and teacher content knowledge, and student achievement in mathematics and science. In New York City, Boyd et al. (2009) linked practice-focused teacher preparation to student mathematics achievement in the first year of teaching and teacher content preparation to achievement in the second. However, other studies demonstrated interactions between teaching experience and content knowledge with different interpretations (e.g., Kukla-Acevedo, 2009; Monk, 1994). At the same time, this study examined the interactive relationship between teaching experience and teachers' pedagogical content knowledge, and student achievement. Extant models of teacher career development (Huberman, 1989; National Research Council, 2010) and how teacher education affects student achievement (e.g., Desimone, 2009) offered theoretical grounding for the study. With nationally representative samples of fourth and eighth grade U.S. students--participants in the 2011 Trends in International Mathematics and Science Study--this study employed hierarchical linear modeling to address its research questions among an array of student achievement outcomes in the domains of mathematics and science. This study attempted to account for salient student, teacher, and contextual factors, and the probabilities of teachers' receipt of various teacher education "treatments" (i.e., propensity score analysis) to

  6. 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

  7. Semantic Maps Capturing Organization Knowledge in e-Learning

    Science.gov (United States)

    Mavridis, Androklis; Koumpis, Adamantios; Demetriadis, Stavros N.

    e-learning, shows much promise in accessibility and opportunity to learn, due to its asynchronous nature and its ability to transmit knowledge fast and effectively. However without a universal standard for online learning and teaching, many systems are proclaimed as “e-learning-compliant”, offering nothing more than automated services for delivering courses online, providing no additional enhancement to reusability and learner personalization. Hence, the focus is not on providing reusable and learner-centered content, but on developing the technology aspects of e-learning. This current trend has made it crucial to find a more refined definition of what constitutes knowledge in the e-learning context. We propose an e-learning system architecture that makes use of a knowledge model to facilitate continuous dialogue and inquiry-based knowledge learning, by exploiting the full benefits of the semantic web as a medium capable for supplying the web with formalized knowledge.

  8. 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…

  9. Technological Pedagogical Content Knowledge of Prospective Mathematics Teacher in Three Dimensional Material Based on Sex Differences

    Science.gov (United States)

    Aqib, M. A.; Budiarto, M. T.; Wijayanti, P.

    2018-01-01

    The effectiveness of learning in this era can be seen from 3 factors such as: technology, content, and pedagogy that covered in Technological Pedagogical Content Knowledge (TPCK). This research was a qualitative research which aimed to describe each domain from TPCK include Content Knowledge, Pedagogical Knowledge, Pedagogical Content Knowledge, Technological Knowledge, Technological Content Knowledge, Technological Pedagogical Knowledge and Technological, Pedagogical, and Content Knowledge. The subjects of this research were male and female mathematics college students at least 5th semester who has almost the same ability for some course like innovative learning, innovative learning II, school mathematics I, school mathematics II, computer applications and instructional media. Research began by spreading the questionnaire of subject then continued with the assignment and interview. The obtained data was validated by time triangulation.This research has result that male and female prospective teacher was relatively same for Content Knowledge and Pedagogical Knowledge domain. While it was difference in the Technological Knowledge domain. The difference in this domain certainly has an impact on other domains that has technology components on it. Although it can be minimized by familiarizing the technology.

  10. The Effect of Teacher Pedagogical Content Knowledge and the Instruction of Middle School Geometry

    Science.gov (United States)

    Lenhart, Sara Talley

    2010-01-01

    This study investigated the relationship between middle school math teacher pedagogical content knowledge as gathered from a teacher assessment and student Standards of Learning scores. Nine middle-school math teachers at two rural schools were assessed for their pedagogical content knowledge in geometry and measurement in the specific area of…

  11. The effect of Ghanaian pre-service teachers' content knowledge on ...

    African Journals Online (AJOL)

    PROF.MIREKU

    teachers have to practice what they learn in their pedagogy courses in college. Since ..... Figure 3 Scatter plot of pre-service teachers' content knowledge and MKT ... domains of basic mathematics like algebra, geometry and measurement.

  12. Measuring primary school teachers' pedagogical content knowledge in technology education with a multiple choice test

    NARCIS (Netherlands)

    Rohaan, E.J.; Taconis, R.; Jochems, W.M.G.; Fatih Tasar, M.; Cakankci, G.; Akgul, E.

    2009-01-01

    Pedagogical content knowledge (PCK) is a crucial part of a teacher’s knowledge base for teaching. Studies in the field of technology education for primary schools showed that this domain of teacher knowledge is related to pupils’ increased learning, motivation, and interest. The common methods to

  13. 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

  14. Developing practical knowledge content of emergency nursing professionals.

    Science.gov (United States)

    Chu, Wen; Hsu, Li-Ling

    2011-06-01

    There is a paucity of published research on clinical or practical nursing knowledge. The ways that nurses acquire, develop, and maintain emergency room (ER) nursing care skills is a research area, in particular, that deserves further investigation. This study examined clinical setting learning processes to better understand the practical knowledge content of ER nurses. This study used a phenomenological approach and in-depth interviews of 10 nurses. Each participant had at least 3 years of ER experience. Researchers used Moustakas' method to analyze interview data. Findings were checked for credibility, transferability, dependability, and confirmability. The authors identified four major practical knowledge themes for ER professionals. These were (a) basic emergency treatment procedure routines and symptom management; (b) disease mechanisms, pharmacodynamics, and treatment responses; (c) newly identified diseases, updated emergency treatments and techniques, and medical treatment discussions; and (d) identifying nursing values including nursing attitudes and continuing patient care. Participants in this study had experience with the first three themes and successfully combined various types of nursing knowledge in their nursing care duties. Only few participants indicated experience with the fourth theme. Findings clarify that clinical or practical knowledge in ER nurses evolves first from declarative knowledge (e.g., basic emergency treatment routines and operating procedures) to procedural knowledge (e.g., instructions from supervisors, actual practice, and drills) to conditional knowledge (e.g., observation and treatment involving direct interactions with patients). Nurses should combine and apply the various knowledge types in their nursing practice to assess comprehensively each patient's condition and administer effective treatment and service.

  15. Developing Technological Pedagogical Content Knowledge (TPACK) in Animal Physiology

    Science.gov (United States)

    Pusparini, F.; Riandi, R.; Sriyati, S.

    2017-09-01

    The purpose of this study is to describe preservice teacher’s learning during lecturing Animal Physiology and investigate it’s impact on preservice teacher’s technological pedagogical content knowledge (TPACK). How was the lecturing process can improve TPACK of preservice teacher on Biology education espescially in Animal Physiology. There are four experiment classes using Solomon four group design, there are pedagogic treatment, content treatment and technological treatment, the last class without any treatment. Both quantitative and qualitative data were collected. Quantitative data were collected through a questionaire of TPACK. Qualitative data were collected through a lesson plan and teaching simulation. Findings has revealed that participants experienced significant gains in all TPACK constructs. Both of pedagogic and technology treatment is better than others, but pedagogical treatment didn’t also increase PCK most of participants. Findings has implications for teacher education programs to be a professional teachers and for researchers interested.

  16. Comparing Efficiency of Web Based Learning Contents on Different Media

    Directory of Open Access Journals (Sweden)

    Julija Lapuh Bele

    2009-11-01

    Full Text Available The purpose of the research was to find out what kind of multimedia learning materials gave the most efficient and effective results with regards to learning time and knowledge gained. Different web based learning materials were used as regards presentation mode: static pictures, animations with online text and animations with narrated text. Although the research results showed that learners from WBL contents with static graphics learnt less time than learners from animations, we did not find significant differences in learning time between experimental groups. However, we proved significant differences between three experimental groups in terms of gained knowledge. The learners using learning materials with static graphics performed worse than learners using materials with animations. Furthermore, we did not prove significant differences in gained knowledge between groups that learnt from audio animations and the animations with online text.

  17. Pre-service teachers' content knowledge and pedagogical content ...

    African Journals Online (AJOL)

    kofi.mereku

    African Journal of Educational Studies in Mathematics and Sciences Vol. 13, 2017. 63 ... knowledge in teaching geometric transformation ... made more practical and that pre-service teachers should be given ample opportunity to practice.

  18. Pedagogical Content Knowledge and Preparation of High School Physics Teachers

    Science.gov (United States)

    Etkina, Eugenia

    2010-01-01

    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…

  19. knowledge management practices in higher learning institutions

    African Journals Online (AJOL)

    user

    Knowledge Management (KM) Practices in Institutions of Higher Learning in .... quality and skills to cope with the labour market demands. .... Total. 44. 100.0. Source: Field Data (2012/13). Staff's Level of Awareness of Knowledge Management.

  20. Designing Cognitively Diagnostic Assessment for Algebraic Content Knowledge and Thinking Skills

    Science.gov (United States)

    Zhang, Zhidong

    2018-01-01

    This study explored a diagnostic assessment method that emphasized the cognitive process of algebra learning. The study utilized a design and a theory-driven model to examine the content knowledge. Using the theory driven model, the thinking skills of algebra learning was also examined. A Bayesian network model was applied to represent the theory…

  1. Socioscientific Argumentation: The effects of content knowledge and morality

    Science.gov (United States)

    Sadler, Troy D.; Donnelly, Lisa A.

    2006-10-01

    Broad support exists within the science education community for the incorporation of socioscientific issues (SSI) and argumentation in the science curriculum. This study investigates how content knowledge and morality contribute to the quality of SSI argumentation among high school students. We employed a mixed-methods approach: 56 participants completed tests of content knowledge and moral reasoning as well as interviews, related to SSI topics, which were scored based on a rubric for argumentation quality. Multiple regression analyses revealed no statistically significant relationships among content knowledge, moral reasoning, and argumentation quality. Qualitative analyses of the interview transcripts supported the quantitative results in that participants very infrequently revealed patterns of content knowledge application. However, most of the participants did perceive the SSI as moral problems. We propose a “Threshold Model of Knowledge Transfer” to account for the relationship between content knowledge and argumentation quality. Implications for science education are discussed.

  2. Effects of Genre and Content Knowledge on Historical Thinking with Academically Diverse High School Students

    Science.gov (United States)

    De La Paz, Susan; Wissinger, Daniel R.

    2015-01-01

    Historians use a range of genres in presenting their subjects, yet educators have increasingly privileged argumentation to help novices to reason with historical content. However, the influence genre and content knowledge are relatively unmeasured in this discipline. To learn more, the authors asked 101 eleventh-grade students to compose an…

  3. ASK Standards: Assessment, Skills, and Knowledge Content Standards for Student Affairs Practitioners and Scholars

    Science.gov (United States)

    ACPA College Student Educators International, 2011

    2011-01-01

    The Assessment Skills and Knowledge (ASK) standards seek to articulate the areas of content knowledge, skill and dispositions that student affairs professionals need in order to perform as practitioner-scholars to assess the degree to which students are mastering the learning and development outcomes the professionals intend. Consistent with…

  4. Learning content and the creative cloud

    NARCIS (Netherlands)

    Specht, Marcus

    2012-01-01

    Specht, M. (2012, 18 April). Learning content and the creative cloud. Presentation given at the workshop for creative cloud CLICK workshop Faculteit Bouwkunde & Architectuur TU Delft, Delft, The Netherlands.

  5. Knowledge and Learning in Engineering Practice

    DEFF Research Database (Denmark)

    Buch, Anders

    2007-01-01

    , this chapter discusses the cencept of learning and purports to theorize learning in a Social Theory of Learning (STL). The attempt to reconstruct learning in an STL addresses three main issues: an STL must try to specify the subject-world relationship, describe the 'mechanism' of learning, and identify......During the 20th century, traditional epistemological theories of knowledge have been under siege. In recent years, efforts have been made to reconstruct the concept of 'knowledge' to emphasize its contextual, situated and social character. Drawing on the results and methods of these efforts...... the 'telos' of learning. This attempt will in fact give answers to three fundamental questions: 1) What is learning? 2) How do we learn? and 3) Why do we learn? These questions are discussed in relation to engineering practices of getting to know and learning....

  6. Knowledge models as agents of meaninful learning and knowledge creation.

    OpenAIRE

    Fermín María González García; Jorge Fernando Veloz Ortiz; Iovanna Alejandra Rodríguez Moreno; Luis Efrén Velos Ortiz; Beatriz Guardián Soto; Antoni Ballester Valori

    2013-01-01

    The educational change that pushes the current context requires a shift in the unfortunately predominant positivist-behaviourist model that favours mechanical      memoristic learning, ideal breeding ground for the existence and maintenance of conceptual errors, to another cognitive-constructivist that stimulates meaningful learning to allow students to build and master knowledge, therefore to be more creative and critical. We present here a model of knowledge where students construct new...

  7. 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…

  8. 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…

  9. Preservice Elementary Teachers' Mathematics Content Knowledge and Teacher Efficacy

    Science.gov (United States)

    Newton, Kristie Jones; Leonard, Jacqueline; Evans, Brian R.; Eastburn, Julie A.

    2012-01-01

    The purpose of this study was to examine the relationship between mathematics content knowledge and teacher efficacy during an elementary mathematics methods course. A positive moderate relationship between content knowledge and personal teaching efficacy was found, and this relationship was stable during the course. No relationship was found…

  10. Preparing learners with partly incorrect intuitive prior knowledge for learning

    Directory of Open Access Journals (Sweden)

    Andrea eOhst

    2014-07-01

    Full Text Available Learners sometimes have incoherent and fragmented intuitive prior knowledge that is (partly ‘incompatible’ with the to-be-learned contents. Such knowledge in pieces can cause conceptual disorientation and cognitive overload while learning. We hypothesized that a pre-training intervention providing a generalized schema as a structuring framework for such knowledge in pieces would support (reorganizing-processes of prior knowledge and thus reduce unnecessary cognitive load during subsequent learning. Fifty-six student teachers participated in the experiment. A framework group underwent a pre-training intervention providing a generalized, categorical schema for categorizing primary learning strategies and related but different strategies as a cognitive framework for (re-organizing their prior knowledge. Our control group received comparable factual information but no framework. Afterwards, all participants learned about primary learning strategies. The framework group claimed to possess higher levels of interest and self-efficacy, achieved higher learning outcomes, and learned more efficiently. Hence, providing a categorical framework can help overcome the barrier of incorrect prior knowledge in pieces.

  11. Preparing learners with partly incorrect intuitive prior knowledge for learning

    Science.gov (United States)

    Ohst, Andrea; Fondu, Béatrice M. E.; Glogger, Inga; Nückles, Matthias; Renkl, Alexander

    2014-01-01

    Learners sometimes have incoherent and fragmented intuitive prior knowledge that is (partly) “incompatible” with the to-be-learned contents. Such knowledge in pieces can cause conceptual disorientation and cognitive overload while learning. We hypothesized that a pre-training intervention providing a generalized schema as a structuring framework for such knowledge in pieces would support (re)organizing-processes of prior knowledge and thus reduce unnecessary cognitive load during subsequent learning. Fifty-six student teachers participated in the experiment. A framework group underwent a pre-training intervention providing a generalized, categorical schema for categorizing primary learning strategies and related but different strategies as a cognitive framework for (re-)organizing their prior knowledge. Our control group received comparable factual information but no framework. Afterwards, all participants learned about primary learning strategies. The framework group claimed to possess higher levels of interest and self-efficacy, achieved higher learning outcomes, and learned more efficiently. Hence, providing a categorical framework can help overcome the barrier of incorrect prior knowledge in pieces. PMID:25071638

  12. Transforming existing content into reusable Learning Objects

    NARCIS (Netherlands)

    Doorten, Monique; Giesbers, Bas; Janssen, José; Daniels, Jan; Koper, Rob

    2003-01-01

    Please cite as: Doorten, M., Giesbers, B., Janssen, J., Daniëls, J, & Koper, E.J.R., (2004). Transforming existing content into reusable learning objects. In R. McGreal, Online Education using Learning Objects (pp. 116-127). London: RoutledgeFalmer.

  13. The knowledge economy and lifelong learning

    DEFF Research Database (Denmark)

    Milana, Marcella

    2014-01-01

    Anmeldelse af bogen: The knowledge economy and lifelong learning. A critical reader, edited by David W. Livingstone and David Guile (Sense Publishers, Rotterdam, 2012.......Anmeldelse af bogen: The knowledge economy and lifelong learning. A critical reader, edited by David W. Livingstone and David Guile (Sense Publishers, Rotterdam, 2012....

  14. Extending the "Knowledge Advantage": Creating Learning Chains

    Science.gov (United States)

    Maqsood, Tayyab; Walker, Derek; Finegan, Andrew

    2007-01-01

    Purpose: The purpose of this paper is to develop a synergy between the approaches of knowledge management in a learning organisation and supply chain management so that learning chains can be created in order to unleash innovation and creativity by managing knowledge in supply chains. Design/methodology/approach: Through extensive literature…

  15. Digital Content: Making Learning Relevant

    Science.gov (United States)

    Levin, Douglas A.

    2011-01-01

    Approximately 15 states are changing their policies to give school districts more flexibility in acquiring content. They have changed laws or policies or have bills pending in state legislatures to redefine "textbooks". Most of those changes are similar to the approach Indiana took in its new law: a "textbook" is not only a…

  16. 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…

  17. Teaching programming in secundary school: a pedagogical content knowledge perspective

    NARCIS (Netherlands)

    Saeli, M.; Perrenet, J.C.; Jochems, W.M.G.; Zwaneveld, B.

    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

  18. Knowledge Visualization for Self-Regulated Learning

    Science.gov (United States)

    Wang, Minhong; Peng, Jun; Cheng, Bo; Zhou, Hance; Liu, Jie

    2011-01-01

    The Web allows self-regulated learning through interaction with large amounts of learning resources. While enjoying the flexibility of learning, learners may suffer from cognitive overload and conceptual and navigational disorientation when faced with various information resources under disparate topics and complex knowledge structures. This study…

  19. Developing a Scale to Measure Content Knowledge and Pedagogy Content Knowledge of In-Service Elementary Teachers on Fractions

    Science.gov (United States)

    Kazemi, Farhad; Rafiepour, Abolfazl

    2018-01-01

    The main purpose of this study was to develop a scale for measuring content knowledge (CK) and pedagogy content knowledge (PCK) of in-service elementary teachers on mathematical fractions. Another aim of this study was to consider whether CK and PCK are separate from each other, or are in a single body. Therefore, a scale containing 22 items about…

  20. 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…

  1. Knowledge management and organizational learning

    CERN Document Server

    2009-01-01

    Knowledge management (KM) is a set of relatively new organizational activities. This volume presents some 20 papers organized into five sections covering basic concepts of knowledge management. The volume editor is an esteemed name in the field..

  2. The psychological characteristics of experiences that influence science motivation and content knowledge

    Science.gov (United States)

    Bathgate, Meghan; Schunn, Christian

    2017-11-01

    While motivational changes towards science are common during adolescence, our work asks which perceived classroom experiences are most strongly related to these changes. Additionally, we examine which experiences are most strongly associated with learning classroom content. In particular, using self-reports from a sample of approximately 3000 middle school students, this study investigates the influence of perceived science classroom experiences, namely student engagement and perceived success, on motivational change (fascination, values, competency belief) and content knowledge. Controlling for demographic information, school effects, and initial levels of motivation and content knowledge, we find that dimensions of engagement (affect, behavioural/cognitive) and perceived success are differentially associated with changes in particular motivational constructs and learning. Affective engagement is positively associated with motivational outcomes and negatively associated with learning outcomes, behavioural-cognitive engagement is associated only with learning, and perceived success is related only to motivational outcomes. Theoretical and practical implications are discussed.

  3. Analysis of pedagogical content knowledge (PCK) ability of science teachers in planning and reflecting on environmental pollution content

    Science.gov (United States)

    Purwianingsih, W.; Mardiyah, A.

    2018-05-01

    Pedagogical Content Knowledge (PCK) is a blend of content knowledge and pedagogy knowledge, which can illustrate the ability of teachers to design and to teach a content by accessing what they knows about the material, students, curriculum and how best to teach the content. Description of PCK ability of science teachers can be accessed through an analysis of their ability to plan and reflect on learning. This study aims to provide an overview of teachers’ PCK skills on environmental pollution materials through use of Content Representation (CoRe) and Pedagogical and Professional-experience Repertoires (PaP-eRs). Descriptive method used in this study with six of science teachers on 7th class from three different schools as subject. The results show that teachers’ PCK skills in planning through CoRe and reflecting through PaP-eRs are in fairly good category. The teacher’s ability in implementing environmental pollution learning materials is in good category. However, there is still a discrepancy between planning through CoRe and the implementation of classroom learning. The teacher’s PCK is influenced by teaching experience and educational background.

  4. PEDAGOGICAL STRATEGIES AND CONTENT KNOWLEDGE IN 92 ENGLISH FOR MATHS LECTURE IN CONTENT-BASED INSTRUCTION TEACHING

    Directory of Open Access Journals (Sweden)

    Ayu Fitrianingsih

    2017-12-01

    Full Text Available This study was intended to find the pedagogical strategies applied by the teacher in the teaching learning process and to know teacher‘s content knowledge, how teacher need to understand the subject matter taught. This study was carried out in English for Math lecture of Mathematics education study program IKIP PGRI Bojonegoro which involved the teacher and the students as the respondent. This study is under qualitative case study. In collecting the data, questionnaire, observation and interview were conducted to get detail information of the issues. The result reveals: 1 the teacher combines some methods such as cooperative learning, problem-based learning and task-based learning to get the students enthusiasm; 2 based on teacher‘s educational background, although the teacher graduated from Bachelor Degree of Mathematics Education but she was able to combine English teaching through mathematics content very well. It can be concluded that Teacher‘s pedagogical strategy and content knowledge is very important in the application of content-based instruction teaching and learning.

  5. E-Learning and Knowledge Management: The MEMORAe Project.

    Science.gov (United States)

    Abel, Marie-Helene; Lenne, Dominique; Cisse, Omar

    E-learning leads to changes in the way courses are conceived. Diffused through the Web, course content cannot be the pure transcription of a "classical" course. The students need to personalize it and to access it when they need it (just-in-time). The MEMORAe project aims at applying knowledge management techniques to improve the…

  6. 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)

  7. Teacher Design Knowledge for Technology Enhanced Learning

    NARCIS (Netherlands)

    McKenney, Susan

    2014-01-01

    This presentation shares a framework for investigating the knowledge teachers need to be able to design technology-enhanced learning. Specific activities are undertaken to consider elements within the framework

  8. 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......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...

  9. Knowledge Management: Individual versus organizational learning

    OpenAIRE

    Noemí Martínez Caraballo

    2007-01-01

    During the last two decades, there has been a profusion of articles dealing with the topics organizational learning and knowledge management, on the academic and managerial side. For this reason, the present paper is focused on further analysing these concepts. In particular, the purpose is studying the link between individual and organizational learning, taking into account the literature about knowledge management, and trying to establish the application field and the intersection of them. ...

  10. Technological Pedagogical Content Knowledge - a review of the literature

    NARCIS (Netherlands)

    Voogt, Joke; Fisser, Petra; Pareja Roblin, N.N.; 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

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

    OpenAIRE

    Eugenia Etkina

    2010-01-01

    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 t...

  12. The Effects of a Systematically Designed Online Learning Environment on Preservice Teachers' Professional Knowledge

    Science.gov (United States)

    Evens, Marie; Larmuseau, Charlotte; Dewaele, Katrien; Van Craesbeek, Leen; Elen, Jan; Depaepe, Fien

    2017-01-01

    This study examines the effects of an online learning environment on preservice teachers' pedagogical content knowledge (PCK), content knowledge (CK) (related to French in primary teacher education), and pedagogical knowledge (PK) in a quasi-experimental design. More specifically, the following research question is addressed: Is a systematically…

  13. Gaps in Science Content Knowledge Encountered during Teaching Practice: A Study of Early-Career Middle-School Science Teachers

    Science.gov (United States)

    Kinghorn, Brian Edward

    2013-01-01

    Subject-specific content knowledge is crucial for effective science teaching, yet many teachers are entering the field not fully equipped with all the science content knowledge they need to effectively teach the subject. Learning from practice is one approach to bridging the gap between what practicing teachers know and what they need to know.…

  14. Automatic Knowledge Base Evolution by Learning Instances

    OpenAIRE

    Kim, Sundong

    2016-01-01

    Knowledge base is the way to store structured and unstructured data throughout the web. Since the size of the web is increasing rapidly, there are huge needs to structure the knowledge in a fully automated way. However fully-automated knowledge-base evolution on the Semantic Web is a major challenges, although there are many ontology evolution techniques available. Therefore learning ontology automatically can contribute to the semantic web society significantly. In this paper, we propose ful...

  15. Knowledge Management: Individual versus organizational learning

    Directory of Open Access Journals (Sweden)

    Noemí Martínez Caraballo

    2007-07-01

    Full Text Available During the last two decades, there has been a profusion of articles dealing with the topics organizational learning and knowledge management, on the academic and managerial side. For this reason, the present paper is focused on further analysing these concepts. In particular, the purpose is studying the link between individual and organizational learning, taking into account the literature about knowledge management, and trying to establish the application field and the intersection of them. Finally, it is pursued to point out several managerial implications for the companies that must have in consideration that individual and organizational learning are two phenomena different but indissolubly united

  16. Knowledge management in the learning economy

    DEFF Research Database (Denmark)

    Lundvall, Bengt-Åke

    organisation, are more innovative than the average firm. The paper contributes to the empirical foundation for the argument that learning organisations stimulate innovation and competence building and it makes an original conceptual contribution of practical relevance by linking knowledge management to HRM......The purpose of this paper is to show why to build ‘learning organisations' must be a central element of knowledge management. The paper argues that the wide use of information technology has a contradictory impact on knowledge management. On the one hand it extends the potential for codifying...... and innovation management....

  17. Domain-Specific Aspects of Technological Pedagogical Content Knowledge: Music Education and the Importance of Affect

    Science.gov (United States)

    Macrides, Elena; Angeli, Charoula

    2018-01-01

    The present study addresses the lack of a theoretical framework for the integration of technology in music teaching and learning, and explores, within the framework of Technological Pedagogical Content Knowledge (TPACK), the importance of affect in the instructional design of music lessons. The purpose of this study is twofold: (a) to extend the…

  18. Teacher leadership in mathematics and science: Subject content knowledge and the improvement of instruction

    Science.gov (United States)

    Manno, Christopher M.

    This study explores the role of teacher leader subject content knowledge in the promotion of professional development and instructional reform. Consistent with a distributed leadership perspective, many have asserted that the promotion of school effectiveness can be enhanced through the application of teacher leadership (Frost & Durrant, 2003; Harris, 2002a; Sherrill, 1999; Silva, Gimbert, & Nolan, 2000; York-Barr & Duke, 2004). There has been much discussion in the research about the significance of teachers' subject content knowledge in teaching and learning which has generally asserted a positive relationship with instructional practice and student achievement (Darling-Hammond, 2000; Newton & Newton, 2001; Parker & Heywood, 2000). The role of content knowledge in teacher leader work has been less researched. This study focused on deepening understanding of perceptions regarding teacher leaders' roles in improving instructional practice. Based on a framework of common teacher leader tasks, qualitative methods were used to investigate the relationship between teacher leader subject content knowledge and perceptions of effectiveness in promoting professional development and instructional reform. The study indicates that content experts behave differently than their non-expert counterparts. Content experts recognize deficiencies in colleagues' content knowledge as a primary problem in the implementation of math or science reform. Content experts view their work as advocacy for improved curriculum and instruction for all children, and work within a small set of task categories to promote discussions about teaching, learning, and content. Content experts develop trust and rapport with colleagues by demonstrating expertise, and are respected for their deep knowledge and efforts to help teachers learn the content. They also differ from non-content experts in the professional growth experiences in which they engage. The consideration of content expertise as an influence

  19. On Knowledge of Learning. A Phenomenological Sketch

    Directory of Open Access Journals (Sweden)

    Käte Meyer-Drawe

    2011-02-01

    Full Text Available He word “learning” has the endless meanings. The learning occurs not only from knowledge but also as knowledge. Learning in this sense depends not only on our initiative. We cannot just resolve to learn. The whole reliable order can reach deadlock.. The old reliable knowledge and ability mismatchwhile we do not yet have any new possibility. Learning in this sense means a kind of “awakening”, in statu nascendi as the response to a challenge. Thus the condition of learning is sensitiveness to the other or to something, while it is possible via agreement that is not always disposed to us because of our peculiar attitudes. We always think more than we can express. Inevitably, we can do more than we anticipate. Only after the other takes this surplus the knowledge and the ability correspond to reality before they are realized. In learning we are met by another, to which we answer as to something.. This Something is always outstripping the meanings and aspirations. That is why this learning in true sense begins not in us. The destiny of every experience concerning us depends on this, while we cannot anticipate it exactly. Thus, the sense of in statu nascendi corresponds to the saying modo praeterito. 

  20. Role of organizational learning and knowledge management

    Directory of Open Access Journals (Sweden)

    Haleem Fazal

    2017-12-01

    Full Text Available This research is based on Electrocell, a US battery manufacturing company, which was facing problems in its marketing and sales departments as evidenced by its low performance. Following a short introduction to the firm, literature reviews the two recently emerged and widely debated topics, that is, organizational learning and knowledge management. It is followed by the reasons for Electrocell’s declination and revival before and after acquisition by Restart, a US cosmetic manufacturing company. Then, Knowledge Sharing Model, General Hierarchical Model of Organizational Commitment, Knowledge Management, and Learning Organization Capacity, and Three Dimensional Model are described and critically analyzed. At the end, Knowledge Management System Conceptual Model is applied on the case study thoroughly and critically analyzed followed by summary. The research contributes to the literature and offers important implications for academics, managers and strategists that why learning is important and how does it matter to an organization.

  1. How Leadership Content Knowledge in Writing Influeces Leadership Practice in Elementary Schools

    OpenAIRE

    Olsen, Heather Stuart

    2010-01-01

    In an era of increased accountability mandates, school leaders face daunting challenges to improve instruction. Despite the vast research on instructional leadership, little is known about how principals improve teaching and learning in the subject of writing. Leadership content knowledge is the overlap of knowledge of subject matter and instruction in leadership. Using a cross case study format, this study examined the work of three elementary school principals who had different levels of...

  2. Active Learning Innovations in Knowledge Management Education Generate Higher Quality Learning Outcomes

    Directory of Open Access Journals (Sweden)

    Arthur Shelley

    2014-01-01

    Full Text Available Innovations in how a postgraduate course in knowledge management is delivered have generated better learning outcomes and made the course more engaging for learners. Course participant feedback has shown that collaborative active learning is preferred and provides them with richer insights into how knowledge is created and applied to generate innovation and value. The course applies an andragogy approach in which students collaborate in weekly dialogue of their experiences of the content, rather than learn the content itself. The approach combines systems thinking, learning praxis, and active learning to explore the interdependencies between topics and how they impact outcomes in real world situations. This has stimulated students to apply these ideas in their own workplaces.

  3. A Generational Opportunity: A 21st Century Learning Content Delivery System

    Science.gov (United States)

    McElroy, Patrick

    2007-01-01

    This paper describes a collaboratively developed, open marketplace for network-based learning and research content for the higher education community. It explores how available technologies and standards can facilitate a new knowledge creation industry for higher education learning content that engages all stakeholders in new ways. The Advisory…

  4. E-LEARNING TOOLS: STRUCTURE, CONTENT, CLASSIFICATION

    Directory of Open Access Journals (Sweden)

    Yuliya H. Loboda

    2012-05-01

    Full Text Available The article analyses the problems of organization of educational process with use of electronic means of education. Specifies the definition of "electronic learning", their structure and content. Didactic principles are considered, which are the basis of their creation and use. Given the detailed characteristics of e-learning tools for methodological purposes. On the basis of the allocated pedagogical problems of the use of electronic means of education presented and complemented by their classification, namely the means of theoretical and technological training, means of practical training, support tools, and comprehensive facilities.

  5. Pedagogical Content Knowledge in Indonesian English Language Teaching

    Directory of Open Access Journals (Sweden)

    Faisal Faisal

    2015-12-01

    Full Text Available –This paper considers the pedagogical content knowledge (PCKthat Indonesian teachers require to implement the 2013 Curriculum and develop their junior high school learner’s written English effectively, as mandated by the Regulation Number 16/2007. Based on the commonalities of the PCK components in international and Indonesian teaching of English as a foreign language, the components of PCK comprise knowledge of learners, subject matter, general pedagogy, and curriculum. Following manifest-latent content analysis principles, this study identified that this regulation defines and derives the concept of PCK into what it calls teachers’ four competencies, namely pedagogical, professional, personal, and social competencies.

  6. 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…

  7. The Language Used to Articulate Content as an Aspect of Pedagogical Content Knowledge

    Science.gov (United States)

    Chick, Helen

    2015-01-01

    Mathematical knowledge in classrooms is mediated through the use of both technical and informal language. This paper is a report of a study of the language use of teachers as they examine students' work and discuss teaching for the topic of fraction operations. This provides a window on their pedagogical content knowledge and also on the way in…

  8. 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

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

    Science.gov (United States)

    Flynn, Natalie P.

    knowledge from an expert centered perspective to a student centric view. Follow-up interviews of twenty faculty yielded a wide variety of insights into the complicated method of deconstructing expert science and mathematics content. The interviews revealed a major disconnect between education research and researchers and the science and mathematics content experts who teach. There is a pervasive disregard for science and mathematics education and training. Faculty members find little to no support for teaching. Though 81% obtained their Ph.D. with the intent to enter an academic setting, pedagogical training was non-existent or limited, both prior to and after obtaining faculty positions. Experience alone did not account for confidence or ability to successfully teach. Faculty that were able to 'think like a student' and view their material from a student's perspective' seemed to be the most confident and flexible in their teaching methods. Grading and having an open and interactive teaching style, being on the 'side of the students' also seemed to allow faculty to connect more deeply with the students and learn about common misconceptions and difficulties. Though most faculty claimed to not teach as they were taught and not recall having specific content difficulties, this essential interaction with many students facilitated a shift in thinking about their content. This shift allowed for a reversal from teacher centered classrooms to student centered. Multiple issues arise when teaching at a traditional larger lecture style found in the majority of universities science and mathematics courses that constrain and provide unique teaching challenges. Many faculty have developed unique tools to incorporate successful teaching strategies, such as daily pre-quizzes and smart-phone questioning as well as small group work, computer posted guides, strategic class breaks, and limiting lecture style in favor of a more active engaged classroom. (Abstract shortened by UMI.).

  10. 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

  11. Knowledge models as agents of meaninful learning and knowledge creation.

    Directory of Open Access Journals (Sweden)

    Fermín María González García

    2013-08-01

    Full Text Available 0 0 1 172 952 USAL 7 2 1122 14.0 Normal 0 21 false false false ES JA X-NONE /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Tabla normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-parent:""; mso-padding-alt:0cm 5.4pt 0cm 5.4pt; mso-para-margin-top:0cm; mso-para-margin-right:0cm; mso-para-margin-bottom:10.0pt; mso-para-margin-left:0cm; line-height:115%; mso-pagination:widow-orphan; font-size:11.0pt; font-family:Calibri; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin; mso-ansi-language:ES; mso-fareast-language:EN-US;} The educational change that pushes the current context requires a shift in the unfortunately predominant positivist-behaviourist model that favours mechanical      memoristic learning, ideal breeding ground for the existence and maintenance of conceptual errors, to another cognitive-constructivist that stimulates meaningful learning to allow students to build and master knowledge, therefore to be more creative and critical. We present here a model of knowledge where students construct new knowledge as a result of significant learning. Students play an active role, learning not only about the product, but also about the process itself (meta-cognition. We also show how to promote teacher activity primarily in order to create the conditions that facilitate the student to transform the information in useful, substantive knowledge, to be  incorporated in his knowledge structure and in his long-term memory. Finally, we provide elements to measure what the student knows and to assess how their cognitive structure has changed regarding their ancient knowledge; that is, to assess the necessary conceptual change.

  12. Pedagogical Content Knowledge: A Case Study of ESL Teacher Educator

    Science.gov (United States)

    Liu, Siping

    2013-01-01

    This single-case study focuses on the pedagogical content knowledge (PCK) of a university faculty member teaching Second Language Acquisition to elementary teacher candidates. The research questions address the pattern and development of PCK for ESL teaching. Based on data from classroom observation, interviews and document review, the study finds…

  13. 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…

  14. Exploring Preschool Teachers' Technological Pedagogical Content Knowledge of Educational Games

    Science.gov (United States)

    Hsu, Chung-Yuan; Liang, Jyh-Chong; Chai, Ching-Sing; Tsai, Chin-Chung

    2013-01-01

    Current technological pedagogical content knowledge (TPACK) studies are inclined to treat technology in a general manner, an approach which may not be able to provide adequate guidelines to improve teacher preparation and professional development when teaching with games. This study developed two new questionnaires, namely the Technological…

  15. Programming : teachers and pedagogical content knowledge in the Netherlands

    NARCIS (Netherlands)

    Saeli, M.; Perrenet, J.C.; Jochems, W.M.G.; Zwaneveld, B.

    2012-01-01

    In this article we report about a study to assess Dutch teachers’ Pedagogical Content Knowledge (PCK), with special focus on programming as a topic in secondary school Informatics education. For this research, we developed an online research instrument: the Online Teacher PCK Analyser (OTPA). The

  16. Does Teachers' Pedagogical Content Knowledge Affect Their Fluency Instruction?

    Science.gov (United States)

    Van den Hurk, H. T. G.; Houtveen, A. A. M.; Van de Grift, W. J. C. M.

    2017-01-01

    The relation is studied between teachers' pedagogical content knowledge of reading and the quality of their subsequent classroom behaviour in teaching fluent reading. A confirmatory factor analysis model with two latent variables is tested and shows adequate goodness-of-fit indices. Contrary to our expectations, the results of structural equation…

  17. Beyond the Learning Process and toward the Knowledge Creation Process: Linking Learning and Knowledge in the Supportive Learning Culture

    Science.gov (United States)

    Yoon, Seung Won; Song, Ji Hoon; Lim, Doo Hun

    2009-01-01

    This integrative literature review synthesizes the concepts and process of organizational knowledge creation with theories of individual learning. The knowledge conversion concept (Nonaka & Takeuchi, 1995; Nonaka, Toyama, & Byosiere, 2001) is used as the basis of the organizational knowledge creation process, while major learning theories relevant…

  18. Distance learning, problem based learning and dynamic knowledge networks.

    Science.gov (United States)

    Giani, U; Martone, P

    1998-06-01

    This paper is an attempt to develop a distance learning model grounded upon a strict integration of problem based learning (PBL), dynamic knowledge networks (DKN) and web tools, such as hypermedia documents, synchronous and asynchronous communication facilities, etc. The main objective is to develop a theory of distance learning based upon the idea that learning is a highly dynamic cognitive process aimed at connecting different concepts in a network of mutually supporting concepts. Moreover, this process is supposed to be the result of a social interaction that has to be facilitated by the web. The model was tested by creating a virtual classroom of medical and nursing students and activating a learning session on the concept of knowledge representation in health sciences.

  19. 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…

  20. Course Ontology-Based User's Knowledge Requirement Acquisition from Behaviors within E-Learning Systems

    Science.gov (United States)

    Zeng, Qingtian; Zhao, Zhongying; Liang, Yongquan

    2009-01-01

    User's knowledge requirement acquisition and analysis are very important for a personalized or user-adaptive learning system. Two approaches to capture user's knowledge requirement about course content within an e-learning system are proposed and implemented in this paper. The first approach is based on the historical data accumulated by an…

  1. Incremental learning for automated knowledge capture

    Energy Technology Data Exchange (ETDEWEB)

    Benz, Zachary O. [Sandia National Lab. (SNL-NM), Albuquerque, NM (United States); Basilico, Justin Derrick [Sandia National Lab. (SNL-NM), Albuquerque, NM (United States); Davis, Warren Leon [Sandia National Lab. (SNL-NM), Albuquerque, NM (United States); Dixon, Kevin R. [Sandia National Lab. (SNL-NM), Albuquerque, NM (United States); Jones, Brian S. [Sandia National Lab. (SNL-NM), Albuquerque, NM (United States); Martin, Nathaniel [Sandia National Lab. (SNL-NM), Albuquerque, NM (United States); Wendt, Jeremy Daniel [Sandia National Lab. (SNL-NM), Albuquerque, NM (United States)

    2013-12-01

    People responding to high-consequence national-security situations need tools to help them make the right decision quickly. The dynamic, time-critical, and ever-changing nature of these situations, especially those involving an adversary, require models of decision support that can dynamically react as a situation unfolds and changes. Automated knowledge capture is a key part of creating individualized models of decision making in many situations because it has been demonstrated as a very robust way to populate computational models of cognition. However, existing automated knowledge capture techniques only populate a knowledge model with data prior to its use, after which the knowledge model is static and unchanging. In contrast, humans, including our national-security adversaries, continually learn, adapt, and create new knowledge as they make decisions and witness their effect. This artificial dichotomy between creation and use exists because the majority of automated knowledge capture techniques are based on traditional batch machine-learning and statistical algorithms. These algorithms are primarily designed to optimize the accuracy of their predictions and only secondarily, if at all, concerned with issues such as speed, memory use, or ability to be incrementally updated. Thus, when new data arrives, batch algorithms used for automated knowledge capture currently require significant recomputation, frequently from scratch, which makes them ill suited for use in dynamic, timecritical, high-consequence decision making environments. In this work we seek to explore and expand upon the capabilities of dynamic, incremental models that can adapt to an ever-changing feature space.

  2. Integrated learning: Ways of fostering the applicability of teachers’ pedagogical and psychological knowledge

    Directory of Open Access Journals (Sweden)

    Nora eHarr

    2015-06-01

    Full Text Available In teacher education, general pedagogical and psychological knowledge is often taught separately from the teaching subject itself, potentially leading to inert knowledge. In an experimental study with 69 mathematics student teachers, we tested the benefits of fostering the integration of pedagogical content knowledge and general pedagogical and psychological knowledge with respect to knowledge application. Integration was fostered either by integrating the contents or by prompting the learners to integrate separately-taught knowledge. Fostering integration, as compared to a separate presentation without integration help, led to more applicable pedagogical and psychological knowledge and greater simultaneous application of pedagogical and psychological knowledge and pedagogical content knowledge. The advantages of fostering knowledge integration were not moderated by the student teachers’ prior knowledge or working memory capacity. A disadvantage of integrating different knowledge types referred to increased learning times.

  3. Overcoming Learning Barriers through Knowledge Management

    Science.gov (United States)

    Dror, Itiel E.; Makany, Tamas; Kemp, Jonathan

    2011-01-01

    The ability to learn highly depends on how knowledge is managed. Specifically, different techniques for note-taking utilize different cognitive processes and strategies. In this paper, we compared dyslexic and control participants when using linear and non-linear note-taking. All our participants were professionals working in the banking and…

  4. Tell Me Why! Content Knowledge Predicts Process-Orientation of Math Researchers' and Math Teachers' Explanations

    Science.gov (United States)

    Lachner, Andreas; Nückles, Matthias

    2016-01-01

    In two studies, we investigated the impact of instructors' different knowledge bases on the quality of their instructional explanations. In Study 1, we asked 20 mathematics teachers (with high pedagogical content knowledge, but lower content knowledge) and 15 mathematicians (with lower pedagogical content knowledge, but high content knowledge) to…

  5. Students' Perceptions of Vocabulary Knowledge and Learning in a Middle School Science Classroom

    Science.gov (United States)

    Brown, Patrick L.; Concannon, James P.

    2016-01-01

    This study investigated eighth-grade science students' (13-14-year-olds) perceptions of their vocabulary knowledge, learning, and content achievement. Data sources included pre- and posttest of students' perceptions of vocabulary knowledge, students' perceptions of vocabulary and reading strategies surveys, and a content achievement test.…

  6. Science Teachers’ Pedagogical Content Knowledge and Integrated Approach

    Science.gov (United States)

    Adi Putra, M. J.; Widodo, A.; Sopandi, W.

    2017-09-01

    The integrated approach refers to the stages of pupils’ psychological development. Unfortunately, the competences which are designed into the curriculum is not appropriate with the child development. This Manuscript presents PCK (pedagogical content knowledge) of teachers who teach science content utilizing an integrated approach. The data has been collected by using CoRe, PaP-eR, and interviews from six elementary teachers who teach science. The paper informs that high and stable teacher PCKs have an impact on how teachers present integrated teaching. Because it is influenced by the selection of important content that must be submitted to the students, the depth of the content, the reasons for choosing the teaching procedures and some other things. So for teachers to be able to integrate teaching, they should have a balanced PCK.

  7. Learning literacy and content through video activities in primary education

    NARCIS (Netherlands)

    Heitink, Maaike Christine; Fisser, Petra; McKenney, Susan; Resta, P.

    2012-01-01

    This case study research explored to what extent and in which ways teachers used Technological Pedagogical Content Knowledge (TPCK) and related competencies to implement video activities in primary education. Three Dutch teachers implemented video activities to improve students‟ content knowledge

  8. 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.

  9. Nuclear Knowledge Creation and Transfer in Enriched Learning Environments: A Practical Approach

    International Nuclear Information System (INIS)

    Ruiz, F.; Gonzalez, J.; Delgado, J.L.

    2016-01-01

    Full text: Technology, the social nature of learning and the generational learning style are conforming new models of training that are changing the roles of the instructors, the channels of communication and the proper learning content of the knowledge to be transferred. New training methodologies are being using in the primary and secondary education and “Vintage” classroom learning does not meet the educational requirements of these methodologies; therefore, it’s necessary to incorporate them in the Knowledge Management processes used in the nuclear industry. This paper describes a practical approach of an enriched learning environment with the purpose of creating and transferring nuclear knowledge. (author

  10. 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.

  11. Capturing and portraying science student teachers' pedagogical content knowledge through CoRe construction

    Science.gov (United States)

    Thongnoppakun, Warangkana; Yuenyong, Chokchai

    2018-01-01

    Pedagogical content knowledge (PCK) is an essential kind of knowledge that teacher have for teaching particular content to particular students for enhance students' understanding, therefore, teachers with adequate PCK can give content to their students in an understandable way rather than transfer subject matter knowledge to learner. This study explored science student teachers' PCK for teaching science using Content representation base methodology. Research participants were 68 4th year science student teachers from department of General Science, faculty of Education, Phuket Rajabhat University. PCK conceptualization for teaching science by Magnusson et al. (1999) was applied as a theoretical framework in this study. In this study, Content representation (CoRe) by Loughran et al. (2004) was employed as research methodology in the lesson preparation process. In addition, CoRe consisted of eight questions (CoRe prompts) that designed to elicit and portray teacher's PCK for teaching science. Data were collected from science student teachers' CoRes design for teaching a given topic and student grade. Science student teachers asked to create CoRes design for teaching in topic `Motion in one direction' for 7th grade student and further class discussion. Science student teachers mostly created a same group of science concepts according to subunits of school science textbook rather than planned and arranged content to support students' understanding. Furthermore, they described about the effect of student's prior knowledge and learning difficulties such as students' knowledge of Scalar and Vector quantity; and calculating skill. These responses portrayed science student teacher's knowledge of students' understanding of science and their content knowledge. However, they still have inadequate knowledge of instructional strategies and activities for enhance student learning. In summary, CoRes design can represented holistic overviews of science student teachers' PCK related

  12. Inexplicit Learning: Transferring Knowledge through Visual and Emulative practices

    Directory of Open Access Journals (Sweden)

    Koumudi Patil

    2017-12-01

    Full Text Available This study attempts to understand how expert knowledge is transmitted in the absence or lack of explicit and formal means of knowledge acquisition, with particular interest in the evolved relationship of a master-apprentice, observable in pockets of traditional communities of practice. An ethnographic study based on content analysis of the transcriptions of members of a craft community from Varanasi, India has been used to strengthen the undermined pedagogical role of observation and emulation in the transfer of inexplicit knowledge. It is argued that in-situ observation and emulation foster situations for facilitating co-production of knowledge, further implying co-authorship. Gaining community membership in craft communities is not merely a matter of gaining a professional degree; instead, it is a slow process of enculturation.Keywords: Observation, Emulation, Inexplicit learning, Master-apprentice. Communities of Practice

  13. Investigation of Technological Pedagogy Content Knowledge of Pre-Service Science and Technology Teachers

    OpenAIRE

    Bayram AKARSU; Esra GÜVEN

    2014-01-01

    The purpose of this study is to investigate Technological Pedagogical Content Knowledge (TPACK) of 3rd and 4th year prospective science teachers, enrollment at the faculty of education, with respect to the technological knowledge (TK), pedagogical knowledge (PK), content knowledge (CK), technological pedagogical knowledge (TPC), pedagogical content knowledge (PCK), and information in the technological content (TPC). These knowledge types are intersection of the sub-dimensions to determine whe...

  14. Enhancing the prospective biology teachers’ Pedagogical Content Knowledge (PCK) through a peer coaching based model

    Science.gov (United States)

    Anwar, Yenny

    2018-05-01

    This paper presents the results of implementation Peer Coaching Based Model that was implemented in development and Packaging Learning Tool program aimed at developing a Pedagogical Content Knowledge prospective teachers’ capabilities. Development and Packaging Learning Tool is a training program that applies various knowledge, attitude, and skill of students in order to form professional teacher. A need assessment was conducted to identify prospective teachers’ professional needs, especially PCK ability. Tests, questionnaires, interviews, field notes and video recordings were used in this research. The result indicated that the ability of Prospective teachers’ PCK has increased. This can be shown from the N-Gain that included in the medium category. This increase shows that there is integration of pedagogy and content; they have used varied strategies and can explain the reasons for its used. This means that the pattern belongs to the lower limit of the growing- PCK category. It is recommended to use peer coaching model during peer teaching.

  15. 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…

  16. Determination of Self Efficacy Perception Levels of Teachers' Attending an Online Course toward Web Pedagogical Content Knowledge

    Science.gov (United States)

    Oskay, Özge Özyalçin; Odabasi, Zuhal

    2016-01-01

    The effects of technological developments occurred new requirements in educational area. Today's teachers should know the content knowledge they teach, have pedagogical knowledge about teaching and learning methods and besides should use the technological tools effectively. Depending on these, new concepts such as Technological Pedagogical Content…

  17. Content knowledge of prospective elementary school teacher for fractional concepts

    Science.gov (United States)

    Pattimukay, N.; Juniati, D.; Budiarto, M. T.

    2018-03-01

    The aim of this study was to describe the content knowledge especially the concept of fraction of prospective elementary school teacher. The purpose of this study is to describe the content knowledge, especially the concept of fraction of prospective elementary school teacher. The subject of the study was one of prospective elementary school teacher of Pattimura University. This research is qualitative research. Data were collected through the provision of tests to explore the knowledge content of primary school teacher candidates about fractional concepts. Then continued with qualitative data analysis. The results of this study are as follows: that the prospective primary school teacher defines fractions as part of the whole if an object is divided into equal parts, so that the part that has been divided is part of the whole. Furthermore, the prospective elementary school teacher understood the fractions as division shown in two ways, namely the prospective elementary school teacher understood the fraction as a division operation, the primary school teacher candidate interpreted the fraction as a division when an object is divided be part of the same. Meanwhile, the fraction as a ratio is interpreted as the relationship between a pair of numbers. Then, the denominations are interpreted as a ratio between the numerator and the denominator of the same value. The prospective elementary school teacher also understands fractions of value when simplifying fractions. Primary school teacher candidates understand the concept of fractional operations.

  18. 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.

  19. Organisational Learning: Conceptual Links to Individual Learning, Learning Organisation and Knowledge Management

    OpenAIRE

    Siu Loon Hoe

    2007-01-01

    Organisational learning has over the years been subject of much study by scholars and managers. In the process, the organisational learning concept has been linked to many other knowledge concepts such as individual learning, learning organisation, and knowledge management. This paper draws from existing literature in organisational behaviour, human resource management, marketing, and information management, to further develop the conceptual links between organisational learning and these kno...

  20. 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.

  1. 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.

  2. 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

  3. Learning object repositories as knowledge management systems

    Directory of Open Access Journals (Sweden)

    Demetrios G. Sampson

    2013-06-01

    Full Text Available Over the past years, a number of international initiatives that recognize the importance of sharing and reusing digital educational resources among educational communities through the use of Learning Object Repositories (LORs have emerged. Typically, these initiatives focus on collecting digital educational resources that are offered by their creators for open access and potential reuse. Nevertheless, most of the existing LORs are designed more as digital repositories, rather than as Knowledge Management Systems (KMS. By exploiting KMSs functionalities in LORs would bare the potential to support the organization and sharing of educational communities’ explicit knowledge (depicted in digital educational resources constructed by teachers and/or instructional designers and tacit knowledge (depicted in teachers’ and students’ experiences and interactions of using digital educational resources available in LORs. Within this context, in this paper we study the design and the implementation of fourteen operating LORs from the KMSs’ perspective, so as to identify additional functionalities that can support the management of educational communities’ explicit and tacit knowledge. Thus, we propose a list of essential LORs’ functionalities, which aim to facilitate the organization and sharing of educational communities’ knowledge. Finally, we present the added value of these functionalities by identifying their importance towards addressing the current demands of web-facilitated educational communities, as well as the knowledge management activities that they execute.

  4. Evaluation on knowledge extraction and machine learning in ...

    African Journals Online (AJOL)

    Evaluation on knowledge extraction and machine learning in resolving Malay word ambiguity. ... No 5S (2017) >. Log in or Register to get access to full text downloads. ... Keywords: ambiguity; lexical knowledge; machine learning; Malay word ...

  5. Exploring Mathematics Teachers' Pedagogical Content Knowledge in the Context of Knowledge of Students

    Science.gov (United States)

    Aksu, Zeki; Kul, Ümit

    2016-01-01

    Functions are one of the basic topics taught in mathematics curriculum at Secondary school level requiring knowledge from the students' past, and uniting mathematical topics. Mathematics teachers have both their own learning experience of functions, as well as their own teaching experience, leading to the question of what level of student…

  6. Trans/Languaging and the Triadic Dialogue in Content and Language Integrated Learning (CLIL) Classrooms

    Science.gov (United States)

    Lin, Angel M. Y.; Lo, Yuen Yi

    2017-01-01

    There has been a rich literature on the role of language in learning and on its role in knowledge (co-)construction in the science classroom. This literature, rooted in social semiotics theories and sociocultural theories, discussed research conducted largely in contexts where students are learning content in their first language (L1). In this…

  7. 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

    2017-10-01

    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 Elsevier Inc. All rights reserved.

  8. The Relationship between Faculty's Pedagogical Content Knowledge and Students' Knowledge about Diversity in Online Courses

    Science.gov (United States)

    Chaudhery, Mitali

    2012-01-01

    The purpose of this proposed study will be to examine the relationship between faculty's pedagogical content knowledge and the design of online curriculum to teach students about diversity in a higher education environment. One hundred twenty-seven faculty teaching online courses at a Midwestern state will be selected on non-random sampling to…

  9. Participative Knowledge Production of Learning Objects for E-Books.

    Science.gov (United States)

    Dodero, Juan Manuel; Aedo, Ignacio; Diaz, Paloma

    2002-01-01

    Defines a learning object as any digital resource that can be reused to support learning and thus considers electronic books as learning objects. Highlights include knowledge management; participative knowledge production, i.e. authoring electronic books by a distributed group of authors; participative knowledge production architecture; and…

  10. Open Source for Knowledge and Learning Management: Strategies beyond Tools

    Science.gov (United States)

    Lytras, Miltiadis, Ed.; Naeve, Ambjorn, Ed.

    2007-01-01

    In the last years, knowledge and learning management have made a significant impact on the IT research community. "Open Source for Knowledge and Learning Management: Strategies Beyond Tools" presents learning and knowledge management from a point of view where the basic tools and applications are provided by open source technologies.…

  11. 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.

  12. Exploring links between foundation phase teachers’ content knowledge and their example spaces

    Directory of Open Access Journals (Sweden)

    Samantha Morrison

    2013-12-01

    Full Text Available This paper explores two foundation phase teachers’ example spaces (a space in the mind where examples exist when teaching number-related topics in relation to snapshots of their content knowledge (CK. Data was collected during a pilot primary maths for teaching course that included assessments of teacher content knowledge (CK. An analysis of a content-knowledge focused pre-test developed for the larger study indicated a relatively high score for one teacher and a low score for the other. Using Rowland’s (2008 framework, an analysis of classroom practice showed associations between a higher CK and the extent of a teacher’s example space and more coherent connections between different representational forms. Although no hard claims or generalisations of the link between teachers’ example spaces and their level of mathematics content knowledge can be made here, this study reinforces evidence of the need to increase teachers’ CK from a pedagogic perspective in order to raise the level of mathematics teaching and learning in the South African landscape.

  13. Teaching Place Value Concepts to First Grade Romanian Students: Teacher Knowledge and its Influence on Student Learning

    Science.gov (United States)

    Tanase, Madalina

    2011-01-01

    Researchers (Ball, 2003; Ma, 1999; Schulman, 1986) have long investigated how a teacher's subject matter and pedagogical content knowledge impact on students' learning of mathematics. In an attempt to account for the relationship between teacher knowledge and student learning, this study examined four Romanian first grade teachers' knowledge about…

  14. Awareness for Contextualized Digital Contents in Ubiquitous Learning Environments

    NARCIS (Netherlands)

    Börner, Dirk

    2010-01-01

    Börner, D. (2009). Awareness for Contextualized Digital Contents in Ubiquitous Learning Environments. Presented at the Doctoral Consortium of the Fourth European Conference on Technology Enhanced Learning (EC-TEL 2009). September, 29-October, 2, 2009, Nice, France.

  15. Development of Efficient Authoring Software for e-Learning Contents

    Science.gov (United States)

    Kozono, Kazutake; Teramoto, Akemi; Akiyama, Hidenori

    The contents creation in e-Learning system becomes an important problem. The contents of e-Learning should include figure and voice media for a high-level educational effect. However, the use of figure and voice complicates the operation of authoring software considerably. A new authoring software, which can build e-Learning contents efficiently, has been developed to solve this problem. This paper reports development results of the authoring software.

  16. 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.

  17. Influence of Knowledge of Content and Students on Beginning Agriculture Teachers' Approaches to Teaching Content

    Science.gov (United States)

    Rice, Amber H.; Kitchel, Tracy

    2016-01-01

    This study explored experiences of beginning agriculture teachers' approaches to teaching content. The research question guiding the study was: how does agriculture teachers' knowledge of content and students influence their process of breaking down content knowledge for teaching? The researchers employed a grounded theory approach in which five…

  18. 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

    2016-01-01

    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…

  19. Topic-Specific Pedagogical Content Knowledge (TSPCK) in Redox and Electrochemistry of Experienced Teachers

    Science.gov (United States)

    O'Brien, Stephanie

    Topic specific pedagogical content knowledge (TSPCK) is the basis by which knowledge of subject matter of a particular topic is conveyed to students. This includes students' prior knowledge, curricular saliency, what makes a topic easy or difficult to teach, representations, and teaching strategies. The goal of this study is to assess the pedagogical content knowledge of chemistry teachers in a professional learning community in the areas of redox and electrochemistry, as this has been regarded in previous literature as conceptually challenging for students to learn. By acquiring information regarding the PCK development of experienced chemistry teachers, the education and practice of all science teachers can be advanced. This study builds upon previous research that developed validated instruments to evaluate TSPCK. The research questions sought to determine which components of TSPCK were evidenced by the instructional design decisions teachers made, what shared patterns and trends were evident, and how TSPCK related to student learning outcomes. To answer the research questions subjects completed a background questionnaire, a TSPCK assessment, and interview tasks to elicit information about pedagogical decision making and processes that influenced student learning in their classrooms. The TSPCK exam and interview responses were coded to align with thematic constructs. To determine the effect of TSPCK on student learning gains, pre/post-assessment data on redox and electrochemistry were compared to teachers' TSPCK. The chemistry teachers displayed varying levels of TSPCK in redox and electrochemistry, as evidenced by their knowledge of student learning obstacles, curricular saliency, and teaching methodologies. There was evidence of experienced teachers lacking in certain areas of TSPCK, such as the ability to identify student misconceptions, suggesting the need for programmatic improvements in pre-service and in-service training to address the needs of current

  20. Delivery of Learning Knowledge Objects Using Fuzzy Clustering

    Science.gov (United States)

    Sabitha, A. Sai; Mehrotra, Deepti; Bansal, Abhay

    2016-01-01

    e-Learning industry is rapidly changing and the current learning trends are based on personalized, social and mobile learning, content reusability, cloud-based and talent management. The learning systems have attained a significant growth catering to the needs of a wide range of learners, having different approaches and styles of learning. Objects…

  1. [Job rotation in anaesthesiological care: impacts on knowledge and learning].

    Science.gov (United States)

    Jordan, Silvia; Brauner, Elisabeth

    2008-04-01

    Job rotation in anaesthesiological care is explored in this article. Based on discussions of 'high reliability organizations', and based on current theory in social and organizational psychology, we empirically investigated the impact of job rotation on knowledge management and learning. The study was conducted at the University Hospital of Innsbruck during the job training period of novice nurse anaesthetists. Qualitative interviews were conducted as well as a questionnaire administered. Data were collected between September 2003 and June 2005. Observational and interview data were combined with a questionnaire study to assess transactive memory and cooperation using a mixed-method design. Qualitative data were analyzed using GABEK, a computer-supported content analysis system; quantitative data were analyzed statistically with SPSS. Results indicate that job rotation had both positive and negative effects on knowledge and learning. On the one hand, job rotation can foster flexibility and awareness of a person's own fallibility and lack of knowledge. On the other hand, trust, group cohesion, and social meta-knowledge can be hampered by constant rotation. Consequently, stabilization and change need equal consideration when designing work in high reliability organizations.

  2. Technological Pedagogical Knowledge of Content: building of concepts and teaching skills

    Directory of Open Access Journals (Sweden)

    Sidinei Oliveira Sousa

    2017-12-01

    Full Text Available This article aims to investigate how the Information and communications technology (ICT are integrated into teaching practices according to the theory of Technological Pedagogical Content Knowledge(TPACK. Participated in the research 44 students enrolled in one subject of Introduction to Computing offered in the Licensure Course of Chemistry from a State University. To the data collection, it were considered the interactions among students, which occurred in the Virtual Learning Environment and in the Facebook social network, besides the reports and materials produced by the students and the questionnaires self- assessment of performance. The data collected showed that the TPACK used as a theoretical framework to address content, combined with an active methodological approach (Blended Online POPBL, allowed the students, future teachers, improve their understanding of how are developed the teachers’ pedagogical practices with knowledge in the technology use articulated with their curricular domain.

  3. Achievement goal orientation and situational motivation for a low-stakes test of content knowledge.

    Science.gov (United States)

    Waskiewicz, Rhonda A

    2012-05-10

    To determine the extent of the relationship between students' inherent motivation to achieve in a doctor of pharmacy program and their motivation to achieve on a single low-stakes test of content knowledge. The Attitude Toward Learning Questionnaire (ATL) was administered to 66 third-year pharmacy students at the beginning of the spring 2011 semester, and the Student Opinion Scale (SOS) was administered to the same group immediately following completion of the Pharmacy Curricular Outcomes Assessment (PCOA). Significant differences were found in performance approach and work avoidance based on situational motivation scores. Situational motivation was also found to be directly correlated with performance and mastery approaches and inversely correlated with work avoidance. Criteria were met for predicting importance and effort from performance and mastery approaches and work avoidance scores of pharmacy students. The ability to predict pharmacy students' motivation to perform on a low-stakes standardized test of content knowledge increases the test's usefulness as a measure of curricular effectiveness.

  4. Towards a Continuous Knowledge Learning Engine for Chatbots

    OpenAIRE

    Mazumder, Sahisnu; Ma, Nianzu; Liu, Bing

    2018-01-01

    Although chatbots have been very popular in recent years, they still have some serious weaknesses which limit the scope of their applications. One major weakness is that they cannot learn new knowledge during the conversation process, i.e., their knowledge is fixed beforehand and cannot be expanded or updated during conversation. In this paper, we propose to build a general knowledge learning engine for chatbots to enable them to continuously and interactively learn new knowledge during conve...

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

    Science.gov (United States)

    Rozenszajn, Ronit; Yarden, Anat

    2014-02-01

    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 program aimed at designing new teaching and learning materials suggested by the teachers themselves. The research presents an enlargement of previous PCK representations by focusing on a detailed representation of two main PCK domains: teaching and learning, including ten PCK components that emerged in the course of data analysis. This representation enabled revealing the unique PCK held by each teacher and to characterize the expansion of the two components of the participating teachers' PCK during the long-term professional development program. Retention of major parts of the expanded PCK a year after termination of the program implies that designing and implementing new teaching and learning materials based on the teachers' experiences, needs, and knowledge in a workshop format accompanied by biology and science education courses might provide a powerful means for PCK expansion. We recommend that designers of professional development programs be aware of the unique PCK held by each teacher in order to promote meaningful professional development of each teacher. Moreover, the PCK representations that were identified in the course of this study enabled clarifying the "orientation toward teaching science" category of PCK which appears to be unclear in current literature.

  6. Creating Illusions of Knowledge: Learning Errors that Contradict Prior Knowledge

    Science.gov (United States)

    Fazio, Lisa K.; Barber, Sarah J.; Rajaram, Suparna; Ornstein, Peter A.; Marsh, Elizabeth J.

    2013-01-01

    Most people know that the Pacific is the largest ocean on Earth and that Edison invented the light bulb. Our question is whether this knowledge is stable, or if people will incorporate errors into their knowledge bases, even if they have the correct knowledge stored in memory. To test this, we asked participants general-knowledge questions 2 weeks…

  7. Adaptive Knowledge Management of Project-Based Learning

    Science.gov (United States)

    Tilchin, Oleg; Kittany, Mohamed

    2016-01-01

    The goal of an approach to Adaptive Knowledge Management (AKM) of project-based learning (PBL) is to intensify subject study through guiding, inducing, and facilitating development knowledge, accountability skills, and collaborative skills of students. Knowledge development is attained by knowledge acquisition, knowledge sharing, and knowledge…

  8. 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.

  9. 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.

  10. Examining Collaborative Knowledge Construction in Microblogging-Based Learning Environments

    Directory of Open Access Journals (Sweden)

    Tian Luo

    2017-09-01

    Full Text Available Aim/Purpose: The purpose of the study is to provide foundational research to exemplify how knowledge construction takes place in microblogging-based learning environments, to understand learner interaction representing the knowledge construction process, and to analyze learner perception, thereby suggesting a model of delivery for microblogging. Background: Up-and-coming digital native learners crave the real-time, multimedia, global-interconnectedness of microblogging, yet there has been limited research that specifically proposes a working model of Twitter’s classroom integration for designers and practitioners without bundling it in with other social media tools. Methodology: This semester-long study utilized a case-study research design via a multi-dimensional approach in a hybrid classroom with both face-to-face and online environments. Tweets were collected from four types of activities and coded based on content within their contextual setting. Twenty-four college students participated in the study. Contribution: The findings shed light on the process of knowledge construction in mi-croblogging and reveal key types of knowledge manifested during learning activities. The study also proposes a model for delivering microblogging to formal learning environments applicable to various contexts for designers and practitioners. Findings: There are distinct learner interaction patterns representing the process of knowledge construction in microblogging activities ranging from low-order to high-order cognitive tasks. Students generally were in favor of the Twitter integration in this study. Recommendations for Practitioners: The three central activities (exploring hashtags, discussion topics, and participating in live chats along with the backchannel activity formulate a working model that represents the sequential process of Twitter integration into classrooms. Impact on Society: Microblogging allows learners omnichannel access while hashtags

  11. Evaluation Criterion for Quality Assessment of E-Learning Content

    Science.gov (United States)

    Al-Alwani, Abdulkareem

    2014-01-01

    Research trends related to e-learning systems are oriented towards increasing the efficiency and capacity of the systems, thus they reflect a large variance in performance when considering content conformity and quality standards. The Framework related to standardisation of digital content for e-learning systems is likely to play a significant…

  12. E-learning as a Vehicle for Knowledge Management

    NARCIS (Netherlands)

    Choenni, R.S.; Walker, R.; Bakker, R; Baets, W.

    2001-01-01

    Nowadays, companies want to learn from their own experiences and to be able to enhance that experience with best principles and lessons learned from other companies. Companies emphasise the importance of knowledge management, particularly the relationship between knowledge and learning within an

  13. Creating illusions of knowledge: learning errors that contradict prior knowledge.

    Science.gov (United States)

    Fazio, Lisa K; Barber, Sarah J; Rajaram, Suparna; Ornstein, Peter A; Marsh, Elizabeth J

    2013-02-01

    Most people know that the Pacific is the largest ocean on Earth and that Edison invented the light bulb. Our question is whether this knowledge is stable, or if people will incorporate errors into their knowledge bases, even if they have the correct knowledge stored in memory. To test this, we asked participants general-knowledge questions 2 weeks before they read stories that contained errors (e.g., "Franklin invented the light bulb"). On a later general-knowledge test, participants reproduced story errors despite previously answering the questions correctly. This misinformation effect was found even for questions that were answered correctly on the initial test with the highest level of confidence. Furthermore, prior knowledge offered no protection against errors entering the knowledge base; the misinformation effect was equivalent for previously known and unknown facts. Errors can enter the knowledge base even when learners have the knowledge necessary to catch the errors. 2013 APA, all rights reserved

  14. Non-linear learning in online tutorial to enhance students’ knowledge on normal distribution application topic

    Science.gov (United States)

    Kartono; Suryadi, D.; Herman, T.

    2018-01-01

    This study aimed to analyze the enhancement of non-linear learning (NLL) in the online tutorial (OT) content to students’ knowledge of normal distribution application (KONDA). KONDA is a competence expected to be achieved after students studied the topic of normal distribution application in the course named Education Statistics. The analysis was performed by quasi-experiment study design. The subject of the study was divided into an experimental class that was given OT content in NLL model and a control class which was given OT content in conventional learning (CL) model. Data used in this study were the results of online objective tests to measure students’ statistical prior knowledge (SPK) and students’ pre- and post-test of KONDA. The statistical analysis test of a gain score of KONDA of students who had low and moderate SPK’s scores showed students’ KONDA who learn OT content with NLL model was better than students’ KONDA who learn OT content with CL model. Meanwhile, for students who had high SPK’s scores, the gain score of students who learn OT content with NLL model had relatively similar with the gain score of students who learn OT content with CL model. Based on those findings it could be concluded that the NLL model applied to OT content could enhance KONDA of students in low and moderate SPK’s levels. Extra and more challenging didactical situation was needed for students in high SPK’s level to achieve the significant gain score.

  15. Football coaches’ development in Brazil: a focus on the content of learning

    Directory of Open Access Journals (Sweden)

    Alexandre Vinicius Bobato Tozetto

    2017-12-01

    Full Text Available Abstract AIM The aim of the study was to analyze the lifelong content of learning of coaches. METHODS Eight coaches inserted in an Elite Football Club participated. Rappaport Time Line and semi-structured interviews were used to obtain the data. The coaches’ learning was organized according to the theory of Lifelong Learning.1-4 RESULTS The coaches presented in their personal experiences, with their families and as athletes, content of learning such as “leadership development” and “formation of values”. In professional experiences, such as in academic training, coach assistants and even coaching, they are also reported as essential in obtaining content of learning (general and specific knowledge, training methods, leadership development, self-control. Finally, the reflexive process is considered by most coaches as a potentiator of learning, with interference on the “coach-athlete relationship”, “activity adjustment,” among other content of learning. CONCLUSION The content learned throughout the life were defined in certain episodes for presenting different meanings in the life of the coaches, in which they related to a new experience according to their biographies. Therefore, the various episodes offer coaches new experiences, in which they can incorporate, reinforce or renew the content about the coaching process and are responsible for the development of the coach.

  16. Learning by Knowledge Networking across Cultures

    DEFF Research Database (Denmark)

    Wangel, Arne; Stærdahl, Jens; Bransholm Pedersen, Kirsten

    2005-01-01

    Engineers and planners working in trans-national production and aid project interventions in Third World countries must be able to 're-invent' technological systems across cultures and plan and build the capacities of their counterparts. A series of joint courses on cleaner production (CP......) and environmental impact assessment (EIA) in Malaysia 1998-2003 has sought to address these needs for new competences. Differences in educational background and the work culture of the participants have presented difficulties during these courses, in particular in terms of achieving a mixed team building to turn...... some of the obstacles into resources for knowledge sharing. However, students have stressed their positive experience of cross-cultural communication. While a joint course of three week duration by itself may involve only limited cross-cultural learning, serving primarily as an introduction to a long...

  17. An Analysis of Content Knowledge and Cognitive Abilities as Factors That Are Associated with Algebra Performance

    Science.gov (United States)

    McLean, Tamika Ann

    2017-01-01

    The current study investigated college students' content knowledge and cognitive abilities as factors associated with their algebra performance, and examined how combinations of content knowledge and cognitive abilities related to their algebra performance. Specifically, the investigation examined the content knowledge factors of computational…

  18. Pre-Service Science Teachers in Xinjiang "Scientific Inquiry" - Pedagogical Content Knowledge Research

    Science.gov (United States)

    Li, Yufeng; Xiong, Jianwen

    2012-01-01

    Scientific inquiry is one of the science curriculum content, "Scientific inquiry" - Pedagogical Content Knowledge is the face of scientific inquiry and teachers - of course pedagogical content knowledge and scientific inquiry a teaching practice with more direct expertise. Pre-service teacher training phase of acquisition of knowledge is…

  19. Foundation Content Knowledge: What Do Pre-Service Teachers Need to Know?

    Science.gov (United States)

    Linsell, Chris; Anakin, Megan

    2013-01-01

    The mathematics content knowledge of pre-service teachers is a growing area of inquiry. This topic requires further theoretical development due to the limited applicability of current cognitive and practice-oriented frameworks of mathematics content knowledge to beginning pre-service teachers. Foundation content knowledge is an integrated,…

  20. 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…

  1. Understanding primary school science teachers' pedagogical content knowledge: The case of teaching global warming

    Science.gov (United States)

    Chordnork, Boonliang; Yuenyong, Chokchai

    2018-01-01

    This aim of this research was to investigate primary school science teachers understanding and teaching practice as well as the influence on teaching and learning a topic like global warming. The participants were four primary science teachers, who were not graduated in science education. Methodology was the case study method, which was under the qualitative research regarded from interpretive paradigm. Data were collected by openended questionnaire, semi-structure interview, and document colleting. The questionnaire examined teachers' background, teachers' understanding of problems and threats of science teaching, desiring of development their PCK, sharing the teaching approaches, and their ideas of strength and weakness. a semi-structured interview was conducted based on the approach for capturing PCK of Loughran [23] content representation (CoRe). And, the document was collected to clarify what evidence which was invented to effect on students' learning. These document included lesson plan, students' task, and painting about global warming, science projects, the picture of activities of science learning, the exercise and test. Data analysis employed multiple approach of evidence looking an issue from each primary science teachers and used triangulation method to analyze the data with aiming to make meaning of teachers' representation of teaching practice. These included descriptive statistics, CoRe interpretation, and document analysis. The results show that teachers had misunderstanding of science teaching practice and they has articulated the pedagogical content knowledge in terms of assessment, goal of teaching and linking to the context of socio cultural. In contrast, knowledge and belief of curriculum, students' understanding of content global warming, and strategies of teaching were articulated indistinct by non-graduate science teacher. Constructing opportunities for personal development, the curiosity of the student learning center, and linking context

  2. A deep learning and novelty detection framework for rapid phenotyping in high-content screening

    Science.gov (United States)

    Sommer, Christoph; Hoefler, Rudolf; Samwer, Matthias; Gerlich, Daniel W.

    2017-01-01

    Supervised machine learning is a powerful and widely used method for analyzing high-content screening data. Despite its accuracy, efficiency, and versatility, supervised machine learning has drawbacks, most notably its dependence on a priori knowledge of expected phenotypes and time-consuming classifier training. We provide a solution to these limitations with CellCognition Explorer, a generic novelty detection and deep learning framework. Application to several large-scale screening data sets on nuclear and mitotic cell morphologies demonstrates that CellCognition Explorer enables discovery of rare phenotypes without user training, which has broad implications for improved assay development in high-content screening. PMID:28954863

  3. Literacy Integration of Technological Pedagogical Content Knowledge (TPACK) in Elementary Schools: A Case Study of Collaborative Leadership

    Science.gov (United States)

    Mason, Charlene A.

    2016-01-01

    Integration of educational technology in the context of e-books has experienced slow implementation in elementary schools, specifically in early literacy instruction. Technological pedagogical content knowledge (TPACK) is a framework for metacognitive reflection on how the learning of subject matter can be facilitated through the use of…

  4. E-learning in radiology - the practical use of the content management system ILIAS

    International Nuclear Information System (INIS)

    Schuetze, B.; Mildenberger, P.; Kaemmerer, M.

    2006-01-01

    Purpose: Due to the possibility of using different kinds of visualization, e-learning has the advantage of allowing individualized learning. A check should be performed to determine whether the use of the web-based content management system ILIAS simplifies the writing and production of electronic learning modules in radiology. Materials and methods: Internet-based e-learning provides access to existing learning modules regardless of time and location, since fast Internet connections are readily available. Results: Web Content Management Systems (WCMS) are suitable platforms for imparting radiology-related information (visual abilities like the recognition of patterns as well as interdisciplinary specialized knowledge). The open source product ILIAS is a free WCMS. It is used by many universities and is accepted by both students and lecturers. Its modular and object-oriented software architecture makes it easy to adapt and enlarge the platform. The employment of e-learning standards such as LOM and SCORM within ILIAS makes it possible to reuse contents, even if the platform has to be changed. Conclusion: ILIAS renders it possible to provide students with texts, images, or files of any other kind within a learning context which is defined by the lecturer. Students can check their acquired knowledge via online testing and receive direct performance feedback. The significant interest that students have shown in ILIAS proves that e-learning can be a useful addition to conventional learning methods. (orig.)

  5. [E-Learning in radiology; the practical use of the content management system ILIAS].

    Science.gov (United States)

    Schütze, B; Mildenberger, P; Kämmerer, M

    2006-05-01

    Due to the possibility of using different kinds of visualization, e-learning has the advantage of allowing individualized learning. A check should be performed to determine whether the use of the web-based content management system ILIAS simplifies the writing and production of electronic learning modules in radiology. Internet-based e-learning provides access to existing learning modules regardless of time and location, since fast Internet connections are readily available. Web Content Management Systems (WCMS) are suitable platforms for imparting radiology-related information (visual abilities like the recognition of patterns as well as interdisciplinary specialized knowledge). The open source product ILIAS is a free WCMS. It is used by many universities and is accepted by both students and lecturers. Its modular and object-oriented software architecture makes it easy to adapt and enlarge the platform. The employment of e-learning standards such as LOM and SCORM within ILIAS makes it possible to reuse contents, even if the platform has to be changed. ILIAS renders it possible to provide students with texts, images, or files of any other kind within a learning context which is defined by the lecturer. Students can check their acquired knowledge via online testing and receive direct performance feedback. The significant interest that students have shown in ILIAS proves that e-learning can be a useful addition to conventional learning methods.

  6. Knowing Means Existing: Organizational Learning Dimensions and Knowledge Management Capability

    Directory of Open Access Journals (Sweden)

    Turulja Lejla

    2018-03-01

    Full Text Available Background: Many studies have considered knowledge as the most important strategic resource for ensuring firm’s competitiveness. Accordingly, learning is an important concept for firms whether it is individual or organizational learning.

  7. Effect of Content Schema, Vocabulary Knowledge, and Reading Comprehension on Translation Performance

    Directory of Open Access Journals (Sweden)

    Reza Kafipour

    2017-09-01

    Full Text Available Schemata refer to all kinds of knowledge which are gained throughout the lifetime. Few studies tried to integrate schema theory and the next two crucial factors in translation and learning which are vocabulary knowledge and reading comprehension. Thus, the present research aimed at delineating the potential effect of these three factors on translation performance of Iranian undergraduate students majoring in translator training. To this end, 172 Iranian undergraduate students majoring in translator training were selected based on two-step cluster sampling. To collect data, the participants answered a set of 6 open-ended questions to measure the students’ content schema along with a vocabulary size test, reading comprehension test, and translation task. To analyze data, Pearson correlation coefficient as well as stepwise multiple regressions was conducted through Statistical Package for Social Sciences (SPSS version 17. Data analysis indicated that the independent variables significantly correlated with translation performance. In addition, multiple regressions analysis specified reading comprehension as the main contributing variable and content schema as the second in students’ translation performance. It also showed that vocabulary knowledge could not be a predicting factor in translation performance of the learners; the reason may refer to the inseparable component of their translation task that is dictionary. The results highlighted the role of content schema in translation performance of the learners.

  8. Learning literacy and content through video activities in primary education

    OpenAIRE

    Heitink, Maaike Christine; Fisser, Petra; McKenney, Susan; Resta, P.

    2012-01-01

    This case study research explored to what extent and in which ways teachers used Technological Pedagogical Content Knowledge (TPCK) and related competencies to implement video activities in primary education. Three Dutch teachers implemented video activities to improve students‟ content knowledge and literacy- and communication skills simultaneously. Lesson materials were provided but teachers chose the theme or subject (content) linked to the video activities themselves. Results show that ap...

  9. Neuro-symbolic representation learning on biological knowledge graphs

    KAUST Repository

    AlShahrani, Mona; Khan, Mohammed Asif; Maddouri, Omar; Kinjo, Akira R; Queralt-Rosinach, Nú ria; Hoehndorf, Robert

    2017-01-01

    Biological data and knowledge bases increasingly rely on Semantic Web technologies and the use of knowledge graphs for data integration, retrieval and federated queries. In the past years, feature learning methods that are applicable to graph

  10. 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.

  11. 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

  12. The Status Quo of Ontology Learning from Unstructured Knowledge Sources for Knowledge Management

    OpenAIRE

    Scheuermann , Andreas; Obermann , Jens

    2012-01-01

    International audience; In the global race for competitive advantage Knowledge Management gains increasing importance for companies. The purposeful and systematic creation, maintenance, and transfer of unstructured knowledge sources demands for advanced Information Technology. Ontologies constitute a basic ingredient of Knowledge Management; thus, ontology learning from unstructured knowledge sources is of particular interest since it bears the potential to bring significant advantages for Kn...

  13. 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.

  14. Effects of age and content of augmented feedback on learning an isometric force-production task

    NARCIS (Netherlands)

    van Dijk, Henk; Mulder, Theo; Hermens, Hermie J.

    2007-01-01

    This study addressed the interaction between age and the informational content of feedback on learning an isometric force-production task. Healthy men and women (30 young adults: 20 to 35 years; 30 older adults: 55 to 70 years) were randomly assigned to a certain type of feedback: knowledge of

  15. Concept formation knowledge and experience in unsupervised learning

    CERN Document Server

    Fisher, Douglas H; Langley, Pat

    1991-01-01

    Concept Formation: Knowledge and Experience in Unsupervised Learning presents the interdisciplinary interaction between machine learning and cognitive psychology on unsupervised incremental methods. This book focuses on measures of similarity, strategies for robust incremental learning, and the psychological consistency of various approaches.Organized into three parts encompassing 15 chapters, this book begins with an overview of inductive concept learning in machine learning and psychology, with emphasis on issues that distinguish concept formation from more prevalent supervised methods and f

  16. Ubiquitous mobile knowledge construction in collaborative learning environments.

    Science.gov (United States)

    Baloian, Nelson; Zurita, Gustavo

    2012-01-01

    Knowledge management is a critical activity for any organization. It has been said to be a differentiating factor and an important source of competitiveness if this knowledge is constructed and shared among its members, thus creating a learning organization. Knowledge construction is critical for any collaborative organizational learning environment. Nowadays workers must perform knowledge creation tasks while in motion, not just in static physical locations; therefore it is also required that knowledge construction activities be performed in ubiquitous scenarios, and supported by mobile and pervasive computational systems. These knowledge creation systems should help people in or outside organizations convert their tacit knowledge into explicit knowledge, thus supporting the knowledge construction process. Therefore in our understanding, we consider highly relevant that undergraduate university students learn about the knowledge construction process supported by mobile and ubiquitous computing. This has been a little explored issue in this field. This paper presents the design, implementation, and an evaluation of a system called MCKC for Mobile Collaborative Knowledge Construction, supporting collaborative face-to-face tacit knowledge construction and sharing in ubiquitous scenarios. The MCKC system can be used by undergraduate students to learn how to construct knowledge, allowing them anytime and anywhere to create, make explicit and share their knowledge with their co-learners, using visual metaphors, gestures and sketches to implement the human-computer interface of mobile devices (PDAs).

  17. Conceptualisation of knowledge construction in community service-learning programmes in nursing education.

    Science.gov (United States)

    Mthembu, Sindi Z; Mtshali, Fikile G

    2013-01-01

    Practices in higher education have been criticised for not developing and preparing students for the expertise required in real environments. Literature reports that educational programmes tend to favour knowledge conformation rather than knowledge construction; however, community service learning (CSL) is a powerful pedagogical strategy that encourages students to make meaningful connections between the content in the classroom and real-life experiences as manifested by the communities. Through CSL, learning is achieved by the active construction of knowledge supported by multiple perspectives within meaningful real contexts, and the social interactions amongst students are seen to play a critical role in the processes of learning and cognition. This article reflects facilitators’ perspective of the knowledge construction process as used with students doing community service learning in basic nursing programmes. The aim of this article was to conceptualise the phenomenon of knowledge construction and thereby provide educators with a shared meaning and common understanding, and to analyse the interaction strategies utilised by nurse educators in the process of knowledge construction in community service-learning programmes in basic nursing education. A qualitative research approach based on a grounded theory research design was used in this article. Two nursing education institutions were purposively selected. Structured interviews were conducted with 16 participants. The results revealed that the knowledge construction in community service-learning programmes is conceptualised as having specific determinants, including the use of authentic health-related problems, academic coaching through scaffolding, academic discourse-dialogue, interactive learning in communities of learners, active learning, continuous reflection as well as collaborative and inquiry-based learning. Upon completion of an experience, students create and test generated knowledge in different

  18. Pedagogical Content Knowledge of Experts and Novices--What Knowledge Do They Activate When Analyzing Science Lessons?

    Science.gov (United States)

    Krepf, Matthias; Plöger, Wilfried; Scholl, Daniel; Seifert, Andreas

    2018-01-01

    In the current debate on pedagogical content knowledge (PCK), the term is used to refer to the context-specific knowledge that teachers activate when reflecting on practice. Against the background of this debate, we conducted an empirical study and sought to answer the question of which knowledge experts and novices activated in assessing a…

  19. Tacit Knowledge in Online Learning: Community, Identity, and Social Capital

    Science.gov (United States)

    Oztok, Murat

    2013-01-01

    This article discusses the possibilities that tacit knowledge could provide for social constructivist pedagogies; in particular, pedagogies for online learning. Arguing that the tacit dimension of knowledge is critical for meaning making in situated learning practices and for a community of practice to function, the article considers whether…

  20. "Understanding" medical school curriculum content using KnowledgeMap.

    Science.gov (United States)

    Denny, Joshua C; Smithers, Jeffrey D; Miller, Randolph A; Spickard, Anderson

    2003-01-01

    To describe the development and evaluation of computational tools to identify concepts within medical curricular documents, using information derived from the National Library of Medicine's Unified Medical Language System (UMLS). The long-term goal of the KnowledgeMap (KM) project is to provide faculty and students with an improved ability to develop, review, and integrate components of the medical school curriculum. The KM concept identifier uses lexical resources partially derived from the UMLS (SPECIALIST lexicon and Metathesaurus), heuristic language processing techniques, and an empirical scoring algorithm. KM differentiates among potentially matching Metathesaurus concepts within a source document. The authors manually identified important "gold standard" biomedical concepts within selected medical school full-content lecture documents and used these documents to compare KM concept recognition with that of a known state-of-the-art "standard"-the National Library of Medicine's MetaMap program. The number of "gold standard" concepts in each lecture document identified by either KM or MetaMap, and the cause of each failure or relative success in a random subset of documents. For 4,281 "gold standard" concepts, MetaMap matched 78% and KM 82%. Precision for "gold standard" concepts was 85% for MetaMap and 89% for KM. The heuristics of KM accurately matched acronyms, concepts underspecified in the document, and ambiguous matches. The most frequent cause of matching failures was absence of target concepts from the UMLS Metathesaurus. The prototypic KM system provided an encouraging rate of concept extraction for representative medical curricular texts. Future versions of KM should be evaluated for their ability to allow administrators, lecturers, and students to navigate through the medical curriculum to locate redundancies, find interrelated information, and identify omissions. In addition, the ability of KM to meet specific, personal information needs should be

  1. DynaLearn-An Intelligent Learning Environment for Learning Conceptual Knowledge

    NARCIS (Netherlands)

    Bredeweg, Bert; Liem, Jochem; Beek, Wouter; Linnebank, Floris; Gracia, Jorge; Lozano, Esther; Wißner, Michael; Bühling, René; Salles, Paulo; Noble, Richard; Zitek, Andreas; Borisova, Petya; Mioduser, David

    2013-01-01

    Articulating thought in computerbased media is a powerful means for humans to develop their understanding of phenomena. We have created DynaLearn, an intelligent learning environment that allows learners to acquire conceptual knowledge by constructing and simulating qualitative models of how systems

  2. Individual learning effects on knowledge transfer in international joint ventures

    DEFF Research Database (Denmark)

    Dao, Li Thuy; Napier, Nancy

    2016-01-01

    This paper examines micro (individual-level) aspects of knowledge transfer and learning in international joint ventures in an emerging economy context. Learning by expatriate and local managers appears far more complex, mutually dependent, and significant to the knowledge transfer process than...... suggested in existing literature. Building upon conceptualizations of individual learning and cognitive – behavioural effects in an organisational context while drawing evidence from two cases of Danish – Vietnamese joint ventures, we propose a model of individual-level knowledge transfer and learning...

  3. Learning knowledge as an integral part of competencies in higher education: Effects on students' knowledge

    NARCIS (Netherlands)

    Van Bommel, Marijke; Boshuizen, Els; Kwakman, Kitty

    2011-01-01

    Van Bommel, M., Boshuizen, H. P. A., & Kwakman, K. (2010, 25-27 August). Learning knowledge as an integral part of competencies in higher education: Effects on students' knowledge. Paper presented at the 5th EARLI-SIG14 Learning and Professional Development, Munich, Germany.

  4. Constructing a multiple choice test to measure elementary school teachers' Pedagogical Content Knowledge of technology education.

    NARCIS (Netherlands)

    Rohaan, E.J.; Taconis, R.; Jochems, W.M.G.

    2009-01-01

    This paper describes the construction and validation of a multiple choice test to measure elementary school teachers' Pedagogical Content Knowledge of technology education. Pedagogical Content Knowledge is generally accepted to be a crucial domain of teacher knowledge and is, therefore, an important

  5. Development of Pre-Service Chemistry Teachers' Technological Pedagogical Content Knowledge

    Science.gov (United States)

    Cetin-Dindar, Ayla; Boz, Yezdan; Sonmez, Demet Yildiran; Celep, Nilgun Demirci

    2018-01-01

    In this study, a mixed-method design was employed to investigate pre-service chemistry teachers' Technological Pedagogical Content Knowledge (TPACK) development. For effective technology integration in instruction, knowledge about technology is not enough; teachers should have different knowledge types which are content, pedagogical, and…

  6. Language Learning of Gifted Individuals: A Content Analysis Study

    Science.gov (United States)

    Gokaydin, Beria; Baglama, Basak; Uzunboylu, Huseyin

    2017-01-01

    This study aims to carry out a content analysis of the studies on language learning of gifted individuals and determine the trends in this field. Articles on language learning of gifted individuals published in the Scopus database were examined based on certain criteria including type of publication, year of publication, language, research…

  7. Awareness for Contextualized Digital Contents in Ubiquitous Learning Environments

    NARCIS (Netherlands)

    Börner, Dirk; Specht, Marcus

    2010-01-01

    Börner, D., & Specht, M. (2009). Awareness for Contextualized Digital Contents in Ubiquitous Learning Environments. Proceedings of the Doctoral Consortium of the Fourth European Conference on Technology Enhanced Learning (EC-TEL 2009). September, 29-October, 2, 2009, Nice, France. [unpublished

  8. Knowledge discovery based on experiential learning corporate culture management

    Science.gov (United States)

    Tu, Kai-Jan

    2014-10-01

    A good corporate culture based on humanistic theory can make the enterprise's management very effective, all enterprise's members have strong cohesion and centripetal force. With experiential learning model, the enterprise can establish an enthusiastic learning spirit corporate culture, have innovation ability to gain the positive knowledge growth effect, and to meet the fierce global marketing competition. A case study on Trend's corporate culture can offer the proof of industry knowledge growth rate equation as the contribution to experiential learning corporate culture management.

  9. Feature selection for domain knowledge representation through multitask learning

    CSIR Research Space (South Africa)

    Rosman, Benjamin S

    2014-10-01

    Full Text Available represent stimuli of interest, and rich feature sets which increase the dimensionality of the space and thus the difficulty of the learning problem. We focus on a multitask reinforcement learning setting, where the agent is learning domain knowledge...

  10. Rich media content adaptation in e-learning systems

    OpenAIRE

    Mirri, Silvia

    2007-01-01

    The wide use of e-technologies represents a great opportunity for underserved segments of the population, especially with the aim of reintegrating excluded individuals back into society through education. This is particularly true for people with different types of disabilities who may have difficulties while attending traditional on-site learning programs that are typically based on printed learning resources. The creation and provision of accessible e-learning contents may therefore become ...

  11. Digital Repositories of Learning Material as a Support Tool for Knowledge Management and Capacity Building

    International Nuclear Information System (INIS)

    Marmonti, E.

    2016-01-01

    Full text: For some years, digital repositories are emerging as a de facto standard service for storing, preserving and disseminate knowledge: academic, scientific information and, more recently, primary research data of institutions. Some of the digital repositories host also collections of material classified as learning objects; some others are created to manage only learning objects (LO), as the Learning Objects Digital Repositories, or were built to function as learning objects aggregators. The term “learning object” itself is involving different types of structures, organization and complexity. This paper will show how digital repositories, metadata standards and semantic web technologies can be valuable tools for managing educational content, which can contribute to build a learning and knowledge driven organization. (author

  12. Using Knowledge-Based Systems to Support Learning of Organizational Knowledge: A Case Study

    Science.gov (United States)

    Cooper, Lynne P.; Nash, Rebecca L.; Phan, Tu-Anh T.; Bailey, Teresa R.

    2003-01-01

    This paper describes the deployment of a knowledge system to support learning of organizational knowledge at the Jet Propulsion Laboratory (JPL), a US national research laboratory whose mission is planetary exploration and to 'do what no one has done before.' Data collected over 19 weeks of operation were used to assess system performance with respect to design considerations, participation, effectiveness of communication mechanisms, and individual-based learning. These results are discussed in the context of organizational learning research and implications for practice.

  13. Content and language integrated learning: principles and perspectives

    OpenAIRE

    BAKLAGOVA J.

    2014-01-01

    This article is devoted to the innovative model for language education Content and Language Integrated Learning (CLIL) which has gained in immense popularity all over the world. Based on communicative approach, CLIL provides progress in language and in the content subject, creativity and independence in language using, developing higher order thinking skills. A successful CLIL lesson should combine such elements as content, communication, cognition and culture

  14. Make Gestures to Learn: Reproducing Gestures Improves the Learning of Anatomical Knowledge More than Just Seeing Gestures

    Directory of Open Access Journals (Sweden)

    Mélaine Cherdieu

    2017-10-01

    Full Text Available Manual gestures can facilitate problem solving but also language or conceptual learning. Both seeing and making the gestures during learning seem to be beneficial. However, the stronger activation of the motor system in the second case should provide supplementary cues to consolidate and re-enact the mental traces created during learning. We tested this hypothesis in the context of anatomy learning by naïve adult participants. Anatomy is a challenging topic to learn and is of specific interest for research on embodied learning, as the learning content can be directly linked to learners' body. Two groups of participants were asked to look at a video lecture on the forearm anatomy. The video included a model making gestures related to the content of the lecture. Both groups see the gestures but only one also imitate the model. Tests of knowledge were run just after learning and few days later. The results revealed that imitating gestures improves the recall of structures names and their localization on a diagram. This effect was however significant only in long-term assessments. This suggests that: (1 the integration of motor actions and knowledge may require sleep; (2 a specific activation of the motor system during learning may improve the consolidation and/or the retrieval of memories.

  15. Make Gestures to Learn: Reproducing Gestures Improves the Learning of Anatomical Knowledge More than Just Seeing Gestures

    Science.gov (United States)

    Cherdieu, Mélaine; Palombi, Olivier; Gerber, Silvain; Troccaz, Jocelyne; Rochet-Capellan, Amélie

    2017-01-01

    Manual gestures can facilitate problem solving but also language or conceptual learning. Both seeing and making the gestures during learning seem to be beneficial. However, the stronger activation of the motor system in the second case should provide supplementary cues to consolidate and re-enact the mental traces created during learning. We tested this hypothesis in the context of anatomy learning by naïve adult participants. Anatomy is a challenging topic to learn and is of specific interest for research on embodied learning, as the learning content can be directly linked to learners' body. Two groups of participants were asked to look at a video lecture on the forearm anatomy. The video included a model making gestures related to the content of the lecture. Both groups see the gestures but only one also imitate the model. Tests of knowledge were run just after learning and few days later. The results revealed that imitating gestures improves the recall of structures names and their localization on a diagram. This effect was however significant only in long-term assessments. This suggests that: (1) the integration of motor actions and knowledge may require sleep; (2) a specific activation of the motor system during learning may improve the consolidation and/or the retrieval of memories. PMID:29062287

  16. Make Gestures to Learn: Reproducing Gestures Improves the Learning of Anatomical Knowledge More than Just Seeing Gestures.

    Science.gov (United States)

    Cherdieu, Mélaine; Palombi, Olivier; Gerber, Silvain; Troccaz, Jocelyne; Rochet-Capellan, Amélie

    2017-01-01

    Manual gestures can facilitate problem solving but also language or conceptual learning. Both seeing and making the gestures during learning seem to be beneficial. However, the stronger activation of the motor system in the second case should provide supplementary cues to consolidate and re-enact the mental traces created during learning. We tested this hypothesis in the context of anatomy learning by naïve adult participants. Anatomy is a challenging topic to learn and is of specific interest for research on embodied learning, as the learning content can be directly linked to learners' body. Two groups of participants were asked to look at a video lecture on the forearm anatomy. The video included a model making gestures related to the content of the lecture. Both groups see the gestures but only one also imitate the model. Tests of knowledge were run just after learning and few days later. The results revealed that imitating gestures improves the recall of structures names and their localization on a diagram. This effect was however significant only in long-term assessments. This suggests that: (1) the integration of motor actions and knowledge may require sleep; (2) a specific activation of the motor system during learning may improve the consolidation and/or the retrieval of memories.

  17. Language Learning of Gifted Individuals: A Content Analysis Study

    Directory of Open Access Journals (Sweden)

    Beria Gokaydin

    2017-11-01

    Full Text Available This study aims to carry out a content analysis of the studies on language learning of gifted individuals and determine the trends in this field. Articles on language learning of gifted individuals published in the Scopus database were examined based on certain criteria including type of publication, year of publication, language, research discipline, countries of research, institutions of authors, key words, and resources. Data were analyzed with the content analysis method. Results showed that the number of studies on language learning of gifted individuals has increased throughout the years. Recommendations for further research and practices are provided.

  18. Transformation of topic-specific professional knowledge into personal pedagogical content knowledge through lesson planning

    Science.gov (United States)

    Stender, Anita; Brückmann, Maja; Neumann, Knut

    2017-08-01

    This study investigates the relationship between two different types of pedagogical content knowledge (PCK): the topic-specific professional knowledge (TSPK) and practical routines, so-called teaching scripts. Based on the Transformation Model of Lesson Planning, we assume that teaching scripts originate from a transformation of TSPK during lesson planning: When planning lessons, teachers use their TSPK to create lesson plans. The implementation of these lesson plans and teachers' reflection upon them lead to their improvement. Gradually, successful lesson plans are mentally stored as teaching scripts and can easily be retrieved during instruction. This process is affected by teacher's beliefs, motivation and self-regulation. In order to examine the influence of TSPK on teaching scripts as well as the moderating effects of beliefs, motivation and self-regulation, we conducted a cross-sectional study with n = 49 in-service teachers in physics. The TSPK, beliefs, motivation, self-regulation and the quality of teaching scripts of in-service teachers were assessed by using an online questionnaire adapted to teaching the force concept and Newton's law for 9th grade instruction. Based on the measurement of the quality of teaching scripts, the results provide evidence that TSPK influences the quality of teaching scripts. Motivation and self-regulation moderate this influence.

  19. The Role of Leadership: The Challenge of Knowledge Management and Learning in Knowledge-Intensive Organizations

    Science.gov (United States)

    Mas-Machuca, Marta

    2014-01-01

    Knowledge and learning are important driving forces for business success and competitiveness, especially in the knowledge-intensive organizations (KIO's) whose core business is to create and sell knowledge (e.g. education, R&D units, and consultancy organizations, among others). Previous works suggested one of the Critical Success Factor (CSF)…

  20. 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…

  1. Knowledge Building Conceptualisation within Smart Constructivist Learning Systems

    DEFF Research Database (Denmark)

    Badie, Farshad

    2017-01-01

    This chapter focuses on the meeting of Constructivism (as a learning theory) and Smart Learning and, thus, theorises Smart Constructivist Learning. The main field of research is Smart Learning Environments. Relying on the phenomena of ‘meaning construction’ and ‘meaningful understanding production......’ in the framework of smart constructivism, we will focus on analysing Smart Constructivist Knowledge Building. Accordingly, we analysed Learning-and-Constructing-Together as a smart constructivist model. The outcomes of this chapter could support the developments of smart learning strategies....

  2. Multimedia Based E-learning : Design and Integration of Multimedia Content in E-learning

    Directory of Open Access Journals (Sweden)

    Abdulaziz Omar Alsadhan

    2014-05-01

    Full Text Available The advancement in multimedia and information technologies also have impacted the way of imparting education. This advancement has led to rapid use of e learning systems and has enabled greater integration of multimedia content into e learning systems. This paper present a model for development of e learning systems based on multimedia content. The model is called “Multimedia based e learning” and is loosely based on waterfall software development model. This model consists of three distinct phases; Multimedia Content Modelling, Multimedia content Development, Multimedia content Integration. These three phases are further sub divided into 7 different activities which are analysis, design, technical requirements, content development, content production & integration, implementation and evaluation. This model defines a general framework that can be applied for the development of e learning systems across all disciplines and subjects.

  3. 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, students who passed the VF outscored their peers on the medical assessment test (MAT), an exam built with 40 Medical College Admissions Test (MCAT) questions (66.4% [n = 160] and 62% [n = 285], respectively; p students performed better on MCAT questions in all topic categories tested; the greatest gain occurred on the topic of cellular respiration. Because the VF focused on a conceptually parallel topic, photosynthesis, there may have been authentic knowledge transfer. In longitudinal tracking studies, passing the VF also correlated with higher performance in a range of upper-level science courses, with greatest significance in physiology, biochemistry, and organic chemistry. Participation had a wide range but not equal representation in academic standing, gender, and ethnicity. Yet students nearly unanimously (92%) valued the option. Our findings suggest oral exams at the introductory level may allow instructors to assess and aid students striving to achieve higher-level learning. PMID:24006399

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

    African Journals Online (AJOL)

    Erna Kinsey

    and media with which instruction and assessment are carried out (cur- ricular knowledge). .... school mathematics teachers and prospective elementary school ma- thematics ..... behavioural and social sciences and education. Washington, DC ...

  5. Developing Mathematical Content Knowledge for Teaching: One Preservice Teacher and Her Planning

    Science.gov (United States)

    Wilson, Susanna

    2016-01-01

    This paper describes how a new pre-service teacher engaged with mathematical content in order to learn it for teaching, during practicum. The results show that the PST learned mathematical content by initiating and carrying out a preparation phase prior to planning. This phase involved searching through internet sites and making notes that were…

  6. The Content and Implementation of Shared Professional Knowledge in Early Childhood Education

    Science.gov (United States)

    Melasalmi, Anitta; Husu, Jukka

    2016-01-01

    Drawing on the sociocultural view, shared knowledge is regarded as a basis for interdependent working and multi-professional learning in early childhood education. Shared professional knowledge can be seen as a central element in successful collaboration facilitating individual and collaborative professional learning. This study aims to…

  7. The Knowledge Circulated-Organisational Management for Accomplishing E-Learning

    Directory of Open Access Journals (Sweden)

    Toshio Okamoto

    2009-03-01

    Full Text Available Nowadays, e-Learning has been used in many kinds of educational institutes as a regular learning/teaching system. In the real practices, Educational knowledge management among the relevant organizations is quite important. This means “knowledge in universities circulated-systematic process” of finding, selecting, organising, distilling and presenting information in a way that improves a learner‟s competency and/or ability to fulfil his or her necessary learning objectives. In order to construct such educational management systems, the fundamental processing modules are required, such as a distributed file system, synchronous data communications, etc. If any applications and tools related to e-Learning can be plugged into the core framework, we can build an integrated e-Learning environment where learners/teachers can share/operate this software/data in real time. Universities also have many organisations to perform educational activities and researches. In order to operate and manage an e-Learning system, the information/knowledge occurring in each of organisations must be connected seamlessly and integrated under the standardised data format and the procedure of job-processing. In this paper, we mention the conceptual framework of Knowledge Circulated-Organizational Management according to our experiences of UEC-GP project. Moreover, we introduce how to construct & analyze the content-frames of e-Learning as technological knowledge on Instructional Design.

  8. 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…

  9. Mediated learning in the workplace: student perspectives on knowledge resources.

    Science.gov (United States)

    Shanahan, Madeleine

    2015-01-01

    In contemporary clinical practice, student radiographers can use many types of knowledge resources to support their learning. These include workplace experts, digital and nondigital information sources (eg, journals, textbooks, and the Internet), and electronic communication tools such as e-mail and social media. Despite the range of knowledge tools available, there is little available data about radiography students' use of these resources during clinical placement. A 68-item questionnaire was distributed to 62 students enrolled in an Australian university undergraduate radiography program after they completed a clinical placement. Researchers used descriptive statistics to analyze student access to workplace experts and their use of digital and nondigital information sources and electronic communication tools. A 5-point Likert scale (1 = very important; 5 = not important) was used to assess the present importance and perceived future value of knowledge tools for workplace learning. Of the 53 students who completed and returned the questionnaire anonymously, most rely on the knowledge of practicing technologists and on print and electronic information sources to support their learning; some students also use electronic communication tools. Students perceive that these knowledge resources also will be important tools for their future learning as qualified health professionals. The findings from this study present baseline data regarding the value students attribute to multiple knowledge tools and regarding student access to and use of these tools during clinical placement. In addition, most students have access to multiple knowledge tools in the workplace and incorporate these tools simultaneously into their overall learning practice during clinical placement. Although a range of knowledge tools is used in the workplace to support learning among student radiographers, the quality of each tool should be critically analyzed before it is adopted in practice

  10. Knowledge Management System Model for Learning Organisations

    Science.gov (United States)

    Amin, Yousif; Monamad, Roshayu

    2017-01-01

    Based on the literature of knowledge management (KM), this paper reports on the progress of developing a new knowledge management system (KMS) model with components architecture that are distributed over the widely-recognised socio-technical system (STS) aspects to guide developers for selecting the most applicable components to support their KM…

  11. LEAN-GREEN MANUFACTURING: COLLABORATIVE CONTENT AND LANGUAGE INTEGRATED LEARNING IN HIGHER EDUCATION AND ENGINEERING COURSES

    Directory of Open Access Journals (Sweden)

    MARCELO RUDOLFO CALVETE GASPAR

    2017-09-01

    Full Text Available Lean and Green manufacturing processes aim at achieving lower material and labour costs, while reducing impacts on the environment, and promoting sustainability as a whole. This paper reports on a pilot experiment with higher education and engineering students, exploring the full potential of a collaborative approach on courses integrating the Portuguese Polytechnic of Castelo Branco engineering studies curricula, while simultaneously improving their proficiency in English. Content and Language Integrated Learning (CLIL has become a key area of curricular innovation since it is known for improving both language and content teacher and student motivation. In this context, instructional design for CLIL entailed tandem work of content (engineering and language (English teacher to design learning sequences and strategies. This allowed students to improve not only their language skills in English but also their knowledge in the specific engineering domain content on green and lean manufacturing processes.

  12. Knowledge translation in healthcare: Incorporating theories of learning and knowledge from the management literature.

    Science.gov (United States)

    Oborn, Eivor; Barrett, Michael; Racko, Girts

    2013-01-01

    The authors draw selectively on theories of learning and knowledge, which currently have received little attention from knowledge translation (KT) researchers, and suggest how they might usefully inform future development of the KT literature. The purpose of this paper is to provide conceptual tools and strategies for the growing number of managers, clinicians and decision makers navigating this arena The authors conducted a narrative review to synthesise two streams of literature and examine evolving conceptual landscape concerning knowledge translation over the previous three decades. Conceptual mapping was used iteratively to develop and synthesise the literature. Iterative feedback from relevant research and practice stakeholder groups was used to focus and strengthen the review. KT has been conceptualised along three competing frames; one focusing on linear (largely unidirectional) transfer of knowledge; one focusing on KT as a social process; and another that seeks to more fully incorporate contextual issues in understanding research implementation. Three overlapping themes are found in the management literature that inform these debates in the health literature, namely knowledge boundaries, organisational learning and absorptive capacity. Literature on knowledge boundaries problematizes the nature of boundaries and the stickiness of knowledge. Organisational learning conceptualises the need for organisational wide systems to facilitate learning processes; it also draws on a more expansive view of knowledge. Absorptive capacity focuses at the firm level on the role of developing organisational capabilities that enable the identification, assimilation and use of new knowledge to enable innovation. The paper highlights the need to consider KT processes at multiple levels, including individual, organisational and strategic levels. These are important not only for research but also have practical implications for individuals and organisations involved in KT

  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

    2018-02-01

    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. Roles of Knowledge in Motor Learning.

    Science.gov (United States)

    1987-02-02

    arm dynamics, previous single trajectory learning algorithms, and much of traditional adaptive control. Thesis Supervisor: Dr. Emilio Bizzi Eugene...and Lim, S.K., 1984, *Joint torque measurement of a direct-drive arm,’ Proc. 23rd Con!. Decision ad Control, Las Vegas , Dec. 12-14, pp. 1332-1337...Dynamic Systems By Learning: A New Control Theory For Servomechanisms of Mechatronics Systems." Proc. 23rd IEEE CDC, Las Vegas , Nevada Arimoto, S., S

  15. Design of an assessment to probe teachers' content knowledge for teaching: An example from energy in high school physics

    Science.gov (United States)

    Etkina, Eugenia; Gitomer, Drew; Iaconangelo, Charles; Phelps, Geoffrey; Seeley, Lane; Vokos, Stamatis

    2018-06-01

    Research into teacher learning and practice over the last three decades shows that the teachers of a specific subject need to possess knowledge that is different from the knowledge of other content experts. Yet this specialized version of content knowledge that teachers need to plan instruction, respond to student ideas, and assess student understanding in real time is a theoretically elusive construct. It is crucial for the fields of precollege teacher preparation, teacher professional education, and postsecondary faculty professional development to (a) clarify the construct that underlies this specialized content knowledge, (b) operationalize it in some domain, (c) measure it in both static contexts and as it is enacted in the classroom, and (d) correlate its presence with "richness" of classroom instruction and its effect on student learning. This paper documents a piece of a multiyear, multi-institutional effort to investigate points (a)-(d) in the domain of energy in the first high school physics course. In particular, we describe the framework that we developed to clarify content knowledge for teaching in the context of high school energy learning. We then outline the process through which we developed, tested, and refined a "paper-and-pencil" assessment administered on a computer and discuss the substantive and psychometric features of several items based on a field test of the final form of the assessment. We choose to discuss these items for a dual purpose: to illustrate the application of our general framework and to present performance findings from a sample of 362 practicing high school teachers of physics.

  16. Design of an assessment to probe teachers’ content knowledge for teaching: An example from energy in high school physics

    Directory of Open Access Journals (Sweden)

    Eugenia Etkina

    2018-05-01

    Full Text Available Research into teacher learning and practice over the last three decades shows that the teachers of a specific subject need to possess knowledge that is different from the knowledge of other content experts. Yet this specialized version of content knowledge that teachers need to plan instruction, respond to student ideas, and assess student understanding in real time is a theoretically elusive construct. It is crucial for the fields of precollege teacher preparation, teacher professional education, and postsecondary faculty professional development to (a clarify the construct that underlies this specialized content knowledge, (b operationalize it in some domain, (c measure it in both static contexts and as it is enacted in the classroom, and (d correlate its presence with “richness” of classroom instruction and its effect on student learning. This paper documents a piece of a multiyear, multi-institutional effort to investigate points (a–(d in the domain of energy in the first high school physics course. In particular, we describe the framework that we developed to clarify content knowledge for teaching in the context of high school energy learning. We then outline the process through which we developed, tested, and refined a “paper-and-pencil” assessment administered on a computer and discuss the substantive and psychometric features of several items based on a field test of the final form of the assessment. We choose to discuss these items for a dual purpose: to illustrate the application of our general framework and to present performance findings from a sample of 362 practicing high school teachers of physics.

  17. Improved semantic interoperability for content reuse through knowledge organization systems

    Directory of Open Access Journals (Sweden)

    José Antonio Moreiro González

    2012-04-01

    Full Text Available The Knowledge Organization Systems (KOS are resources designed to improve the knowledge interoperability, management and retrieval. As increases the web resources, it’s evidenced the lack of KOS, with the consequent impact in the resources interoperability. The KOSS are, by definition, complicated and costly tools, so much in his creation as in his management. The reuse of similar organizational structures is a necessary element in this context. They analyses experiences of reuse of The KOS and signals like the new standards are impinged on this appearance.

  18. Education for Knowledge Society: Learning and Scientific Innovation Environment

    OpenAIRE

    Alexander O. Karpov

    2017-01-01

    Cognitive-active learning research-type environment is the fundamental component of the education system for the knowledge society. The purpose of the research is the development of conceptual bases and a constructional model of a cognitively active learning environment that stimulates the creation of new knowledge and its socio-economic application. Research methods include epistemic-didactic analysis of empirical material collected as a result of the study of research environments at school...

  19. Re-examining authoritative knowledge in the design and content of a TBA training in India.

    Science.gov (United States)

    Saravanan, Sheela; Turrell, Gavin; Johnson, Helen; Fraser, Jennifer; Patterson, Carla Maree

    2012-02-01

    Since the 1990s, the TBA training strategy in developing countries has been increasingly seen as ineffective and hence its funding was subsequently reallocated to providing skilled attendants during delivery. The ineffectiveness of training programmes is blamed on TBAs lower literacy, their inability to adapt knowledge from training and certain practices that may cause maternal and infant health problems. However most training impact assessments evaluate post-training TBA practices and do not assess the training strategy. There are serious deficiencies noted in information on TBA training strategy in developing countries. The design and content of the training is vital to the effectiveness of TBA training programmes. We draw on Jordan's concept of 'authoritative knowledge' to assess the extent to which there is a synthesis of both biomedical and locally practiced knowledge in the content and community involvement in the design of TBA a training programme in India. The implementation of the TBA training programme at the local level overlooks the significance of and need for a baseline study and needs assessment at the local community level from which to build a training programme that is apposite to the local mother's needs and that fits within their 'comfort zone' during an act that, for most, requires a forum in which issues of modesty can be addressed. There was also little scope for the training to be a two way process of learning between the health professionals and the TBAs with hands-on experience and knowledge. The evidence from this study shows that there is an overall 'authority' of biomedical over traditional knowledge in the planning and implementation process of the TBA training programme. Certain vital information was not covered in the training content including advice to delay bathing babies for at least six hours after birth, to refrain from applying oil on the infant, and to wash hands again before directly handling mother or infant. Information on

  20. Technological Pedagogical Content Knowledge (TPACK): The Development and Validation of an Assessment Instrument for Preservice Teachers

    Science.gov (United States)

    Schmidt, Denise A.; Baran, Evrim; Thompson, Ann D.; Mishra, Punya; Koehler, Matthew J.; Shin, Tae S.

    2009-01-01

    Based in Shulman's idea of Pedagogical Content Knowledge, Technological Pedagogical Content Knowledge (TPACK) has emerged as a useful frame for describing and understanding the goals for technology use in preservice teacher education. This paper addresses the need for a survey instrument designed to assess TPACK for preservice teachers. The paper…

  1. 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…

  2. Developing a Questionnaire to Assess the Probability Content Knowledge of Prospective Primary School Teachers

    Science.gov (United States)

    Gómez-Torres, Emilse; Batanero, Carmen; Díaz, Carmen; Contreras, José Miguel

    2016-01-01

    In this paper we describe the development of a questionnaire designed to assess the probability content knowledge of prospective primary school teachers. Three components of mathematical knowledge for teaching and three different meanings of probability (classical, frequentist and subjective) are considered. The questionnaire content is based on…

  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. 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…

  5. 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…

  6. Learning Management Systems: Are They Knowledge Management Tools?

    Directory of Open Access Journals (Sweden)

    Bayan Aref Abu Shawar

    2010-03-01

    Full Text Available The new adventure of online world has helped to improve many domains and sectors. Knowledge management era which originally related to business sector is now required in industry, health, or any institute that needs to manage its knowledge. Education is no exception! The advancement in computers speed and memory, and the growth of Internet usage are behind the inspiration of e-learning approach. In which the computer is used as a medium to deliver and share educational materials and knowledge instead of face-to-face tutoring. This makes education available to any one, any place, and any time as learner need. This paper presents the relationship between knowledge management and learning management system (LMS that is used in e-learning paradigms. A detailed description of the LMS used at Arab Open University (AOU is included in this paper. We claim that the LMS used at AOU can be considered as a knowledge management tool.

  7. Content Production for E-Learning in Engineering

    Directory of Open Access Journals (Sweden)

    Andreas Auinger

    2007-06-01

    Full Text Available The didactic quality of lear0ning materialscan be improved by enriching learning material with didacticinformation. Such content elements assist selfdirectedlearning processes in virtual learningenvironments effectively. In order to develop didacticallymotivated for flexible use, e.g., at different terminaldevices such as PC or PDA, a structured procedure isrequired. We propose the selection and identification ofdidactically relevant information prior to enrichment ofhighly structured content with didactical information. Itcan be achieved by using the CoDEx method (ContentDidactically Explicit, and a mapping scheme to thelearning-technology standard conform XML contentstructures. Furthermore, aspects for multi-channel contentdelivery in the application field of engineering have to betaken into account. In this paper we refer to the objectivesand results of the EU-funded ELIE project (E-Learning InEngineering to demonstrate the proposed procedure’seffectiveness for content engineering.

  8. Educative Mentoring: How a Mentor Supported a Preservice Biology Teacher's Pedagogical Content Knowledge Development

    Science.gov (United States)

    Barnett, Ellen; Friedrichsen, Patricia J.

    2015-11-01

    Research suggests discipline-specific, educative mentoring can help preservice teachers develop more sophisticated pedagogical content knowledge (PCK). However, there are few studies examining the nature of mentors' practice and how mentors influence preservice teacher's (PST) PCK. The purpose of this case study was to describe the strategies used by a secondary biology mentor teacher to support the development of a PST's PCK. The primary data sources were the transcripts of audio-recorded, daily meetings between the mentor and the PST during two curriculum units: DNA/Protein Synthesis and Evolution. The mentor influenced the PST's teaching orientation by repeatedly comparing teacher- and student-centered approaches, asking him to consider how students learn, and asking him to self-assess whether his instruction aligned with his teaching beliefs. The mentor helped the PST develop topic-specific knowledge of instructional strategies by sharing strategies she used previously, modeling critical reflection, and inviting him to critically reflect on his own instructional strategies. Topic-specific knowledge of students' understanding of science was developed by discussing common student misconceptions revealed in students' conversations and by sharing the results of test-item analysis from previous unit tests. The mentor helped develop the PST's topic-specific knowledge of assessment by helping him critically analyze and revise previous examinations to better align with the current curriculum units. Topic-specific knowledge of curricula was developed by jointly grappling with decisions about concept sequencing within units. The study includes implications for research, science teacher education, and professional development for mentors.

  9. Mathematics teachers' knowledge of the subject content and ...

    African Journals Online (AJOL)

    This paper discusses the need of the mathematics teacher to be equipped adequately in the content areas in mathematics, vis-a-vis the recent concerns about the poor performance of students in the pre-tertiary schools, and the competence of mathematics teachers in the field. The low performance in mathematics at the ...

  10. Learning Tools for Knowledge Nomads: Using Personal Digital Assistants (PDAs) in Web-based Learning Environments.

    Science.gov (United States)

    Loh, Christian Sebastian

    2001-01-01

    Examines how mobile computers, or personal digital assistants (PDAs), can be used in a Web-based learning environment. Topics include wireless networks on college campuses; online learning; Web-based learning technologies; synchronous and asynchronous communication via the Web; content resources; Web connections; and collaborative learning. (LRW)

  11. Effects of prior knowledge on learning from different compositions of representations in a mobile learning environment

    NARCIS (Netherlands)

    T.-C. Liu (Tzu-Chien); Y.-C. Lin (Yi-Chun); G.W.C. Paas (Fred)

    2014-01-01

    textabstractTwo experiments examined the effects of prior knowledge on learning from different compositions of multiple representations in a mobile learning environment on plant leaf morphology for primary school students. Experiment 1 compared the learning effects of a mobile learning environment

  12. Resolving the Problem of Intelligent Learning Content in Learning Management Systems

    Science.gov (United States)

    Rey-Lopez, Marta; Brusilovsky, Peter; Meccawy, Maram; Diaz-Redondo, Rebeca; Fernandez-Vilas, Ana; Ashman, Helen

    2008-01-01

    Current e-learning standardization initiatives have put much effort into easing interoperability between systems and the reusability of contents. For this to be possible, one of the most relevant areas is the definition of a run-time environment, which allows Learning Management Systems to launch, track and communicate with learning objects.…

  13. Patient learning of treatment contents in cognitive therapy.

    Science.gov (United States)

    Gumport, Nicole B; Dong, Lu; Lee, Jason Y; Harvey, Allison G

    2018-03-01

    Research has demonstrated that both memory and learning for treatment contents are poor, and that both are associated with worse treatment outcome. The Memory Support Intervention has been shown to improve memory for treatment, but it has not yet been established if this intervention can also improve learning of treatment contents. This study was designed to document the number of times participants exhibited each of the indices of learning, to examine the indices of learning and their relationship to recall of treatment points, and to investigate the association between the indices of learning and depression outcome. Adults diagnosed with major depressive disorder (N = 48) were randomly assigned to 14 sessions of cognitive therapy-as-usual (CT-as-usual) or cognitive therapy plus the Memory Support Intervention (CT + Memory Support). Measures of learning, memory, and depressive symptomatology were taken at mid-treatment, post-treatment, and at 6-month follow-up. Relative to the CT-as-usual group, participants in the CT + Memory Support group reported more accurate thoughts and applications of treatment points at mid-treatment, post-treatment, and 6-month follow-up. Patient recall was significantly correlated with application and cognitive generalization. Thoughts and application at mid-treatment were associated with increased odds of treatment response at post-treatment. The learning measure for this study has not yet been psychometrically validated. The results are based on a small sample. Learning during treatment is poor, but modifiable via the Memory Support Intervention. These results provide encouraging data that improving learning of treatment contents can reduce symptoms during and following treatment. Copyright © 2017 Elsevier Ltd. All rights reserved.

  14. The Analysis of Sustainable Development Content in the Syllabus of Environmental Knowledge and Plants Ecology Lecture

    Science.gov (United States)

    Putra, A.; Rahmat, A.; Redjeki, S.

    2017-09-01

    This research aims to find out how much the content of sustainable development exist in the content of environmental knowledge and plant ecology courses. The focus indicators of sustainable development indicators is the environment. This research is a qualitative research type with qualitative descriptive approach. The analyzed variables are only 2 courses, which are environmental knowledge and plants ecology. The results showed that the syllabus contents analysis of environmental knowledge and plants ecology courses in private Lembaga Pendidikan Tenaga Kependidikan (LPTK) in the province of Nusa Tenggara Barat is already good enough and the sustainable development contents is very large, almost all syllabus contents has already prioritize the sustainable development load of both the subject of environmental knowledge and plants ecology, although there are still some syllabus contents that was not includes sustainable development load, but the percentage is quite small, especially in the course of Plant Ecology.

  15. Action Learning: Developing Critical Competencies for Knowledge Era Workers

    Science.gov (United States)

    Robinson, Greg

    2005-01-01

    For most of the twentieth century, the goal in education was the generation and dissemination of information. With the rise of technology and unlimited access to information, it is the ability to apply knowledge and learn from experience that is the new priority for employee development. Action learning, with its emphasis on action and reflection,…

  16. (CBTP) on knowledge, problem-solving and learning approach

    African Journals Online (AJOL)

    In the first instance attention is paid to the effect of a computer-based teaching programme (CBTP) on the knowledge, problem-solving skills and learning approach of student ... In the practice group (oncology wards) no statistically significant change in the learning approach of respondents was found after using the CBTP.

  17. Developing and Assessing Teachers' Knowledge of Game-Based Learning

    Science.gov (United States)

    Shah, Mamta; Foster, Aroutis

    2015-01-01

    Research focusing on the development and assessment of teacher knowledge in game-based learning is in its infancy. A mixed-methods study was undertaken to educate pre-service teachers in game-based learning using the Game Network Analysis (GaNA) framework. Fourteen pre-service teachers completed a methods course, which prepared them in game…

  18. Learning and Knowledge: A Dream or Nightmare for Employees

    Science.gov (United States)

    Newman, Nadine; Newman, Dunstan

    2015-01-01

    Purpose: The paper aims to focus on the issues relating to the concepts of knowledge management (KM) and the learning organization and discusses the relationship between these concepts and the issues of power and control. It looks at Coopey's (1998) critical review of the "Foucauldian gloom" with regard to the learning organization and…

  19. Enhancing the Teaching-Learning Process: A Knowledge Management Approach

    Science.gov (United States)

    Bhusry, Mamta; Ranjan, Jayanthi

    2012-01-01

    Purpose: The purpose of this paper is to emphasize the need for knowledge management (KM) in the teaching-learning process in technical educational institutions (TEIs) in India, and to assert the impact of information technology (IT) based KM intervention in the teaching-learning process. Design/methodology/approach: The approach of the paper is…

  20. Optimizing Knowledge Sharing In Learning Networks Through Peer Tutoring

    NARCIS (Netherlands)

    Hsiao, Amy; Brouns, Francis; Kester, Liesbeth; Sloep, Peter

    2009-01-01

    Hsiao, Y. P., Brouns, F., Kester, L., & Sloep, P. B. (2009). Optimizing Knowledge Sharing In Learning Networks Through Peer Tutoring. In D. Kinshuk, J. Sampson, J. Spector, P. Isaías, P. Barbosa & D. Ifenthaler (Eds.). Proceedings of IADIS International Conference Cognition and Exploratory Learning

  1. Knowledgeable Learning and Conceptual Change: Value Adding to Teacher Training

    Science.gov (United States)

    Yeigh, Tony

    2013-01-01

    This report concerns the use of pre and post responses to an online questionnaire as evidence of knowledgeable learning by education students at a regional Australian university. Factor analysis was used to reveal conceptual changes in the students' thinking about classroom management across a unit of learning they had undertaken. These changes…

  2. Learning strategies of workers in the knowledge creating company

    NARCIS (Netherlands)

    Poell, R.F.; van der Krogt, F.J.

    2003-01-01

    This study presents a critical examination of Nonaka and Takeuchi's theory about knowledge-creating companies (1995), taken as one example of contemporary management theories concerning innovation and learning. Two main questions are investigated. First, how is the learning of workers organized in

  3. 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

  4. Three Forms of the Knowledge Economy: Learning, Creativity and Openness

    Science.gov (United States)

    Peters, Michael A.

    2010-01-01

    This paper outlines and reviews three forms and associated discourses of the "knowledge economy": the "learning economy", based on the work of Bengt-Ake Lundvall; the "creative economy" based on the work of Charles Landry, John Howkins and Richard Florida; and the "open knowledge economy" based on the work of Yochai Benkler and others. Arguably,…

  5. Teachers' Professional Learning: The Role of Knowledge Management Practices

    Science.gov (United States)

    Niehoff, Karissa

    2010-01-01

    This qualitative study explored the degree to which knowledge management strategies addressed teacher professional learning at the high school level. In the setting of a Connecticut public high school, interviews were conducted which explored teacher perceptions of knowledge sharing practices in the school and how those practices influenced their…

  6. The Retention of Tacit Knowledge in Higher Learning Administration

    Science.gov (United States)

    Muniz, Andrew Everardo

    2013-01-01

    Higher education institutions (HEIs) could be among organizations without effective programs for preserving tacit knowledge (TK) when knowledge workers retire, quit, take a leave of absence, or are terminated. The theoretical underpinnings of this study were neuroscience related to brain learning physiology, transformational leadership theory,…

  7. A Transactional Way of Analysing the Learning of "Tacit Knowledge"

    Science.gov (United States)

    Andersson, Joacim; Östman, Leif

    2015-01-01

    Methodological challenges point to a reconceptualization of "tacit knowledge" to "tacit knowing". The paper outlines the concept of "tacit knowing" and explores the need for educational research to reformulate questions about tacit knowledge as a practical learning concern. Using John Dewey's transactional perspective…

  8. "Shut up and Squat!" Learning Body Knowledge within the Gym

    Science.gov (United States)

    Andreasson, Jesper

    2014-01-01

    The aim of this article is to describe and analyse learning processes among bodybuilders in bodybuilding environments, focusing on the ways activities form the basis for incorporation of both physical and cultural knowledge. Emanating from an ethnographic study, the arguments are based on a constructionist approach to knowledge. The result…

  9. Andragogical Content Knowledge as a Key Component in the Training of the Instructors of Nonformal Education

    Science.gov (United States)

    Nurhayati, Sri

    2015-01-01

    Currently, professionals and academics of non-formal education in Indonesia have began to question the competences of the non-formal education instructors. Non-formal education is a profession that requires knowledge (subject-content area), skill (ability to deliver content in regard to the needs of society) and programme content (the content…

  10. 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…

  11. 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…

  12. 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…

  13. Effect of the science teaching advancement through modeling physical science professional development workshop on teachers' attitudes, beliefs and content knowledge and students' content knowledge

    Science.gov (United States)

    Dietz, Laura

    The Science Teaching Advancement through Modeling Physical Science (STAMPS) professional development workshop was evaluated for effectiveness in improving teachers' and students' content knowledge. Previous research has shown modeling to be an effective method of instruction for improving student and teacher content knowledge, evidenced by assessment scores. Data includes teacher scores on the Force Concept Inventory (FCI; Hestenes, Wells, & Swackhamer, 1992) and the Chemistry Concept Inventory (CCI; Jenkins, Birk, Bauer, Krause, & Pavelich, 2004), as well as student scores on a physics and chemistry assessment. Quantitative data is supported by teacher responses to a post workshop survey and classroom observations. Evaluation of the data shows that the STAMPS professional development workshop was successful in improving both student and teacher content knowledge. Conclusions and suggestions for future study are also included.

  14. Fostering Environmental Knowledge and Action through Online Learning Resources

    DEFF Research Database (Denmark)

    Maier, Carmen Daniela

    2010-01-01

    In order to secure correct understanding of environmental issues, to promote behavioral change and to encourage environmental action, more and more educational practices support and provide environmental programs. This article explores the design of online learning resources created for teachers...... and students by the GreenLearning environmental education program. The topic is approached from a social semiotic perspective. I conduct a multimodal analysis of the knowledge processes and the knowledge selection types that characterize the GreenLearning environmental education program and its online...

  15. 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…

  16. Learning about knowledge: A complex network approach

    International Nuclear Information System (INIS)

    Fontoura Costa, Luciano da

    2006-01-01

    An approach to modeling knowledge acquisition in terms of walks along complex networks is described. Each subset of knowledge is represented as a node, and relations between such knowledge are expressed as edges. Two types of edges are considered, corresponding to free and conditional transitions. The latter case implies that a node can only be reached after visiting previously a set of nodes (the required conditions). The process of knowledge acquisition can then be simulated by considering the number of nodes visited as a single agent moves along the network, starting from its lowest layer. It is shown that hierarchical networks--i.e., networks composed of successive interconnected layers--are related to compositions of the prerequisite relationships between the nodes. In order to avoid deadlocks--i.e., unreachable nodes--the subnetwork in each layer is assumed to be a connected component. Several configurations of such hierarchical knowledge networks are simulated and the performance of the moving agent quantified in terms of the percentage of visited nodes after each movement. The Barabasi-Albert and random models are considered for the layer and interconnecting subnetworks. Although all subnetworks in each realization have the same number of nodes, several interconnectivities, defined by the average node degree of the interconnection networks, have been considered. Two visiting strategies are investigated: random choice among the existing edges and preferential choice to so far untracked edges. A series of interesting results are obtained, including the identification of a series of plateaus of knowledge stagnation in the case of the preferential movement strategy in the presence of conditional edges

  17. Knowledge Management in E-Learning Practices

    Science.gov (United States)

    Yilmaz, Yucel

    2012-01-01

    Thanks to extension of IT in educational activities, the difficulties based on time and space are disappearing and the management and the execution of these activities can be implemented more effectively and beneficially. Even though there are significant developments about e-learning both in academic and professional platforms, there are some…

  18. Learning Trajectory for Transforming Teachers' Knowledge for Teaching Mathematics and Science with Digital Image and Video Technologies in an Online Learning Experience

    Science.gov (United States)

    Niess, Margaret L.; Gillow-Wiles, Henry

    2014-01-01

    This qualitative cross-case study explores the influence of a designed learning trajectory on transforming teachers' technological pedagogical content knowledge (TPACK) for teaching with digital image and video technologies. The TPACK Learning Trajectory embeds tasks with specific instructional strategies within a social metacognitive…

  19. Uptake of critical knowledge in nursing practice: lessons learned from a knowledge translation study.

    Science.gov (United States)

    Anderson, Joan M; Browne, Annette J; Reimer-Kirkham, Sheryl; Lynam, M Judith; Rodney, Paddy; Varcoe, Colleen; Wong, Sabrina; Tan, Elsie; Smye, Victoria; McDonald, Heather; Baumbusch, Jennifer; Khan, Koushambhi Basu; Reimer, Joanne; Peltonen, Adrienne; Brar, Anureet

    2010-09-01

    This article is based on a knowledge translation (KT) study of the transition of patients from hospital to home. It focuses on the lessons learned about the challenges of translating research-derived critical knowledge in practice settings. The authors situate the article in current discourses about KT; discuss their understanding of the nature of critical knowledge; and present themes from their body of research, which comprises the knowledge that was translated. The findings have the potential to guide future KT research that focuses on the uptake of critical knowledge in nursing practice.

  20. Stochastic abstract policies: generalizing knowledge to improve reinforcement learning.

    Science.gov (United States)

    Koga, Marcelo L; Freire, Valdinei; Costa, Anna H R

    2015-01-01

    Reinforcement learning (RL) enables an agent to learn behavior by acquiring experience through trial-and-error interactions with a dynamic environment. However, knowledge is usually built from scratch and learning to behave may take a long time. Here, we improve the learning performance by leveraging prior knowledge; that is, the learner shows proper behavior from the beginning of a target task, using the knowledge from a set of known, previously solved, source tasks. In this paper, we argue that building stochastic abstract policies that generalize over past experiences is an effective way to provide such improvement and this generalization outperforms the current practice of using a library of policies. We achieve that contributing with a new algorithm, AbsProb-PI-multiple and a framework for transferring knowledge represented as a stochastic abstract policy in new RL tasks. Stochastic abstract policies offer an effective way to encode knowledge because the abstraction they provide not only generalizes solutions but also facilitates extracting the similarities among tasks. We perform experiments in a robotic navigation environment and analyze the agent's behavior throughout the learning process and also assess the transfer ratio for different amounts of source tasks. We compare our method with the transfer of a library of policies, and experiments show that the use of a generalized policy produces better results by more effectively guiding the agent when learning a target task.

  1. Neuro-symbolic representation learning on biological knowledge graphs.

    Science.gov (United States)

    Alshahrani, Mona; Khan, Mohammad Asif; Maddouri, Omar; Kinjo, Akira R; Queralt-Rosinach, Núria; Hoehndorf, Robert

    2017-09-01

    Biological data and knowledge bases increasingly rely on Semantic Web technologies and the use of knowledge graphs for data integration, retrieval and federated queries. In the past years, feature learning methods that are applicable to graph-structured data are becoming available, but have not yet widely been applied and evaluated on structured biological knowledge. Results: We develop a novel method for feature learning on biological knowledge graphs. Our method combines symbolic methods, in particular knowledge representation using symbolic logic and automated reasoning, with neural networks to generate embeddings of nodes that encode for related information within knowledge graphs. Through the use of symbolic logic, these embeddings contain both explicit and implicit information. We apply these embeddings to the prediction of edges in the knowledge graph representing problems of function prediction, finding candidate genes of diseases, protein-protein interactions, or drug target relations, and demonstrate performance that matches and sometimes outperforms traditional approaches based on manually crafted features. Our method can be applied to any biological knowledge graph, and will thereby open up the increasing amount of Semantic Web based knowledge bases in biology to use in machine learning and data analytics. https://github.com/bio-ontology-research-group/walking-rdf-and-owl. robert.hoehndorf@kaust.edu.sa. Supplementary data are available at Bioinformatics online. © The Author(s) 2017. Published by Oxford University Press.

  2. Neuro-symbolic representation learning on biological knowledge graphs

    KAUST Repository

    Alshahrani, Mona

    2017-04-21

    Biological data and knowledge bases increasingly rely on Semantic Web technologies and the use of knowledge graphs for data integration, retrieval and federated queries. In the past years, feature learning methods that are applicable to graph-structured data are becoming available, but have not yet widely been applied and evaluated on structured biological knowledge.We develop a novel method for feature learning on biological knowledge graphs. Our method combines symbolic methods, in particular knowledge representation using symbolic logic and automated reasoning, with neural networks to generate embeddings of nodes that encode for related information within knowledge graphs. Through the use of symbolic logic, these embeddings contain both explicit and implicit information. We apply these embeddings to the prediction of edges in the knowledge graph representing problems of function prediction, finding candidate genes of diseases, protein-protein interactions, or drug target relations, and demonstrate performance that matches and sometimes outperforms traditional approaches based on manually crafted features. Our method can be applied to any biological knowledge graph, and will thereby open up the increasing amount of SemanticWeb based knowledge bases in biology to use in machine learning and data analytics.https://github.com/bio-ontology-research-group/walking-rdf-and-owl.robert.hoehndorf@kaust.edu.sa.Supplementary data are available at Bioinformatics online.

  3. Studi E-Learning Berbasis Knowledge Management Lingkungan Hidup

    Directory of Open Access Journals (Sweden)

    Prasetya Cahya Saputra

    2013-12-01

    Full Text Available National sustainable development needs to take into account the utilization of environmental natural resources for future generations. For the community, environment is a space or a place to stay for that need to be more preserved than utilized. Collaboration between knowledge of environment and preservation with ICT knowledge can be developed into a management system which is environmental knowledge management systems. Approach on the efficiency and effectiveness of ICT, which include variable timing, capacity, relevance,accessibility, flexibility, accuracy and reliability, can be used to explore the success determinants of communitybased environmental conservation as a central participant. Analysis method of this study uses the Core Processof KM consisting knowledge identification, knowledge aqcuition, knowledge development, knowledge sharing and distribution, knowledge utilization, and knowledge retention. Menawhile, the design method uses objectorientedbased approach (OOAD that contains the UML diagrams, followed by evaluation and verification of test results of the e-learning application prototype which will be measured by IT Balanced Scorecard through four perspectives, namely: (1 government contribution; (2 society orientation, (3 excellent operation, (4future orientation. With the formulation of the critical success factors is then developed a virtual learning model, in order to raise public awareness of the importance of environmental preservation. The result is a prototype model of environmental KMS application or e-learning which will be piloted in a few areas, especially in Jabodetabek.

  4. Cooperative Learning in Turkey: A Content Analysis of Theses

    Science.gov (United States)

    Dirlikli, Murat

    2016-01-01

    This study is a content analysis of theses concerning cooperative learning prepared in Turkey between the years 1993 and 2014. A total of 220 theses which were accessible online (open access) at the site of Council of Higher Education (CoHE) were analyzed. The publishing classification form used in this study was prepared analyzing similar forms…

  5. Learning through Hallmark People in the Content Areas

    Science.gov (United States)

    Ciecierski, Lisa M.; Bintz, William P.

    2018-01-01

    This article shares aspects to consider when designing and implementing content area instruction through the study of people. It begins with a description of an inquiry that investigated students' learning with the use of authentic literature and meaningful writing in social studies, and then extends to a discussion of how to apply these same…

  6. Learning to Be a Math Teacher: What Knowledge Is Essential?

    Science.gov (United States)

    Reid, Mary; Reid, Steven

    2017-01-01

    This study critically examined the math content knowledge (MCK) of teacher candidates (TCs) enrolled in a two-year Master of Teaching (MT) degree. Teachers require a solid math knowledge base in order to support students' achievement. Provincial and international math assessments have been of major concern in Ontario, Canada, due to declining…

  7. Knowledge Management through the Equilibrium Pattern Model for Learning

    Science.gov (United States)

    Sarirete, Akila; Noble, Elizabeth; Chikh, Azeddine

    Contemporary students are characterized by having very applied learning styles and methods of acquiring knowledge. This behavior is consistent with the constructivist models where students are co-partners in the learning process. In the present work the authors developed a new model of learning based on the constructivist theory coupled with the cognitive development theory of Piaget. The model considers the level of learning based on several stages and the move from one stage to another requires learners' challenge. At each time a new concept is introduced creates a disequilibrium that needs to be worked out to return back to its equilibrium stage. This process of "disequilibrium/equilibrium" has been analyzed and validated using a course in computer networking as part of Cisco Networking Academy Program at Effat College, a women college in Saudi Arabia. The model provides a theoretical foundation for teaching especially in a complex knowledge domain such as engineering and can be used in a knowledge economy.

  8. Knowledge formations in Problem Based Learning

    DEFF Research Database (Denmark)

    Larsen, Verner

    organization are no longer based on relationships between strong independent disciplines, but rather on a number of ‘themes’ or ‘subject areas’ that should be combined and tied together during the students PBL-studies. As such, the curriculum organized knowledge, as well as student’s reflections of various...

  9. Knowledge and knowledge bases in the learning process og polish companies

    DEFF Research Database (Denmark)

    Lorentzen, Anne

    2003-01-01

    strategies of which are analysed and compared. These strategies have much in common and can be seen as quite successful. Some common problems also exist in relation to mismatches within and between the different knowledge bases. The differences are none the less interesting to consider. They are due......The paper deals with the learning and innovation strategies of manufacturing companies in the economies of transformation. The point of departure is the development of a theoretical framework dealing innovation, knowledge and learning. The case is two manufacturing companies in Poland, the learning...

  10. Structure, Content, Delivery, Service, and Outcomes: Quality e-Learning in higher education

    Directory of Open Access Journals (Sweden)

    Colla J. MacDonald

    2005-07-01

    Full Text Available This paper addresses the need for quality e-Learning experiences. We used the Demand-Driven Learning Model (MacDonald, Stodel, Farres, Breithaupt, and Gabriel, 2001 to evaluate an online Masters in Education course. Multiple data collection methods were used to understand the experiences of stakeholders in this case study: the learners, design team, and facilitators. We found that all five dimensions of the model (structure, content, delivery, service, and outcomes must work in concert to implement a quality e-Learning course. Key themes include evolving learner needs, the search for connection, becoming an able e-participant, valued interactions, social construction of content, integration of delivery partners, and mindful weighing of benefits and trade-offs. By sharing insights into what is needed to design and deliver an e-Learning experience, our findings add to the growing knowledge of online learning. Using this model to evaluate perceptions of quality by key stakeholders has led to insights and recommendations on the Demand Driven Learning Model itself which may be useful for researchers in this area and strengthen the model. Quality has been defined in terms of the design of the e-Learning experience, the contextualized experience of learners, and evidence of learning outcomes (Carr and Carr, 2000; Jung 2000; Salmon, 2000. Quality and design of e-Learning courses, however, are sometimes compromised in an “ . . . effort to simply get something up and running��� in response to pressing consumer demands (Dick, 1996, p. 59. Educators and researchers have voiced concern over the lack of rigorous evaluation studies of e-Learning programs (e.g., Arbaugh, 2000; Howell, Saba, Lindsay, and Williams, 2004; Lockyer, Patterson, and Harper, 1999; Robinson, 2001. McGorry (2003 adds, “although the number of courses being delivered via the Internet is increasing rapidly, our knowledge of what makes these courses effective learning experiences

  11. BOUNDED AND UNBOUNDED KNOWLEDGE: Teaching and Learning in a Web 2 world

    Directory of Open Access Journals (Sweden)

    Judy NAGY

    2007-07-01

    Full Text Available ABSTRACTIn the recent past, the proliferation of digitally available content heralded the beginning of serious problems for the business models of publishers. The ease with which content can be accessed, copied and distributed disrupts the control of those whose role has been to manage and profit from the intellectual property rights of content producers. In effect, the number of “publishers” increased many fold as the Web and other Internet-based technologies became the dominant mode of content distribution. In education, and in other fields, matters of intellectual property, copyright and quality control came to the fore. More recently, with the advent of web-based software that makes publishing online available to anyone with access to the Internet the number of “publishers” and modes of publication have increased massively. The shift from a Web which was, for many a read only environment to a read/write Web poses not only ongoing problems for the traditional distributors of content but also now, for the traditional producers of content and knowledge. In this respect, the role of universities as designers and producers of learning materials for credentialed learning is also under challenge. Just as publishers explore alternative business models to adapt to the new digital environment, now universities have begun to explore new ways of working with so-called Web2 software to support teaching and learning online. In particular, some Web2 software affords new opportunities for and different modes of collaboration, which in the view of some points to student participation in knowledge production. While these developments represent important and significant shifts for universities, this paper draws attention to the lack of empirical data and situated contextual knowledge concerning intellectual property rights for knowledge constructed in a collaborative context. In addition, we explore issues in relation to the maintenance of academic

  12. Childhood peasant worker. Knowledge you learn working

    Directory of Open Access Journals (Sweden)

    Guadalupe Ortiz Hernández

    2016-11-01

    Full Text Available The aim of this article is to show the conceptions about work and the value it has for children and their families in education and peasant culture. This study arises from the intervention and observation in two communities, one in Tlaxcala and another in Puebla, Mexico. Review and analyze the voices of children, parents and promoters, through group and individual interviews performed in July 2012 to November 2015. Some of the findings I found during the research process is that work is not harmful, but part of a learning process, where relations of solidarity and reciprocity are generated; as well as intergenerational learning. Although the benefits are not necessarily translate into financial remuneration, the work they do has a social and emotional benefit, which allows them more choices for their future and a dignified life. This article is part of a wider investigation, I am doing for my thesis of postgraduate in Latin American Studies.

  13. Libre knowledge, libre learning and global development

    CSIR Research Space (South Africa)

    Tucker, KC

    2006-10-01

    Full Text Available Rishab Ghosh     48 Findings: formal learning In comparison with formal ICT courses: ● FLOSS provides a better, practical learning  environment for many technical skills: – Writing re­usable code & debugging – Working... run and maintain complex software systems Basic / introductory programming skills To look for and fix bugs To become familiar with different programming languages To write code in a way that it can be re­ used To design modular code To document code To create new algorithms a...

  14. Knowledge vs. Action: Discrepancies in University Students' Knowledge about and Self-Reported Use of Self-Regulated Learning Strategies

    Directory of Open Access Journals (Sweden)

    Nora M. Foerst

    2017-07-01

    Full Text Available University students are supposed to be autonomous learners, able to adapt to an educational environment significantly less guided than school. Entering higher education poses a challenge of self-regulation, in which beginning students are often not prepared with self-regulation strategies needed. Since there are many studies assessing self-regulated learning (SRL via classical self-reports, we know a lot about how students generally self-assess their SRL strategies. However, SRL and performance do not always correlate highly in these studies. The aim of the present study is to determine whether there are discrepancies between students' knowledge about SRL and their action in applying adequate SRL strategies in relevant learning situations. We also want to know whether such discrepancies generalize across domains and what the reasons for discrepancies are. The situation-specific Self-Regulated Learning Questionnaire for Action and Knowledge (SRL-QuAK was used in a sample of 408 psychology and economic sciences students. Descriptive data analysis was conducted to determine potential discrepancies between SRL knowledge and action and differences between the study domains in an explorative way. The reasons for not using SRL-strategies were derived via qualitative content analysis. The results showed that although students had quite advanced knowledge of SRL strategies, they did not put this knowledge into action. This dissonance between SRL knowledge and action was found in both domains. In terms of reasons, students stated that they (a lacked the time to use SRL strategies, (b would not benefit from SRL strategies in the given situation, (c would not be able to put the strategies to use effectively or (d found it too arduous to use SRL strategies. The implications of these results will be discussed, e.g., the consequences for measures to overcome students' dissonance between knowledge and action and therefore to promote academic performance and

  15. Knowledge vs. Action: Discrepancies in University Students' Knowledge about and Self-Reported Use of Self-Regulated Learning Strategies.

    Science.gov (United States)

    Foerst, Nora M; Klug, Julia; Jöstl, Gregor; Spiel, Christiane; Schober, Barbara

    2017-01-01

    University students are supposed to be autonomous learners, able to adapt to an educational environment significantly less guided than school. Entering higher education poses a challenge of self-regulation, in which beginning students are often not prepared with self-regulation strategies needed. Since there are many studies assessing self-regulated learning (SRL) via classical self-reports, we know a lot about how students generally self-assess their SRL strategies. However, SRL and performance do not always correlate highly in these studies. The aim of the present study is to determine whether there are discrepancies between students' knowledge about SRL and their action in applying adequate SRL strategies in relevant learning situations. We also want to know whether such discrepancies generalize across domains and what the reasons for discrepancies are. The situation-specific Self-Regulated Learning Questionnaire for Action and Knowledge (SRL-QuAK) was used in a sample of 408 psychology and economic sciences students. Descriptive data analysis was conducted to determine potential discrepancies between SRL knowledge and action and differences between the study domains in an explorative way. The reasons for not using SRL-strategies were derived via qualitative content analysis. The results showed that although students had quite advanced knowledge of SRL strategies, they did not put this knowledge into action. This dissonance between SRL knowledge and action was found in both domains. In terms of reasons, students stated that they (a) lacked the time to use SRL strategies, (b) would not benefit from SRL strategies in the given situation, (c) would not be able to put the strategies to use effectively or (d) found it too arduous to use SRL strategies. The implications of these results will be discussed, e.g., the consequences for measures to overcome students' dissonance between knowledge and action and therefore to promote academic performance and well-being.

  16. Machine Learning for the Knowledge Plane

    Science.gov (United States)

    2006-06-01

    Baader, Diego Calvanese, Daniele Nardi, and Peter Patel- Schneider. The Description Logic Handbook. Cambridge University Press, 2003. Shelly ...classifiers for which action to select or regression functions over actions or states. However, it can also be cast as larger-scale structures...Research in the reinforcement learning framework falls into two main paradigms. One casts control policies in terms of functions that map state

  17. Knowledge acquisition and interface design for learning on demand systems

    Science.gov (United States)

    Nelson, Wayne A.

    1993-01-01

    The rapid changes in our world precipitated by technology have created new problems and new challenges for education and training. A knowledge 'explosion' is occurring as our society moves toward a service oriented economy that relies on information as the major resource. Complex computer systems are beginning to dominate the workplace, causing alarming growth and change in many fields. The rapidly changing nature of the workplace, especially in fields related to information technology, requires that our knowledge be updated constantly. This characteristic of modern society poses seemingly unsolvable instructional problems involving coverage and obsolescence. The sheer amount of information to be learned is rapidly increasing, while at the same time some information becomes obsolete in light of new information. Education, therefore, must become a lifelong process that features learning of new material and skills as needed in relation to the job to be done. Because of the problems cited above, the current model of learning in advance may no longer be feasible in our high-technology world. In many cases, learning in advance is impossible because there are simply too many things to learn. In addition, learning in advance can be time consuming, and often results in decontextualized knowledge that does not readily transfer to the work environment. The large and growing discrepancy between the amount of potentially relevant knowledge available and the amount a person can know and remember makes learning on demand an important alternative to current instructional practices. Learning on demand takes place whenever an individual must learn something new in order to perform a task or make a decision. Learning on demand is a promising approach for addressing the problems of coverage and obsolescence because learning is contextualized and integrated into the task environment rather than being relegated to a separate phase that precedes work. Learning on demand allows learners

  18. KNOWLEDGE TRANSFER AND LEARNING: PROBLEMS OF KNOWLEDGE TRANSFER ASSOCIATED WITH TRYING TO SHORT-CIRCUIT THE LEARNING CYCLE

    Directory of Open Access Journals (Sweden)

    Sue Newell

    2006-11-01

    Full Text Available Knowledge is considered to be a key organizational resource in the 21st century and the knowledge management ‘movement’ has alerted organizations to the fact that they should more strategically exploit their knowledge assets. Companies are thus lured by the suggestion that they can gain competitive advantage by the more astute management of their knowledge base and in particular, by the transfer of knowledge across individuals, groups and organizational units, using IT to accomplish this. In this paper, we reflect on this common view of knowledge transfer. More specifically, we question an implication of this view - essentially the possibility of short-circuiting the learning cycle, so that individuals do not have to rely on their personal or shared experiences to identify better practices, but can learn from the codified lessons of others in IT systems. More importantly, we consider the characteristics of knowledge – that knowledge is distributed, ambiguous and disruptive – that makes its transfer highly problematic. Drawing on case research, we relate this to the learning cycle (Kolb 1984 and thereby identify barriers to knowledge transfer. We conclude by considering ways of overcoming these barriers by emphasizing the importance of social systems alongside technical systems.

  19. A survey on the effects of knowledge management on organizational learning: A case study of technical and vocational training organization

    Directory of Open Access Journals (Sweden)

    Naser Azad

    2014-04-01

    Full Text Available This paper presents an empirical investigation to study the effects of knowledge management on organizational learning. The study is held in headquarter of technical and vocational training organization in city of Tehran, Iran. The proposed study measures the effects of concept of management, management, knowledge tools, measurement, change management and knowledge content on organizational learning. The study designs a questionnaire in Likert scale and selects a sample of 313 people randomly from 1680 people who work for this organization in city of Tehran, Iran. Using structural equation modeling, the study has detected a positive and meaningful relationship with knowledge management on organizational learning. In our survey, knowledge content is the most important factor followed by change management.

  20. Evaluating the E-Learning Platform from the Perspective of Knowledge Management: The AHP Approach

    Directory of Open Access Journals (Sweden)

    I-Chin Wu

    2013-06-01

    Full Text Available A growing number of higher education institutions have adopted asynchronous and synchronous Web-based learning platforms to improve students’ learning efficiency and increase learning satisfaction in the past decade. Unlike traditional face-to-face learning methods, e-learning platforms allow teachers to communicate with students and discuss course content anytime or anywhere. In addition, the teaching material can be reused via the e-learning platforms. To understand how students use e-learning platforms and what the implications are, we conducted an empirical study of the iCAN e-learning platform, which has been widely used in Fu-Jen Catholic University since 2005. We use the Analytic Hierarchy Process (AHP, a well-known multi-criteria evaluation approach, to compare five practices, i.e. the functions of the iCAN teaching platform. We adopted a brainstorming approach to design a questionnaire to measure learners’ perception of the e-learning platform based on the theory of knowledge transforming process in knowledge management. Accordingly, the model considers functioning and objectivity in terms of the following three attributes of learning effectiveness: individual learning, group sharing and learning performance. Twelve criteria with twelve evaluation items were used to investigate the effectiveness of the five practices. We also evaluated the strengths and weaknesses of the functions based on the types of courses in the iCan platform. We expect that the empirical evaluation results will provide teachers with suggestions and guidelines for using the e-learning platform effectively to facilitate their teaching activities and promote students’ learning efficiency and satisfaction.

  1. Creating a learning organisation through content based document management

    International Nuclear Information System (INIS)

    Bremdal, B.; Johansen, F.; Spaggiari, C.; Engels, R.; Jones, R.

    1999-01-01

    The discussion on the concept of the Learning Organisation dates back approximately 20 years in the management literature. People that pioneered this concept include Chris Argyris (Argyris 77), Peter Senge (Senge 90), Fiol and Lyles (Fiol 85), Levitt and March (Levitt 89), Ray Stata (Stata 89). All of them introduced various definitions of the concept. These definitions circumscribe issues like the following: 'Better knowledge and understanding', 'process of improving actions', 'processing of information', 'change of behaviour', 'encoding inferences from history into routines that guide behaviour', 'process of detecting and correcting error', 'the need for shared insights, knowledge and mental models', 'building on past knowledge and experience'. Peter Senge's work (Senge 90) is often used as reference for the concept. His ideas put forward in the book The fifth Discipline have had a profound effect on modern organisational thinking far beyond the management community itself. According to Senge a Learning Organisation can be described as follows: 'A Learning Organisation is a place where people continually expand their capacity to create the results they truly desire, where new and expansive patterns of thinking are nurtured, where collective aspiration is set free, and where people are continually learning how to learn together'. Organisational learning must be seen as part of an overall process of continuous improvement. But practical and systematic measures must accompany a vision if a real change is desired. Garvin (Garvin 93) is concerned about the lack of an operational basis or framework that can systematically instantiate the concept into a viable strategy and a set of systematic actions. He identifies five properties that learning organisations master well: Systematic problem solving, experimentation with new approaches, learning from their own experience and past history, learning from the experiences and best practices of others, and transferring

  2. Characteristics of knowledge content in a curated online evidence library.

    Science.gov (United States)

    Varada, Sowmya; Lacson, Ronilda; Raja, Ali S; Ip, Ivan K; Schneider, Louise; Osterbur, David; Bain, Paul; Vetrano, Nicole; Cellini, Jacqueline; Mita, Carol; Coletti, Margaret; Whelan, Julia; Khorasani, Ramin

    2018-05-01

    To describe types of recommendations represented in a curated online evidence library, report on the quality of evidence-based recommendations pertaining to diagnostic imaging exams, and assess underlying knowledge representation. The evidence library is populated with clinical decision rules, professional society guidelines, and locally developed best practice guidelines. Individual recommendations were graded based on a standard methodology and compared using chi-square test. Strength of evidence ranged from grade 1 (systematic review) through grade 5 (recommendations based on expert opinion). Finally, variations in the underlying representation of these recommendations were identified. The library contains 546 individual imaging-related recommendations. Only 15% (16/106) of recommendations from clinical decision rules were grade 5 vs 83% (526/636) from professional society practice guidelines and local best practice guidelines that cited grade 5 studies (P < .0001). Minor head trauma, pulmonary embolism, and appendicitis were topic areas supported by the highest quality of evidence. Three main variations in underlying representations of recommendations were "single-decision," "branching," and "score-based." Most recommendations were grade 5, largely because studies to test and validate many recommendations were absent. Recommendation types vary in amount and complexity and, accordingly, the structure and syntax of statements they generate. However, they can be represented in single-decision, branching, and score-based representations. In a curated evidence library with graded imaging-based recommendations, evidence quality varied widely, with decision rules providing the highest-quality recommendations. The library may be helpful in highlighting evidence gaps, comparing recommendations from varied sources on similar clinical topics, and prioritizing imaging recommendations to inform clinical decision support implementation.

  3. The Online Learning Knowledge Garden: A Pedagogic Planning Tool for e-Learning

    NARCIS (Netherlands)

    Scott, Bernard

    2006-01-01

    Please, cite this publication as: Scott, B. (2006). The Online Learning Knowledge Garden: A Pedagogic Planning Tool for e-Learning. Proceedings of International Workshop in Learning Networks for Lifelong Competence Development, TENCompetence Conference. March 30th-31st, Sofia, Bulgaria:

  4. Doctoral Student Learning Patterns: Learning about Active Knowledge Creation or Passive Production

    Science.gov (United States)

    Vekkaila, Jenna; Pyhältö, Kirsi

    2016-01-01

    Doctoral studies are about learning to create new knowledge and to become a researcher. Yet surprisingly little is known about the individual learning patterns of doctoral students. The study aims to explore learning patterns among natural science doctoral students. The participants included 19 doctoral students from a top-level natural science…

  5. Learning Declarative and Procedural Knowledge via Video Lectures: Cognitive Load and Learning Effectiveness

    Science.gov (United States)

    Hong, Jianzhong; Pi, Zhongling; Yang, Jiumin

    2018-01-01

    Video lectures are being widely used in online and blended learning classes worldwide, and their learning effectiveness is becoming a focus of many educators and researchers. This study examined the cognitive load and learning effectiveness of video lectures in terms of the type of knowledge being taught (declarative or procedural) and instructor…

  6. Conceptualisation of knowledge construction in community service-learning programmes in nursing education

    Directory of Open Access Journals (Sweden)

    Sindi Z. Mthembu

    2013-06-01

    Full Text Available Background: Practices in higher education have been criticised for not developing and preparing students for the expertise required in real environments. Literature reports that educational programmes tend to favour knowledge conformation rather than knowledge construction; however, community service learning (CSL is a powerful pedagogical strategy that encourages students to make meaningful connections between the content in the classroom and real-life experiences as manifested by the communities. Through CSL, learning is achieved by the active construction of knowledge supported by multiple perspectives within meaningful real contexts, and the social interactions amongst students are seen to play a critical role in the processes of learning and cognition. This article reflects facilitators’ perspective of the knowledge construction process as used with students doing community service learning in basic nursing programmes. Objectives: The aim of this article was to conceptualise the phenomenon of knowledge construction and thereby provide educators with a shared meaning and common understanding, and to analyse the interaction strategies utilised by nurse educators in the process of knowledge construction in community service-learning programmes in basic nursing education. Method: A qualitative research approach based on a grounded theory research design was used in this article. Two nursing education institutions were purposively selected. Structured interviews were conducted with 16 participants. Results: The results revealed that the knowledge construction in community service-learning programmes is conceptualised as having specific determinants, including the use of authentic health-related problems, academic coaching through scaffolding, academic discourse-dialogue, interactive learning in communities of learners, active learning, continuous reflection as well as collaborative and inquiry-based learning. Upon completion of an experience

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

    Science.gov (United States)

    Wang, Jianlan; Buck, Gayle A.

    2016-01-01

    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…

  8. Supervised learning of tools for content-based search of image databases

    Science.gov (United States)

    Delanoy, Richard L.

    1996-03-01

    A computer environment, called the Toolkit for Image Mining (TIM), is being developed with the goal of enabling users with diverse interests and varied computer skills to create search tools for content-based image retrieval and other pattern matching tasks. Search tools are generated using a simple paradigm of supervised learning that is based on the user pointing at mistakes of classification made by the current search tool. As mistakes are identified, a learning algorithm uses the identified mistakes to build up a model of the user's intentions, construct a new search tool, apply the search tool to a test image, display the match results as feedback to the user, and accept new inputs from the user. Search tools are constructed in the form of functional templates, which are generalized matched filters capable of knowledge- based image processing. The ability of this system to learn the user's intentions from experience contrasts with other existing approaches to content-based image retrieval that base searches on the characteristics of a single input example or on a predefined and semantically- constrained textual query. Currently, TIM is capable of learning spectral and textural patterns, but should be adaptable to the learning of shapes, as well. Possible applications of TIM include not only content-based image retrieval, but also quantitative image analysis, the generation of metadata for annotating images, data prioritization or data reduction in bandwidth-limited situations, and the construction of components for larger, more complex computer vision algorithms.

  9. Adaptation of mathematical educational content in e-learning resources

    Directory of Open Access Journals (Sweden)

    Yuliya V. Vainshtein

    2017-01-01

    Full Text Available Modern trends in the world electronic educational system development determine the necessity of adaptive learning intellectual environments and resources’ development and implementation. An upcoming trend in improvement the quality of studying mathematical disciplines is the development and application of adaptive electronic educational resources. However, the development and application experience of adaptive technologies in higher education is currently extremely limited and does not imply the usage flexibility. Adaptive educational resources in the electronic environment are electronic educational resources that provide the student with a personal educational space, filled with educational content that “adapts” to the individual characteristics of the students and provides them with the necessary information.This article focuses on the mathematical educational content adaptation algorithms development and their implementation in the e-learning system. The peculiarity of the proposed algorithms is the possibility of their application and distribution for adaptive e-learning resources construction. The novelty of the proposed approach is the three-step content organization of the adaptive algorithms for the educational content: “introductory adaptation of content”, “the current adaptation of content”, “estimative and a corrective adaptation”. For each stage of the proposed system, mathematical algorithms for educational content adaptation in adaptive e-learning resources are presented.Due to the high level of abstraction and complexity perception of mathematical disciplines, educational content is represented in the various editions of presentation that correspond to the levels of assimilation of the course material. Adaptation consists in the selection of the optimal edition of the material that best matches the individual characteristics of the student. The introduction of a three-step content organization of the adaptive

  10. Inquiring into Pre-Service Content Area Teachers' Development of Literacy Practices and Pedagogical Content Knowledge

    Science.gov (United States)

    Mitton Kukner, Jennifer; Murray Orr, Anne

    2015-01-01

    The focus of this qualitative multi-year case study is on preservice teachers' experiences related to the development of their literacy practices in teaching high school science, math, social studies and other content area courses during their final field placement in a teacher education program. Results indicate tangible indicators of overall…

  11. Non-formal learning and tacit knowledge in professional work.

    Science.gov (United States)

    Eraut, M

    2000-03-01

    This paper explores the conceptual and methodological problems arising from several empirical investigations of professional education and learning in the workplace. 1. To clarify the multiple meanings accorded to terms such as 'non-formal learning', 'implicit learning' and 'tacit knowledge', their theoretical assumptions and the range of phenomena to which they refer. 2. To discuss their implications for professional practice. A largely theoretical analysis of issues and phenomena arising from empirical investigations. The author's typology of non-formal learning distinguishes between implicit learning, reactive on-the-spot learning and deliberative learning. The significance of the last is commonly overemphasized. The problematic nature of tacit knowledge is discussed with respect to both detecting it and representing it. Three types of tacit knowledge are discussed: tacit understanding of people and situations, routinized actions and the tacit rules that underpin intuitive decision-making. They come together when professional performance involves sequences of routinized action punctuated by rapid intuitive decisions based on tacit understanding of the situation. Four types of process are involved--reading the situation, making decisions, overt activity and metacognition--and three modes of cognition--intuitive, analytic and deliberative. The balance between these modes depends on time, experience and complexity. Where rapid action dominates, periods of deliberation are needed to maintain critical control. Finally the role of both formal and informal social knowledge is discussed; and it is argued that situated learning often leads not to local conformity but to greater individual variation as people's careers take them through a series of different contexts. This abstract necessarily simplifies a more complex analysis in the paper itself.

  12. 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…

  13. Knowledge production as organizational learning: The case of Danish universities

    DEFF Research Database (Denmark)

    Elkjær, Bente

    2018-01-01

    One of the political means to encourage competitive knowledge production in universities is to employ strategic management, but is this a promising method? I explore this question through a practice-based and pragmatist version of organisational learning as well as the Nordic tradition for work...... participation from ‘below’ as a prerequisite for learning and innovation. Research leadership that works in collaboration with peers rather than maintaining a focus on strategic management could be an answer to more competitive and sustainable knowledge production....... and education to suggest ways for sustainable knowledge production. University scholars not only participate in research practices at their home university but also in worldwide knowledge production driven by passions for specific fields of inquiry. Further, the Nordic countries have a tradition for active...

  14. Poor knowledge about osteoporosis in learned Indian women.

    Science.gov (United States)

    Pande, K; Pande, Sonali; Tripathi, S; Kanoi, R; Thakur, A; Patle, S

    2005-05-01

    The present study was done to assess knowledge about osteoporosis in learned Indian women, identify their source of knowledge and to study the correlation of level of knowledge with other variables. A total of 73 female staff members (average age 44.7 years) of a teaching institute completed the Osteoporosis Questionnaire (OPQ). The mean +/- SD of total score for the sample was 4.1 +/- 4.1 (range -8 to 15; maximum possible score 20). The correct definition of osteoporosis was given by 74%, but there was general lack of awareness in all the areas assessed. There was statistically significant difference in the total score depending on the faculty of education, with staff members from the science faculty having the maximum mean score (p lack of knowledge about osteoporosis in learned Indian women and also the need for increased involvement of medical professionals in patient education.

  15. Enabling organisational learning and knowledge sharing through employee involvement

    DEFF Research Database (Denmark)

    Bjerrum, Eva; Dahl, Susanne

    In this paper we want to suggest that involving the employees in the development of the new workspaces is an important element in organisational learning and that it makes good sense to rethink space in order to support both tacit knowledge and collaboration. We want to argue that involving...... the employees in the design of their future workplace is key to giving the employee ownership for the change and may provide the organisation with invaluable ideas for the new work environment and the process of enabling organisational learning and knowledge sharing. We base our argument on a series of research...

  16. Exploring Knowledge Creation Processes as a Source of Organizational Learning

    DEFF Research Database (Denmark)

    Brix, Jacob

    2017-01-01

    The purpose of the study is to reestablish the link between theories of organizational learning and knowledge creation – theories that in research, have been pursued as independent themes for almost two decades. Based on the literature review, I build a framework that proposes how the two streams...... build eight propositions that are used to discuss and extend the organizational learning and knowledge creation literatures and to justify the framework’s applicability. Finally, I present the managerial implications and the conclusions of the study....

  17. The Development of SCORM-Conformant Learning Content Based on the Learning Cycle Using Participatory Design

    Science.gov (United States)

    Su, C. Y.; Chiu, C. H.; Wang, T. I.

    2010-01-01

    This study incorporates the 5E learning cycle strategy to design and develop Sharable Content Object Reference Model-conformant materials for elementary science education. The 5E learning cycle that supports the constructivist approach has been widely applied in science education. The strategy consists of five phases: engagement, exploration,…

  18. Knowledge acquisition for the internationalization of the smaller firm:Content and sources

    OpenAIRE

    Harris, Simon; Fletcher, Margaret

    2012-01-01

    Internationalization process research emphasizes accumulated experience and networks as sources of knowledge for internationalization. Our understanding, however, as to what this knowledge is in practice for smaller firms, the challenges they face in acquiring it, and how they address those challenges is limited. Integrating organizational learning concepts with our theoretical understanding of the small firm internationalization process, we develop a new framework for understanding knowledge...

  19. 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…

  20. 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…

  1. Effects of an Additional Mathematics Content Course on Elementary Teachers' Mathematical Beliefs and Knowledge for Teaching

    Science.gov (United States)

    Smith, Marvin E.; Swars, Susan L.; Smith, Stephanie Z.; Hart, Lynn C.; Haardorfer, Regine

    2012-01-01

    This longitudinal study examines the effects of changes in an elementary teacher preparation program on mathematics beliefs and content knowledge for teaching of two groups of prospective teachers (N = 276): (1) those who completed a program with three mathematics content courses and two mathematics methods courses and (2) those who completed a…

  2. Impact of Secondary Students' Content Knowledge on Their Communication Skills in Science

    Science.gov (United States)

    Kulgemeyer, Christoph

    2018-01-01

    The "expert blind spot" (EBS) hypothesis implies that even some experts with a high content knowledge might have problems in science communication because they are using the structure of the content rather than their addressee's prerequisites as an orientation. But is that also true for students? Explaining science to peers is a crucial…

  3. 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…

  4. Pre-Service Teachers' Mathematics Content Knowledge: Implications for How Mathematics Is Taught in Higher Education

    Science.gov (United States)

    Lowrie, Tom; Jorgensen, Robyn

    2016-01-01

    This investigation explored pre-service teachers' mathematics content knowledge (MCK) and beliefs associated with mathematics education practices. An Exploratory Factor Analysis, conducted on a beliefs and attitudes questionnaire, produced three common attitude factors associated with (1) inquiry-based teaching; (2) how mathematics knowledge is…

  5. Not a Stale Metaphor: The Continued Relevance of Pedagogical Content Knowledge for Science Research and Education

    Science.gov (United States)

    Hayden, H. Emily; Eades Baird, Michelle

    2018-01-01

    Recently, theorists have raised concerns that pedagogical content knowledge (PCK) has become "a stale metaphor" that disregards diversity and equity, offers little to help teachers address students' misconceptions, and portrays knowledge as "in the head" versus in practice. We refute these notions using grounded theory to…

  6. The Relationship Between Teachers' Mathematical Content and Pedagogical Knowledge, Teachers' Perceptions, and Student Achievement

    Science.gov (United States)

    Campbell, Patricia F.; Nishio, Masako; Smith, Toni M.; Clark, Lawrence M.; Conant, Darcy L.; Rust, Amber H.; DePiper, Jill Neumayer; Frank, Toya Jones; Griffin, Matthew J.; Choi, Youyoung

    2014-01-01

    This study of early-career teachers identified a significant relationship between upper-elementary teachers' mathematical content knowledge and their students' mathematics achievement, after controlling for student- and teacher-level characteristics. Findings provide evidence of the relevance of teacher knowledge and perceptions for teacher…

  7. 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…

  8. Discovering Learning Strategy to Increase Metacognitive Knowledge in Biology Learning in Secondary School

    Directory of Open Access Journals (Sweden)

    Y. Herlanti

    2017-04-01

    Full Text Available The study is aimed at finding an effective learning strategy that can increase metacognitive knowledge. Metacognitive knowledge is a standard that based on 2016-revised edition of 2013 curriculum needs to be achieved by every graduate in all level of education in Indonesia. The study is conducted in three different schools and engages 207 students, which then divided into six groups. The groups are students who study under mind mapping strategy, concept mapping, reciprocal teaching using summary notes, reciprocal teaching using mind mapping, problem-based learning, and investigation group. The results showed that those studying under problem-based learning strategy spent a significantly higher numbers in metacognitive knowledge in biology learning and followed by students who study under reciprocal teaching using mind mapping. According to the finding, it is expected that teachers of Biology will practice problem-based learning strategy in their classroom in order to increase the Metacognitive knowledge.

  9. Memory reactivation during rest supports upcoming learning of related content

    Science.gov (United States)

    Schlichting, Margaret L.; Preston, Alison R.

    2014-01-01

    Although a number of studies have highlighted the importance of offline processes for memory, how these mechanisms influence future learning remains unknown. Participants with established memories for a set of initial face–object associations were scanned during passive rest and during encoding of new related and unrelated pairs of objects. Spontaneous reactivation of established memories and enhanced hippocampal–neocortical functional connectivity during rest was related to better subsequent learning, specifically of related content. Moreover, the degree of functional coupling during rest was predictive of neural engagement during the new learning experience itself. These results suggest that through rest-phase reactivation and hippocampal–neocortical interactions, existing memories may come to facilitate encoding during subsequent related episodes. PMID:25331890

  10. Memory reactivation during rest supports upcoming learning of related content.

    Science.gov (United States)

    Schlichting, Margaret L; Preston, Alison R

    2014-11-04

    Although a number of studies have highlighted the importance of offline processes for memory, how these mechanisms influence future learning remains unknown. Participants with established memories for a set of initial face-object associations were scanned during passive rest and during encoding of new related and unrelated pairs of objects. Spontaneous reactivation of established memories and enhanced hippocampal-neocortical functional connectivity during rest was related to better subsequent learning, specifically of related content. Moreover, the degree of functional coupling during rest was predictive of neural engagement during the new learning experience itself. These results suggest that through rest-phase reactivation and hippocampal-neocortical interactions, existing memories may come to facilitate encoding during subsequent related episodes.

  11. Influences of Multimedia Lesson Contents On Effective Learning

    Directory of Open Access Journals (Sweden)

    Tuncay Yavuz Ozdemir

    2013-11-01

    Full Text Available In the information era that we experience today, there is a rapid change in the methods, techniques and materials used for education and teaching. The usage of information and communication technology-assisted teaching materials are becoming more commonplace. Parallel to these developments, the Ministry of National Education took steps to develop IT substructures of all schools in the country and implemented many projects. The purpose of this study is to determine whether or not the multimedia lesson content used by teachers affect effective learning. This study is a qualitative study, conducted with 45 teachers working in primary schools during the 2011-2012 academic year. According to the study findings, participants believe that using multimedia lesson content during lectures increases student motivation, makes students more curious and interested, and think that using multimedia lesson content has positive effects.

  12. An online knowledge resource and questionnaires as a continuing pharmacy education tool to document reflective learning.

    Science.gov (United States)

    Budzinski, Jason W; Farrell, Barbara; Pluye, Pierre; Grad, Roland M; Repchinsky, Carol; Jovaisas, Barbara; Johnson-Lafleur, Janique

    2012-06-18

    To assess the use of an electronic knowledge resource to document continuing education activities and reveal educational needs of practicing pharmacists. Over a 38-week period, 67 e-mails were sent to 6,500 Canadian Pharmacists Association (CPhA) members. Each e-mail contained a link to an e-Therapeutics+ Highlight, a factual excerpt of selected content from an online drug and therapeutic knowledge resource. Participants were then prompted to complete a pop-up questionnaire. Members completed 4,140 questionnaires. Participants attributed the information they learned in the Highlights to practice improvements (50.4%), learning (57.0%), and motivation to learn more (57.4%). Reading Highlight excerpts and completing Web-based questionnaires is an effective method of continuing education that could be easily documented and tracked, making it an effective tool for use with e-portfolios.

  13. Effects of a Web-based course on nursing skills and knowledge learning.

    Science.gov (United States)

    Lu, Der-Fa; Lin, Zu-Chun; Li, Yun-Ju

    2009-02-01

    The purpose of the study was to assess the effectiveness of supplementing traditional classroom teaching with Web-based learning design when teaching intramuscular injection nursing skills. Four clusters of nursing students at a junior college in eastern Taiwan were randomly assigned to experimental and control groups. A total of 147 students (80 in the experimental group, 67 in the control group) completed the study. All participants received the same classroom lectures and skill demonstration. The experimental group interacted using a Web-based course and were able to view the content on demand. The students and instructor interacted via a chatroom, the bulletin board, and e-mail. Participants in the experimental group had significantly higher scores on both intramuscular injection knowledge and skill learning. A Web-based design can be an effective supplementing learning tool for teaching nursing knowledge and skills.

  14. Learning a Health Knowledge Graph from Electronic Medical Records.

    Science.gov (United States)

    Rotmensch, Maya; Halpern, Yoni; Tlimat, Abdulhakim; Horng, Steven; Sontag, David

    2017-07-20

    Demand for clinical decision support systems in medicine and self-diagnostic symptom checkers has substantially increased in recent years. Existing platforms rely on knowledge bases manually compiled through a labor-intensive process or automatically derived using simple pairwise statistics. This study explored an automated process to learn high quality knowledge bases linking diseases and symptoms directly from electronic medical records. Medical concepts were extracted from 273,174 de-identified patient records and maximum likelihood estimation of three probabilistic models was used to automatically construct knowledge graphs: logistic regression, naive Bayes classifier and a Bayesian network using noisy OR gates. A graph of disease-symptom relationships was elicited from the learned parameters and the constructed knowledge graphs were evaluated and validated, with permission, against Google's manually-constructed knowledge graph and against expert physician opinions. Our study shows that direct and automated construction of high quality health knowledge graphs from medical records using rudimentary concept extraction is feasible. The noisy OR model produces a high quality knowledge graph reaching precision of 0.85 for a recall of 0.6 in the clinical evaluation. Noisy OR significantly outperforms all tested models across evaluation frameworks (p < 0.01).

  15. The Difference Engine: Computing, Knowledge, and the Transformation of Learning

    Science.gov (United States)

    Provenzo, Eugene F.

    2011-01-01

    Since the 1960s, the rapid evolution of technology has created a new cultural geography--a virtual geography. "The Difference Engine: Computing, Knowledge and the Transformation of Learning" offers a conscious critique of this change and its effects on contemporary culture and education. This engaging text assumes that we are at a critical…

  16. Drawing on indigenous knowledge: Students\\' learning in and from a ...

    African Journals Online (AJOL)

    Drawing on indigenous knowledge: Students\\' learning in and from a rural community. E Bitzer, H Menkveld. Abstract. No Abstract Available South African Journal of Higher Education Vol.18(3) 2004: 226-240. Full Text: EMAIL FULL TEXT EMAIL FULL TEXT · DOWNLOAD FULL TEXT DOWNLOAD FULL TEXT.

  17. Assessing Implicit Knowledge in BIM Models with Machine Learning

    DEFF Research Database (Denmark)

    Krijnen, Thomas; Tamke, Martin

    2015-01-01

    architects and engineers are able to deduce non-explicitly explicitly stated information, which is often the core of the transported architectural information. This paper investigates how machine learning approaches allow a computational system to deduce implicit knowledge from a set of BIM models....

  18. Optimizing Knowledge Sharing in Learning Networks through Peer Tutoring

    NARCIS (Netherlands)

    Hsiao, Amy; Brouns, Francis; Kester, Liesbeth; Sloep, Peter

    2009-01-01

    Hsiao, Y. P., Brouns, F., Kester, L., & Sloep, P. (2009). Optimizing Knowledge Sharing in Learning Networks through Peer Tutoring. Presentation at the IADIS international conference on Cognition and Exploratory in Digital Age (CELDA 2009). November, 20-22, 2009, Rome, Italy.

  19. Towards Intelligence and Flexibility of Learning and Knowledge Testing Environments

    Directory of Open Access Journals (Sweden)

    Nerijus AUKSTAKALNIS

    2006-02-01

    Full Text Available The proposed goal oriented knowledge acquisition and assessment are based on the flexible educational model and allows to implement an adaptive control of the enhanced learning process according to the requirements of student's knowledge level, his state of cognition and subject learning history. The enhanced learner knowledge model specifies how the cognition state of the user will be achieved step by step. The use case actions definition is a starting point of the specification, which depends on different levels of learning scenarios and user cognition sub goals. The use case actions specification is used as a basis to set the requirements for service software specification and attributes of learning objects respectively. The paper presents the enhanced architecture of the student self-evaluation and on-line assessment system TestTool. The system is explored as an assessment engine capable of supporting and improving the individualized intelligent goal oriented self-instructional and simulation based mode of learning, grounded on the GRID distributed service architecture.

  20. Declarative knowledge and professional vision in teacher education: effect of courses in teaching and learning.

    Science.gov (United States)

    Stürmer, Kathleen; Könings, Karen D; Seidel, Tina

    2013-09-01

    Teachers' professional vision includes the ability to apply general pedagogical knowledge about components of effective teaching and learning to reason about significant features of classroom practice. It requires teachers to (a) describe, (b) explain, and (c) predict classroom situations. Although the acquisition of underling knowledge can be considered as a key element of university-based teacher education programmes, to date, there has been little empirical research on teacher candidates' development of professional vision. This study aims to improve understanding of how different university-based courses in teaching and learning impact the development of professional vision. Participants were teacher candidates (N= 53) attending the same teacher education programme at a German university. They were enrolled in one of three different compulsory courses in teaching and learning, lasting one semester. In a pre-test-post-test design, participants' declarative knowledge about teaching and learning was measured with a test, professional vision with the online tool Observer. Analysis of covariance and multivariate analysis of variance were conducted. Teacher candidates in all three courses showed significant gains both in declarative knowledge and professional vision. Patterns of results differed depending on the course attended. A video-based course with a focus on effective teaching resulted in highest gains in prediction of the consequences of observed events for student learning processes, which is the highest level of knowledge transfer. The development of professional vision is a strongly knowledge-guided process. In line with their content and aims, university-based courses can enhance teaching-relevant knowledge for teacher candidates. © 2012 The British Psychological Society.

  1. Multi-agent system for Knowledge-based recommendation of Learning Objects

    Directory of Open Access Journals (Sweden)

    Paula Andrea RODRÍGUEZ MARÍN

    2015-12-01

    Full Text Available Learning Object (LO is a content unit being used within virtual learning environments, which -once found and retrieved- may assist students in the teaching - learning process. Such LO search and retrieval are recently supported and enhanced by data mining techniques. In this sense, clustering can be used to find groups holding similar LOs so that from obtained groups, knowledge-based recommender systems (KRS can recommend more adapted and relevant LOs. In particular, prior knowledge come from LOs previously selected, liked and ranked by the student to whom the recommendation will be performed. In this paper, we present a KRS for LOs, which uses a conventional clustering technique, namely K-means, aimed at finding similar LOs and delivering resources adapted to a specific student. Obtained promising results show that proposed KRS is able to both retrieve relevant LO and improve the recommendation precision.Learning Object (LO is a content unit being used within virtual learning environments, which -once found and retrieved- may assist students in the teaching - learning process. Such LO search and retrieval are recently supported and enhanced by data mining techniques. In this sense, clustering can be used to find groups holding similar LOs so that from obtained groups, knowledge-based recommender systems (KRS can recommend more adapted and relevant LOs. In particular, prior knowledge come from LOs previously selected, liked and ranked by the student to whom the recommendation will be performed. In this paper, we present a KRS for LOs, which uses a conventional clustering technique, namely K-means, aimed at finding similar LOs and delivering resources adapted to a specific student. Obtained promising results show that proposed KRS is able to both retrieve relevant LO and improve the recommendation precision.

  2. The Effect of Cultural Background Knowledge on Learning English Language

    Directory of Open Access Journals (Sweden)

    Dr. Ibrahim

    2013-12-01

    Full Text Available This study aims to investigate the effect of cultural background knowledge on learning English Language. It also aims to investigate if there are significant differences between subjects' performance in reading comprehension according to sex and general ability in English (GAE. The study aims at answering the following questions: 1 . To what extent is the effect of cultural background knowledge on subjects' performance in reading comprehension? 2 . What is the difference in performance in reading comprehension between male and female subjects who have cultural background knowledge and those who do not have any knowledge? 3. What is the differenc e between subjects' performance in reading comprehension texts which are loaded with American culture and their general ability in English. ? The population of th is study consisted of all first - year students majoring in English at Hebron University in th e first semester of the academic year 2011/2012. They were 600. The sample of the study consisted of 60 subjects, males and females divided into four groups, two experimental and two controlled. The researcher followed the experimental method. Means, stand ard deviations and Pearson Product Moment Correlation were calculated by using SPSS program. The study revealed the following results: 1. There are statistically significant differences in performance in reading comprehension between subjects who have cu ltural background knowledge and those who do not have any knowledge . 2 . There are no statistically significant differences in performance in reading comprehension between male and female subjects who have cultural background knowledge and those who do not have any knowledge. 3. Subjects' GAE revealed that there are significant differences in performance in reading comprehension between subjects who have cultural background knowledge and those who do not have any knowledge. In the light of the results of th e study, the researcher recommends the

  3. Sexual promiscuity: knowledge of dangers in institutions of higher learning.

    Science.gov (United States)

    Ebong, R D

    1994-06-01

    Knowledge of dangers of sexual promiscuity was assessed in 2 institutions of higher learning. The objectives were to find out the knowledge of medical and social consequences as well as the factors responsible for sexual promiscuity among Nigerian youths. The study also assessed the discrepancies in societal concept of sex norms for males and females. The result was used as an index to determine the need for sex education for Nigerian youths. A total of 200 students (100 from each school) was assessed by random selection and use of a questionnaire. The result showed that students had a fair knowledge of sexual promiscuity, although in terms of medical consequences the knowledge was low for both groups. On social consequences, the knowledge was fair for both groups. Students agreed that lack of financial support and of supervision from parents and teachers were among the causes of sexual promiscuity. Recommendations were made for Health Education in these areas in institutions of higher learning. Also, recommendations were made for parental education on how to bring up, and care for, their adolescents to reduce the problems of sexual promiscuity. It was also recommended that a compulsory course on sexual promiscuity should be included in the syllabus in institutions of higher learning.

  4. Teaching & Learning for International Students in a 'Learning Community': Creating, Sharing and Building Knowledge

    Directory of Open Access Journals (Sweden)

    Linzi Kemp, PhD

    2010-08-01

    Full Text Available This article considers the culture of learning communities for effective teaching. A learning community is defined here as an environment where learners are brought together to share information, to learn from each other, and to create new knowledge. The individual student develops her/his own learning by building on learning from others. In a learning community approach to teaching, educators can ensure that students gain workplace skills such as collaboration, creativity, critical thinking, and problem solving. In this case study, it is shown how an active learning community, introduced into a blended teaching environment (face-to-face and virtual, effectively supported international undergraduates in the building of knowledge and workplace skills.

  5. Editorial: Collaborative Knowledge Management and E-Learning

    Directory of Open Access Journals (Sweden)

    Helen S. Du

    2011-06-01

    Full Text Available Finding effective ways to collaborate, and to create and share knowledge among people who are connected via disperse networks is one of the most challenging tasks. Many of our traditional learning models and educational systems are not yet ready for new forms of collaboration and knowledge management due to recent technology advancement. To achieve effective education and training, we need to pay attention not only to the technology itself, but also to technology infrastructures, pedagogies, social, and management aspects. This special issue of the KM&EL international journal focuses on recent directions for the alignment of collaborative knowledge management and e-learning, and their rising impact on research and pedagogical practice.

  6. 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.

  7. 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

    2018-01-01

    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…

  8. Learning Science Content through Socio-Scientific Issues-Based Instruction: A Multi-Level Assessment Study

    Science.gov (United States)

    Sadler, Troy D.; Romine, William L.; Topçu, Mustafa Sami

    2016-01-01

    Science educators have presented numerous conceptual and theoretical arguments in favor of teaching science through the exploration of socio-scientific issues (SSI). However, the empirical knowledge base regarding the extent to which SSI-based instruction supports student learning of science content is limited both in terms of the number of…

  9. Students using mobile phones in the classroom: Can the phones increase content learning

    Science.gov (United States)

    Rinehart, David Lee

    A study was conducted at a high-performing school in Southern California to explore the effects on learning content from students using their own smart phones in and out of the classroom. The study used a Switching Replications design format which allowed two independent analyses of posttest scores between a group using e-flash cards on smart phones and a group using paper flash cards. Quantitative data was collected via two tailed, t-tests and qualitative data was collected through observations and interviews. Results suggest that knowledge level learning may be increased with mobile phone use, but no effect on comprehension level learning was found. Students found the phones to be convenient in accessing flash cards anytime and anywhere. Enthusiasm for using the phones in class while initially high waned over the 1 month study duration. Students perceived the phones to not be a significant source of distraction outside of class.

  10. Assessing STEM content learning: using the Arctic's changing climate to develop 21st century learner

    Science.gov (United States)

    Henderson, G. R.; Durkin, S.; Moran, A.

    2016-12-01

    In recent years the U.S. federal government has called for an increased focus on science, technology, engineering, and mathematics (STEM) in the educational system to ensure that there will be sufficient technical expertise to meet the needs of business and industry. As a direct result of this STEM emphasis, the number of outreach activities aimed at actively engaging these students in STEM learning has surged. Such activities, frequently in the form of summer camps led by university faculty, have targeted primary and secondary school students with the goal of growing student interest in STEM majors and STEM careers. This study assesses short-term content learning using a climate module that highlights rapidly changing Arctic climate conditions to illustrate concepts of radiative energy balance and climate feedback. Hands-on measurement of short and longwave radiation using simple instrumentation is used to demonstrate concepts that are then related back to the "big picture" Arctic issue. Pre and post module questionnaires were used to assess content learning, as this learning type has been identified as the basis for STEM literacy and the vehicle by which 21st century learning skills are usually developed. In this instance, students applied subject knowledge they gained by taking radiation measurements to better understand the real-world problem of climate change.

  11. 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.

  12. 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.

  13. The Role of Learning Goals in Building a Knowledge Base for Elementary Mathematics Teacher Education

    Science.gov (United States)

    Jansen, Amanda; Bartell, Tonya; Berk, Dawn

    2009-01-01

    In this article, we describe features of learning goals that enable indexing knowledge for teacher education. Learning goals are the key enabler for building a knowledge base for teacher education; they define what counts as essential knowledge for prospective teachers. We argue that 2 characteristics of learning goals support knowledge-building…

  14. Using Service-Learning in Urban Areas in Semarang Regency to Address Local Knowledge System

    Directory of Open Access Journals (Sweden)

    Rully Adi Nugroho

    2017-08-01

    Full Text Available Service-learning has gained substantial recognition as an effective type of pedagogy and has enhanced civic education across the disciplines, however remains a lack of understanding of this type of learning in Indonesia. The goals of the study were (1 to explore the forms of local knowledge systems practiced in Semarang Regency and how they are used in resources conservation using service-learning method, (2 to foster student engagement with the community, and (3 to promote student awareness of community resources that are directly relevant to local knowledge system issues. The success of the service-learning projects in meeting these goals was assessed via qualitative analysis of student reflective papers and classroom presentations. The results indicated there were local knowledges that were still successfully in use, but often only very locally. Furthermore, the results also indicated that the service-learning projects promoted students’ valuable academic skills, including communication, team-building, and critical thinking, built their self-esteem, their awareness of community needs and resources, and demonstrated the relevance of course content to real life.

  15. A learning arena for knowledge development by the use of didactics and situated learning

    DEFF Research Database (Denmark)

    Madsen, Erik Skov; Riis, Jens Ove; Wæhrens, Brian Vejrum

    2010-01-01

    This paper unfolds the concept of a learning arena as a means of building robust and effec-tive global operations networks through a focus on organizational didactics and situated learning. The paper builds on six case studies in three MNEs which have come far in establishing capabilities...... for the transfer of operations activities. However, they have tended to take a piecemeal and substance-based approach in relation to learning. A new model shows the contours of a learning arena, and case studies illustrate how different learning arenas may be used for supporting knowledge development....

  16. Rapid knowledge assessment (RKA): Assessing students content knowledge through rapid, in class assessment of expertise

    Science.gov (United States)

    O'Connell, Erin

    Understanding how students go about problem solving in chemistry lends many possible advantages for interventions in teaching strategies for the college classroom. The work presented here is the development of an in-classroom, real-time, formative instrument to assess student expertise in chemistry with the purpose of developing classroom interventions. The development of appropriate interventions requires the understanding of how students go about starting to solve tasks presented to them, what their mental effort (load on working memory) is, and whether or not their performance was accurate. To measure this, the Rapid Knowledge Assessment (RKA) instrument uses clickers (handheld electronic instruments for submitting answers) as a means of data collection. The classroom data was used to develop an algorithm to deliver student assessment scores, which when correlated to external measure of standardized American Chemical Society (ACS) examinations and class score show a significant relationship between the accuracy of knowledge assessment (p=0.000). Use of eye-tracking technology and student interviews supports the measurements found in the classroom.

  17. Pervasive Knowledge, Social Networks, and Cloud Computing: E-Learning 2.0

    Science.gov (United States)

    Anshari, Muhammad; Alas, Yabit; Guan, Lim Sei

    2015-01-01

    Embedding Web 2.0 in learning processes has extended learning from traditional based learning-centred to a collaborative based learning-centred institution that emphasises learning anywhere and anytime. While deploying Semantic Web into e-learning offers a broader spectrum of pervasive knowledge acquisition to enrich users' experience in learning.…

  18. The relationship between strategic control and conscious structural knowledge in artificial grammar learning.

    Science.gov (United States)

    Norman, Elisabeth; Scott, Ryan B; Price, Mark C; Dienes, Zoltan

    2016-05-01

    We address Jacoby's (1991) proposal that strategic control over knowledge requires conscious awareness of that knowledge. In a two-grammar artificial grammar learning experiment all participants were trained on two grammars, consisting of a regularity in letter sequences, while two other dimensions (colours and fonts) varied randomly. Strategic control was measured as the ability to selectively apply the grammars during classification. For each classification, participants also made a combined judgement of (a) decision strategy and (b) relevant stimulus dimension. Strategic control was found for all types of decision strategy, including trials where participants claimed to lack conscious structural knowledge. However, strong evidence of strategic control only occurred when participants knew or guessed that the letter dimension was relevant, suggesting that strategic control might be associated with - or even causally requires - global awareness of the nature of the rules even though it does not require detailed knowledge of their content. Copyright © 2016 The Authors. Published by Elsevier Inc. All rights reserved.

  19. Learning spaces as representational scaffolds for learning conceptual knowledge of system behaviour

    NARCIS (Netherlands)

    Bredeweg, B.; Liem, J.; Beek, W.; Salles, P.; Linnebank, F.; Wolpers, M.; Kirschner, P.A.; Scheffel, M.; Lindstaedt, S.; Dimitrova, V.

    2010-01-01

    Scaffolding is a well-known approach to bridge the gap between novice and expert capabilities in a discovery-oriented learning environment. This paper discusses a set of knowledge representations referred to as Learning Spaces (LSs) that can be used to support learners in acquiring conceptual

  20. Incorporation of Socio-scientific Content into Active Learning Activities

    Science.gov (United States)

    King, D. B.; Lewis, J. E.; Anderson, K.; Latch, D.; Sutheimer, S.; Webster, G.; Moog, R.

    2014-12-01

    Active learning has gained increasing support as an effective pedagogical technique to improve student learning. One way to promote active learning in the classroom is the use of in-class activities in place of lecturing. As part of an NSF-funded project, a set of in-class activities have been created that use climate change topics to teach chemistry content. These activities use the Process Oriented Guided Inquiry Learning (POGIL) methodology. In this pedagogical approach a set of models and a series of critical thinking questions are used to guide students through the introduction to or application of course content. Students complete the activities in their groups, with the faculty member as a facilitator of learning. Through assigned group roles and intentionally designed activity structure, process skills, such as teamwork, communication, and information processing, are developed during completion of the activity. Each of these climate change activities contains a socio-scientific component, e.g., social, ethical and economic data. In one activity, greenhouse gases are used to explain the concept of dipole moment. Data about natural and anthropogenic production rates, global warming potential and atmospheric lifetimes for a list of greenhouse gases are presented. The students are asked to identify which greenhouse gas they would regulate, with a corresponding explanation for their choice. They are also asked to identify the disadvantages of regulating the gas they chose in the previous question. In another activity, where carbon sequestration is used to demonstrate the utility of a phase diagram, students use economic and environmental data to choose the best location for sequestration. Too often discussions about climate change (both in and outside the classroom) consist of purely emotional responses. These activities force students to use data to support their arguments and hypothesize about what other data could be used in the corresponding discussion to

  1. Modularization and Structured Markup for Learning Content in an Academic Environment

    Science.gov (United States)

    Schluep, Samuel; Bettoni, Marco; Schar, Sissel Guttormsen

    2006-01-01

    This article aims to present a flexible component model for modular, web-based learning content, and a simple structured markup schema for the separation of content and presentation. The article will also contain an overview of the dynamic Learning Content Management System (dLCMS) project, which implements these concepts. Content authors are a…

  2. 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.

  3. Learning Task Knowledge from Dialog and Web Access

    Directory of Open Access Journals (Sweden)

    Vittorio Perera

    2015-06-01

    Full Text Available We present KnoWDiaL, an approach for Learning and using task-relevant Knowledge from human-robot Dialog and access to the Web. KnoWDiaL assumes that there is an autonomous agent that performs tasks, as requested by humans through speech. The agent needs to “understand” the request, (i.e., to fully ground the task until it can proceed to plan for and execute it. KnoWDiaL contributes such understanding by using and updating a Knowledge Base, by dialoguing with the user, and by accessing the web. We believe that KnoWDiaL, as we present it, can be applied to general autonomous agents. However, we focus on our work with our autonomous collaborative robot, CoBot, which executes service tasks in a building, moving around and transporting objects between locations. Hence, the knowledge acquired and accessed consists of groundings of language to robot actions, and building locations, persons, and objects. KnoWDiaL handles the interpretation of voice commands, is robust regarding speech recognition errors, and is able to learn commands involving referring expressions in an open domain, (i.e., without requiring a lexicon. We present in detail the multiple components of KnoWDiaL, namely a frame-semantic parser, a probabilistic grounding model, a web-based predicate evaluator, a dialog manager, and the weighted predicate-based Knowledge Base. We illustrate the knowledge access and updates from the dialog and Web access, through detailed and complete examples. We further evaluate the correctness of the predicate instances learned into the Knowledge Base, and show the increase in dialog efficiency as a function of the number of interactions. We have extensively and successfully used KnoWDiaL in CoBot dialoguing and accessing the Web, and extract a few corresponding example sequences from captured videos.

  4. Knowledge management practices at an institution of higher learning

    Directory of Open Access Journals (Sweden)

    Judith Mavodza

    2012-02-01

    Full Text Available Background: This article underscores the fact that society is becoming more and more knowledge-based, and that the organisations that can identify, value, create and evolve their knowledge assets are likely to be more successful than those that do not. Knowledge management (KM is about enhancing the use of organisational knowledge through sound practices of KM and organisational learning. KM practices encompass the capture and/or acquisition of knowledge, its retention and organisation, its dissemination and re-use, and lastly responsiveness to the new knowledge.Objective: The focus of this study was on KM principles and practices that may be in place in the Metropolitan College of New York (MCNY. The argument is that KM and its survival principles and tools may help the College to improve performance. However, there is uncertainty about whether the use of KM principles and tools can partly solve the College’s approach to improving the quality of education it provides.Methods: A mixed methods research methodology encompassing a questionnaire, observation, interviews, and use of institutional documents was used in the investigation.Results: The findings of the study indicate that KM concepts were not universally understood at MCNY.Conclusion: There is a need to create a knowledge inventory at MCNY. This may help the College to develop appropriate institution-wide policies and practices for proper and well organised methods of integrating work processes, collaborating and sharing (including the efficient use of social media, and developing an enabling institutional culture.

  5. Knowledge Sharing, Communities of Practice, and Learning Asset Integration - DAU's Major Initiatives

    National Research Council Canada - National Science Library

    Hickok, John

    2005-01-01

    .... What follows is an overview of Knowledge Sharing through the eyes of the Defense Acquisition University, along with some new initiatives called Learning Asset Integration and Workflow Learning...

  6. 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

  7. How organizational learning is associated with patient rights: a qualitative content analysis.

    Science.gov (United States)

    Heidari, Shahin; Nayeri, Nahid Dehghan; Ravari, Ali; Sabzevari, Sakineh

    2016-01-01

    Nowadays, patient rights, particularly receiving favorable health care based on modern knowledge, informed consent, and privacy, are important issues in health care delivery systems. Organizational learning is considered an important factor influencing health care quality and patient rights. However, there is little evidence regarding this issue. The present study was conducted to explore the role of organizational learning in patient rights from clinical nurses' viewpoint. This qualitative study was conducted through conventional content analysis. In total, 18 nurses who met the inclusion criteria participated in this study through purposive sampling with maximum variation. Data were gathered through 20 in-depth, semi-structured interviews, which continued until data saturation was achieved. Data collection also included constant and simultaneous comparative analyses. Data analysis led to four major themes: conservation of patient safety, providing favorable care, being the patient's advocate, and informing the patients. All the participants believed that organizational learning could play a vital role in respecting patient rights and interests. Participants believed that their efforts to conduct organizational learning, tried to improve respecting the patient rights via conservation of patient safety, trying to improve quality of care, being an advocate, and informing the patient. It would be appreciable if nursing managers honored the commitment of the nurses for learning, highlight their role as defenders of patient rights, and encourage them to initiate organizational learning.

  8. How organizational learning is associated with patient rights: a qualitative content analysis

    Directory of Open Access Journals (Sweden)

    Shahin Heidari

    2016-07-01

    Full Text Available Background: Nowadays, patient rights, particularly receiving favorable health care based on modern knowledge, informed consent, and privacy, are important issues in health care delivery systems. Organizational learning is considered an important factor influencing health care quality and patient rights. However, there is little evidence regarding this issue. Objective: The present study was conducted to explore the role of organizational learning in patient rights from clinical nurses’ viewpoint. Design: This qualitative study was conducted through conventional content analysis. In total, 18 nurses who met the inclusion criteria participated in this study through purposive sampling with maximum variation. Data were gathered through 20 in-depth, semi-structured interviews, which continued until data saturation was achieved. Data collection also included constant and simultaneous comparative analyses. Results: Data analysis led to four major themes: conservation of patient safety, providing favorable care, being the patient's advocate, and informing the patients. All the participants believed that organizational learning could play a vital role in respecting patient rights and interests. Conclusions: Participants believed that their efforts to conduct organizational learning, tried to improve respecting the patient rights via conservation of patient safety, trying to improve quality of care, being an advocate, and informing the patient. It would be appreciable if nursing managers honored the commitment of the nurses for learning, highlight their role as defenders of patient rights, and encourage them to initiate organizational learning.

  9. STEM learning research through a funds of knowledge lens

    Science.gov (United States)

    Civil, Marta

    2016-03-01

    This article examines STEM learning as a cultural process with a focus on non-dominant communities. Building on my work in funds of knowledge and mathematics education, I present three vignettes to raise some questions around connections between in-school and out-of-school mathematics. How do we define competence? How do task and environment affect engagement? What is the role of affect, language, and cognition in different settings? These vignettes serve to highlight the complexity of moving across different domains of STEM practice—everyday life, school, and STEM disciplines. Based on findings from occupational interviews I discuss characteristics of learning and engaging in everyday practices and propose several areas for further research, including the nature of everyday STEM practices, valorization of knowledge, language choice, and different forms of engagement.

  10. An Analysis of Learning Activities in a Technology Education Textbook for Teachers : Learning Process Based on Contents Framework and Learning Scene to Develop Technological Literacy

    OpenAIRE

    Yata, Chikahiko; Hamamoto, Kengo; Oguri, Takenori

    2014-01-01

    This study analyzed the learning activities in a textbook on technology education for teachers, in order to examine the learning processes and learning scenes detailed therein. Results of analyzing learning process, primary learning activity found each contents framework. Other learning activities designated to be related to complementary in learning process. Results of analyzing learning scene, 14 learning scenes, among them "Scene to recognize the impact on social life and progress of techn...

  11. A Case for Sustainability Pedagogical Content Knowledge in Multicultural Teacher Education

    Science.gov (United States)

    Perry, Robin K.

    2013-01-01

    If education is going to offer a remedy for rather than exasperate the problem of the ecological and cultural crisis currently being faced, teacher learning must be at the forefront of the discussion. Current efforts to educate for sustainability rely upon teachers who are knowledgeable, skilled, and committed agents for change. The same is true…

  12. Teaching with Stories as the Content and Context for Learning

    Directory of Open Access Journals (Sweden)

    Frances Vitali

    2016-02-01

    Full Text Available Undergraduate teacher education program students have the opportunity to work with diverse student populations in a local school district in the Four Corners Area in the Northwest part of New Mexico. The family oral history practicum is a way to connect theory and practice while recognizing the issue that language is not a neutral landscape. What better way to demonstrate this complementarity than through stories. The goal is to bring an awareness of respect for oral language in relationship to literate language and explore how to balance both perspectives in school culture as prospective teachers. Preservice teacher candidates become storytelling coaches and team up with third graders in semester long storytelling projects, collaborating with local elementary school teachers. Students' family stories become the content and context for teaching and learning. With a diverse classroom population of Navajo, Hispanic, Mexican, and White students, family stories are the heart and central theme of the project. Storytelling coaches learn the nuances of diversity when theory is massaged with authentic experience of students as they share what they have learned beside their young storytellers and authors.

  13. Education for Knowledge Society: Learning and Scientific Innovation Environment

    Directory of Open Access Journals (Sweden)

    Alexander O. Karpov

    2017-11-01

    Full Text Available Cognitive-active learning research-type environment is the fundamental component of the education system for the knowledge society. The purpose of the research is the development of conceptual bases and a constructional model of a cognitively active learning environment that stimulates the creation of new knowledge and its socio-economic application. Research methods include epistemic-didactic analysis of empirical material collected as a result of the study of research environments at schools and universities; conceptualization and theoretical modeling of the cognitively active surrounding, which provides an infrastructure of the research-type cognitive process. The empirical material summarized in this work was collected in the research-cognitive space of the “Step into the Future” program, which is one of the most powerful systems of research education in present-day Russia. The article presents key points of the author's concept of generative learning environments and a model of learning and scientific innovation environment implemented at Russian schools and universities.

  14. 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.

  15. Strengthening the Conceptualization of Mathematics Pedagogical Content Knowledge for International Studies: A Taiwanese Perspective

    Science.gov (United States)

    Hsieh, Feng-Jui

    2013-01-01

    This paper discusses different conceptual frameworks for measuring mathematics pedagogical content knowledge (MPCK) in international comparison studies. Two large-scale international comparative studies, "Mathematics Teaching in the Twenty-First Century" (MT21; Schmidt et al., 2011) and the "Teacher Education and Development Study…

  16. Reading Comprehension in Test Preparation Classes: An Analysis of Teachers' Pedagogical Content Knowledge in TESOL

    Science.gov (United States)

    Irvine-Niakaris, Christine; Kiely, Richard

    2015-01-01

    This article examines the pedagogical content knowledge which underpins the practices in reading lessons of experienced teachers in test preparation classes. It takes as a starting point the assumption that practice is shaped by teacher cognitions, which are established through professional training and classroom experience. Thus, the study…

  17. ICT use in science and mathematics teacher education in Tanzan: Developing Technological Pedagogical Content Knowledge

    NARCIS (Netherlands)

    Kafyulilo, A.; Fisser, P.; Pieters, J.; Voogt, J.

    2015-01-01

    Currently, teacher education colleges in Tanzania are being equipped with computers to prepare teachers who can integrate technology in teaching. Despite these efforts, teachers are not embracing the use of technology in their teaching. This study adopted Technological Pedagogical Content Knowledge

  18. Examining science teachers' pedagogical content knowledge in the context of a professional development program

    NARCIS (Netherlands)

    Wongsopawiro, Dirk Soenario

    2012-01-01

    This dissertation reports on the pedagogical content knowledge (PCK) of science teachers during a professional development program. This research intended to help us understand why and how teachers make their classroom decisions as they teach science. The main questions in this study were: What is

  19. Developing technological pedagogical content knowledge in pre-service mathematics teachers through collaborative design

    NARCIS (Netherlands)

    Agyei, D.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

  20. 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…

  1. 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…

  2. Intrapersonal Factors Affecting Technological Pedagogical Content Knowledge of Agricultural Education Teachers

    Science.gov (United States)

    Stewart, Jessica; Antonenko, Pavlo D.; Robinson, J. Shane; Mwavita, Mwarumba

    2013-01-01

    The focus of this exploratory study was to examine levels of technology integration, self-efficacy, and Technological Pedagogical Content Knowledge (TPACK) in preservice and inservice agricultural education teachers in Oklahoma. The findings of this study suggest that intrapersonal factors, such as self-efficacy, outcome expectations, and…

  3. 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,

  4. Pedagogical Content Knowledge for World History Teachers: What Is It? How Might Prospective Teachers Develop It?

    Science.gov (United States)

    Harris, Lauren McArthur; Bain, Robert B.

    2011-01-01

    This article takes up the question of world history teachers' pedagogical content knowledge by reporting on two separate but related projects. In the first, we briefly discuss an empirical investigation one of the authors conducted into the ways that pre- and in-service world history teachers think about, organize, and make meaning of separate and…

  5. Developing pre-service science teachers' pedagogical content knowledge by using training program

    Science.gov (United States)

    Udomkan, Watinee; Suwannoi, Paisan

    2018-01-01

    A training program was developed for enhancing pre-service science teachers' pedagogical content knowledge (PCK). The pre-service science teachers are able to: understand science curriculum, knowledge of assessment in science, knowledge of students' understanding of science, instructional strategies and orientations towards science teaching, which is conceptualized as PCK [5]. This study examined the preservice science teachers' understandings and their practices which include five pre-service science teachers' PCK. In this study, the participants demonstrated their PCK through the process of the training program by writing content representations (CoRes), preparing the lesson plans, micro-teaching, and actual teaching respectively. All pre-service science teachers' performs were collected by classroom observations. Then, they were interviewed. The results showed that the pre-service science teachers progressively developed knowledge components of PCK. Micro-teaching is the key activities for developing PCK. However, they had some difficulties in their classroom teaching. They required of sufficient ability to design appropriate instructional strategies and assessment activities for teaching. Blending content and pedagogy is also a matter of great concern. The implication of this study was that science educators can enhance pre-service science teachers' PCK by fostering their better understandings of the instructional strategies, assessment activities and blending between content and pedagogy in their classroom.

  6. 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,…

  7. ICT Use in Science and Mathematics Teacher Education in Tanzania: Developing Technological Pedagogical Content Knowledge

    NARCIS (Netherlands)

    Kafyulilo, Ayoub; Fisser, Petra; Pieters, Julius Marie; Voogt, Joke

    2015-01-01

    Currently, teacher education colleges in Tanzania are being equipped with computers to prepare teachers who can integrate technology in teaching. Despite these efforts, teachers are not embracing the use of technology in their teaching. This study adopted Technological Pedagogical Content Knowledge

  8. The Role of Content Knowledge in Ill-Structured Problem Solving for High School Physics Students

    Science.gov (United States)

    Milbourne, Jeff; Wiebe, Eric

    2018-02-01

    While Physics Education Research has a rich tradition of problem-solving scholarship, most of the work has focused on more traditional, well-defined problems. Less work has been done with ill-structured problems, problems that are better aligned with the engineering and design-based scenarios promoted by the Next Generation Science Standards. This study explored the relationship between physics content knowledge and ill-structured problem solving for two groups of high school students with different levels of content knowledge. Both groups of students completed an ill-structured problem set, using a talk-aloud procedure to narrate their thought process as they worked. Analysis of the data focused on identifying students' solution pathways, as well as the obstacles that prevented them from reaching "reasonable" solutions. Students with more content knowledge were more successful reaching reasonable solutions for each of the problems, experiencing fewer obstacles. These students also employed a greater variety of solution pathways than those with less content knowledge. Results suggest that a student's solution pathway choice may depend on how she perceives the problem.

  9. Investigating Coherence among Turkish Elementary Science Teachers' Teaching Belief Systems, Pedagogical Content Knowledge and Practice

    Science.gov (United States)

    Bahcivan, Eralp; Cobern, William W.

    2016-01-01

    This study investigated comprehensive science teaching belief systems and their relation to science teachers' pedagogical content knowledge and teaching practices. Rokeach's (1968) belief system was used as a framework for representing the hierarchy among in-service teachers' teaching beliefs. This study employed a multiple case study design with…

  10. 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…

  11. The Use of Analogies in Language Teaching: Representing the Content of Teachers' Practical Knowledge

    Science.gov (United States)

    Hulshof, Hans; Verloop, Nico

    2002-01-01

    This study sought to determine how experienced language teachers use analogies to help students comprehend a text on the course of their regular teaching routines. It is assumed that analogies constitute one important component of the content of teachers' practical knowledge in the context of reading-comprehension instruction. The framework of the…

  12. Pre-Service Chemistry Teachers' Beliefs about Teaching and Their Pedagogical Content Knowledge

    Science.gov (United States)

    Oskay, Ozge Ozyalcin; Erdem, Emine; Yilmaz, Ayhan

    2009-01-01

    In this study the relationship between pre-service chemistry teachers' beliefs about teaching and their pedagogical content knowledge were investigated. The sample of the study consists of 99 pre-service chemistry teachers attending Hacettepe University, Faculty of Education. As data collection tools the adapted form of "Beliefs About…

  13. 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…

  14. Foundation Content Knowledge: Pre-Service Teachers as Half-Empty or Becoming Fluent?

    Science.gov (United States)

    Anakin, Megan; Linsell, Chris

    2014-01-01

    The concept of a growth-oriented disposition framed the analysis of theoretical and practical dimensions of pre-service teachers' mathematics content knowledge. We identify historical hangovers, tacit habits, and pedagogical strangleholds that present challenges to the way mathematics education researchers interact with the mathematics content…

  15. Pre-Service Elementary Teachers' Mathematics Content Knowledge: A Predictor of Sixth Graders' Mathematics Performance

    Science.gov (United States)

    Shirvani, Hosin

    2015-01-01

    This study examined the knowledge of mathematics content of elementary pre-service 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…

  16. 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…

  17. Examining the Relative Contributions of Content Knowledge and Strategic Processing to Comprehension

    Science.gov (United States)

    Aukerman, Maren; Brown, Rachel; Mokhtari, Kouider; Valencia, Sheila; Palincsar, Annemarie

    2015-01-01

    The essays below were prepared following the LRA session organized by Janice Almasi entitled, "Examining the relative contributions of content knowledge and strategic processing to comprehension." What unites these essays are the personal and historical stances that each writer has taken; in addition, the essays are rich with…

  18. Shaping Pedagogical Content Knowledge for Experienced Agriculture Teachers in the Plant Sciences: A Grounded Theory

    Science.gov (United States)

    Rice, Amber H.; Kitchel, Tracy

    2017-01-01

    This grounded theory study explored the pedagogical content knowledge (PCK) of experienced agriculture teachers in the plant sciences. The most emergent phenomenon to surface from the data was the influence of beliefs on participants' PCK. This central phenomenon became the cornerstone for the model of what was shaping experienced agriculture…

  19. One Usage of Geogebra in Enhancing Pre-service Mathematics Teachers’ Content Knowledge

    Directory of Open Access Journals (Sweden)

    Karmelita Pjanic

    2015-04-01

    Full Text Available A wide range of mathematical ideas could be used to develop and justify a formula for calculating the area of trapezoid. Those ideas lead to different strategies for finding out area of trapezoid that we classify in three groups: decomposing, enclosing and transforming strategies. Those strategies should be part of mathematics content knowledge for teaching. In this study we trace a change in structure of mathematics content knowledge of nine pre-service mathematics teachers as a result of using GeoGebra applets that visualize different approaches in finding out the area of trapezoid. We argue that engaging pre-service mathematics teachers to develop and justify formula for calculating the area of trapezoid using GeoGebra applets is a worth task that enhances pre-service mathematics teachers’ content knowledge for teaching. Our experiment confirmed that the use of Geogebra encourage pre-service mathematics teachers to uncover new ideas that lead them towards clearer justifications and easier way of proving formula for area of trapezoid. Keywords: Area of trapezoid, GeoGebra, content knowledge for teaching

  20. 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…

  1. Characterisation of Teacher Professional Knowledge and Skill through Content Representations from Tertiary Chemistry Educators

    Science.gov (United States)

    Schultz, M.; Lawrie, G. A.; Bailey, C. H.; Dargaville, B. L.

    2018-01-01

    An established tool for collating secondary teachers' pedagogical content knowledge (Loughran's CoRe) has been adapted for use by tertiary educators. Chemistry lecturers with a range of levels of experience were invited to participate in workshops through which the tool was piloted, refined and applied. We now present this refined tool for the…

  2. Pedagogical Content Knowledge and Educational Cases in Computer Science: an Exploration

    NARCIS (Netherlands)

    Koppelman, Hermannus

    2008-01-01

    The concept of pedagogical content knowledge has been explored in the context of several disciplines, such as mathematics, medicine and chemistry. In this paper the concept is explored and applied to the subject matter of computer science, in particular to the sub domain of building UML class

  3. 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…

  4. 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…

  5. 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…

  6. 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

  7. Implementation of Pedagogical Content Knowledge (PCK) of Mathematics Teachers in Teaching Practice: A Case Study

    Science.gov (United States)

    Maryono; Sutawidjaja, Akbar; Subanji; Irawati, Santi

    2017-01-01

    This study aims to describe the implementation of pedagogical content knowledge (PCK) of mathematics teachers in the teaching practice of the material system of linear equations of two variables (SLETV). The approach used is a qualitative case study. The main instrument is the researchers themselves and the supporting instruments is a vignette…

  8. Indigenous Knowledge, Science, and Resilience: What Have We Learned from a Decade of International Literature on "Integration"?

    Directory of Open Access Journals (Sweden)

    Erin L. Bohensky

    2011-12-01

    Full Text Available Despite the increasing trend worldwide of integrating indigenous and scientific knowledge in natural resource management, there has been little stock-taking of literature on lessons learned from bringing indigenous knowledge and science together and the implications for maintaining and building social-ecological system resilience. In this paper we investigate: (1 themes, questions, or problems encountered for integration of indigenous knowledge and science; (2 the relationship between knowledge integration and social-ecological system resilience; and (3 critical features of knowledge integration practice needed to foster productive and mutually beneficial relationships between indigenous knowledge and science. We examine these questions through content analyses of three special journal issues and an edited book published in the past decade on indigenous, local, and traditional knowledge and its interface with science. We identified broad themes in the literature related to: (1 similarities and differences between knowledge systems; (2 methods and processes of integration; (3 social contexts of integration; and (4 evaluation of knowledge. A minority of papers discuss a relationship between knowledge integration and social-ecological system resilience, but there remains a lack of clarity and empirical evidence for such a relationship that can help distinguish how indigenous knowledge and knowledge integration contribute most to resilience. Four critical features of knowledge integration are likely to enable a more productive and mutually beneficial relationship between indigenous and scientific knowledge: new frames for integration, greater cognizance of the social contexts of integration, expanded modes of knowledge evaluation, and involvement of inter-cultural "knowledge bridgers."

  9. Connectivism: A knowledge learning theory for the digital age?

    Science.gov (United States)

    Goldie, John Gerard Scott

    2016-10-01

    The emergence of the internet, particularly Web 2.0 has provided access to the views and opinions of a wide range of individuals opening up opportunities for new forms of communication and knowledge formation. Previous ways of navigating and filtering available information are likely to prove ineffective in these new contexts. Connectivism is one of the most prominent of the network learning theories which have been developed for e-learning environments. It is beginning to be recognized by medical educators. This article aims to examine connectivism and its potential application. The conceptual framework and application of connectivism are presented along with an outline of the main criticisms. Its potential application in medical education is then considered. While connectivism provides a useful lens through which teaching and learning using digital technologies can be better understood and managed, further development and testing is required. There is unlikely to be a single theory that will explain learning in technological enabled networks. Educators have an important role to play in online network learning.

  10. Collaborative Learning Using a Project across Multiple Business Courses: A Cognitive Load and Knowledge Convergence Approach

    Science.gov (United States)

    Bhowmick, Sandeep; Chandra, Aruna; Harper, Jeffrey S.; Sweetin, Vernon

    2015-01-01

    Four business professors at a state university in the Midwestern United States launched a collaborative learning project grounded in cognitive learning theory and knowledge convergence theory with the objective of assessing student learning gains in cross-functional knowledge (CFK), course-related knowledge (CRK), and overall satisfaction with…

  11. E-Learning Barriers and Solutions to Knowledge Management and Transfer

    Science.gov (United States)

    Oye, Nathaniel David; Salleh, Mazleena

    2013-01-01

    This paper present a systematic overview of barriers and solutions of e-learning in knowledge management (KM) and knowledge transfer (KT) with more focus on organizations. The paper also discusses KT in organizational settings and KT in the field of e-learning. Here, an e-learning initiative shows adaptive solutions to overcome knowledge transfer…

  12. 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

  13. Didactic Networks: A Proposal for e-learning Content Generation

    Directory of Open Access Journals (Sweden)

    F. Javier Del Alamo

    2010-12-01

    Full Text Available The Didactic Networks proposed in this paper are based on previous publications in the field of the RSR (Rhetorical-Semantic Relations. The RSR is a set of primitive relations used for building a specific kind of semantic networks for artificial intelligence applications on the web: the RSN (Rhetorical-Semantic Networks. We bring into focus the RSR application in the field of elearning, by defining Didactic Networks as a new set of semantic patterns oriented to the development of elearning applications. The different lines we offer in our research fall mainly into three levels: (1 The most basic one is in the field of computational linguistics and related to Logical Operations on RSR (RSR Inverses and plurals, RSR combinations, etc, once they have been created. The application of Walter Bosma's results regarding rhetorical distance application and treatment as semantic weighted networks is one of the important issues here. (2 In parallel, we have been working on the creation of a knowledge representation and storage model and data architecture capable of supporting the definition of knowledge networks based on RSR. (3 The third strategic line is in the meso-level, the formulation of a molecular structure of knowledge based on the most frequently used patterns. The main contribution at this level is the set of Fundamental Cognitive Networks (FCN as an application of Novak's mental maps proposal. This paper is part of this third intermediate level, and the Fundamental Didactic Networks (FDN are the result of the application of rhetorical theory procedures to the instructional theory. We have formulated a general set of RSR capable of building discourse, making it possible to express any concept, procedure or principle in terms of knowledge nodes and RSRs. The Instructional knowledge can then be elaborated in the same way. This network structure expressing the instructional knowledge in terms of RSR makes the objective of developing web-learning

  14. USER-DEFINED CONTENT IN A MODERN LEARNING ENVIRONMENT FOR ENGINEERING GRAPHICS

    Directory of Open Access Journals (Sweden)

    DOLGA Lia

    2008-07-01

    Full Text Available New pedagogic methods are developed during the current “knowledge-based era”. They replace the “taught lesson” by collaboration, reflection and iteration; in this context, the internet should not remain only a convenient and cheep (if not free mechanism for delivering traditional materials online. As the amount of available information continues to enlarge and diversify, the skills needed to access and process this information become quickly outdated. The ability to use new technologies and a wide range of multimedia tools will define success. This paper outlines the important role played by the user-generated content in defining new pedagogical approaches to learning in the context of online communities. Graphical subjects, like “Computer Graphics” and “Computer Aided Design” require an active participation of the student. Students-led lessons and students generated content give consistency and aid value to the educational process. The term of “teaching” transforms in “studying”.

  15. Design of Open Content Social Learning Based on the Activities of Learner and Similar Learners

    Science.gov (United States)

    John, Benneaser; Jayakumar, J.; Thavavel, V.; Arumugam, Muthukumar; Poornaselvan, K. J.

    2017-01-01

    Teaching and learning are increasingly taking advantage of the rapid growth in Internet resources, open content, mobile technologies and social media platforms. However, due to the generally unstructured nature and overwhelming quantity of learning content, effective learning remains challenging. In an effort to close this gap, the authors…

  16. Evolution from Collaborative Learning to Symbiotic E-Learning: Creation of New E-Learning Environment for Knowledge Society

    Science.gov (United States)

    Songhao, He; Saito, Kenji; Maeda, Takashi; Kubo, Takara

    2011-01-01

    For people who live in the knowledge society which has rapidly been changing, learning in the widest sense becomes indispensable in all phases of working, living and playing. The construction of an environment, to meet the demands of people who need to acquire new knowledge and skills as the need arises, and enlighten each other regularly, is…

  17. Studies on learning by detecting impasse and by resulting it for building large scale knowledge base for autonomous plant

    International Nuclear Information System (INIS)

    Sawaragi, Tetsuo

    1997-03-01

    The acquisition of knowledge from human experts in an exhaustive way is extremely difficult, and even if it were possible, the maintenance of such a large knowledge base for realtime operation is not an easy task. The autonomous system having just incomplete knowledge would face with so many problems that contradicts with the system's current beliefs and/or are novel or unknown to the system. Experienced humans can manage to do with such novelty due to their generalizing ability and analogical inference based on the repertoire of precedents, even if they with new problems. Moreover, through experiencing such breakdowns and impasse, they can acquire some novel knowledge by their proactive attempts to interpret a provided problem as well as by updating their beliefs and contents and organization of their prior knowledge. We call such a style of learning as impasse-driven learning, meaning that learning dose occur being motivated by facing with contradiction and impasse. The related studies concerning with such a style of leaning have been studied within a field of machine learning of artificial intelligence so far as well as within a cognitive science field. In this paper, we at first summarize an outline of machine learning methodologies, and then, we detail about the impasse-driven learning. We discuss that from two different perspective of learning, one is from deductive and analogical learning and the other one is from inductive conceptual learning (i.e., concept formation or generalization-based memory). The former mainly discuss about how the learning system updates its prior beliefs and knowledge so that it can explain away the current contradiction using some meta-cognition heuristics. The latter attempts to assimilate a contradicting problem into its prior memory structure by dynamically reorganizing a collection of the precedents. We present those methodologies, and finally we introduce a case study of concept formation for plant anomalies and its usage for

  18. Intelligent Learning Infrastructure for Knowledge Intensive Organizations: A Semantic Web Perspective

    Science.gov (United States)

    Lytras, Miltiadis, Ed.; Naeve, Ambjorn, Ed.

    2005-01-01

    In the context of Knowledge Society, the convergence of knowledge and learning management is a critical milestone. "Intelligent Learning Infrastructure for Knowledge Intensive Organizations: A Semantic Web Perspective" provides state-of-the art knowledge through a balanced theoretical and technological discussion. The semantic web perspective…

  19. A "Knowledge Trading Game" for Collaborative Design Learning in an Architectural Design Studio

    Science.gov (United States)

    Wang, Wan-Ling; Shih, Shen-Guan; Chien, Sheng-Fen

    2010-01-01

    Knowledge-sharing and resource exchange are the key to the success of collaborative design learning. In an architectural design studio, design knowledge entails learning efforts that need to accumulate and recombine dispersed and complementary pieces of knowledge. In this research, firstly, "Knowledge Trading Game" is proposed to be a way for…

  20. Constructing and Refining Knowledge Bases: A Collaborative Apprenticeship Multistrategy Learning Approach

    National Research Council Canada - National Science Library

    Tecuci, Gheorghe

    2000-01-01

    This research has developed a theory, methodology and learning agent shell for development of knowledge bases and knowledge-based agents, by domain experts, with limited assistance from knowledge engineers...

  1. New learning: knowledge management and e-business in Portuguese higher education

    NARCIS (Netherlands)

    Mendes, M.M.; Gomes, J.F.; Batiz-Lázo, B.; Gupta, J.N.D.; Sharma, S.K.

    2003-01-01

    Creating knowledge based organizations brings together high quality concepts closely related to organizational learning, knowledge workers, intellectual capital, virtual teams and will include the methodologies, systems and approaches needed to create and manage knowledge-based organizations of the

  2. Knowledge-Based Reinforcement Learning for Data Mining

    Science.gov (United States)

    Kudenko, Daniel; Grzes, Marek

    Data Mining is the process of extracting patterns from data. Two general avenues of research in the intersecting areas of agents and data mining can be distinguished. The first approach is concerned with mining an agent’s observation data in order to extract patterns, categorize environment states, and/or make predictions of future states. In this setting, data is normally available as a batch, and the agent’s actions and goals are often independent of the data mining task. The data collection is mainly considered as a side effect of the agent’s activities. Machine learning techniques applied in such situations fall into the class of supervised learning. In contrast, the second scenario occurs where an agent is actively performing the data mining, and is responsible for the data collection itself. For example, a mobile network agent is acquiring and processing data (where the acquisition may incur a certain cost), or a mobile sensor agent is moving in a (perhaps hostile) environment, collecting and processing sensor readings. In these settings, the tasks of the agent and the data mining are highly intertwined and interdependent (or even identical). Supervised learning is not a suitable technique for these cases. Reinforcement Learning (RL) enables an agent to learn from experience (in form of reward and punishment for explorative actions) and adapt to new situations, without a teacher. RL is an ideal learning technique for these data mining scenarios, because it fits the agent paradigm of continuous sensing and acting, and the RL agent is able to learn to make decisions on the sampling of the environment which provides the data. Nevertheless, RL still suffers from scalability problems, which have prevented its successful use in many complex real-world domains. The more complex the tasks, the longer it takes a reinforcement learning algorithm to converge to a good solution. For many real-world tasks, human expert knowledge is available. For example, human

  3. Content validation of an interprofessional learning video peer assessment tool.

    Science.gov (United States)

    Nisbet, Gillian; Jorm, Christine; Roberts, Chris; Gordon, Christopher J; Chen, Timothy F

    2017-12-16

    Large scale models of interprofessional learning (IPL) where outcomes are assessed are rare within health professional curricula. To date, there is sparse research describing robust assessment strategies to support such activities. We describe the development of an IPL assessment task based on peer rating of a student generated video evidencing collaborative interprofessional practice. We provide content validation evidence of an assessment rubric in the context of large scale IPL. Two established approaches to scale development in an educational setting were combined. A literature review was undertaken to develop a conceptual model of the relevant domains and issues pertaining to assessment of student generated videos within IPL. Starting with a prototype rubric developed from the literature, a series of staff and student workshops were undertaken to integrate expert opinion and user perspectives. Participants assessed five-minute videos produced in a prior pilot IPL activity. Outcomes from each workshop informed the next version of the rubric until agreement was reached on anchoring statements and criteria. At this point the rubric was declared fit to be used in the upcoming mandatory large scale IPL activity. The assessment rubric consisted of four domains: patient issues, interprofessional negotiation; interprofessional management plan in action; and effective use of video medium to engage audience. The first three domains reflected topic content relevant to the underlying construct of interprofessional collaborative practice. The fourth domain was consistent with the broader video assessment literature calling for greater emphasis on creativity in education. We have provided evidence for the content validity of a video-based peer assessment task portraying interprofessional collaborative practice in the context of large-scale IPL activities for healthcare professional students. Further research is needed to establish the reliability of such a scale.

  4. Construction of scientific knowledge in motor learning: history and perspectives

    Directory of Open Access Journals (Sweden)

    Cláudio Márcio Oliveira

    2008-06-01

    Full Text Available The present work aims to inquire the construction of scientific knowledge in the motor learning area. A necessary historical retrospective on this study field considers the epistemology of Francis Bacon, Karl Popper, Paul Feyerabend and Thomas Kuhn. Bacon and Popper’s conceptions show to be inadequate to explain the scientific progress of motor learning. Feyerabend’s ideas are also inadequate as they lack coherency, even though in some aspects they are adequate. The Kuhnian approach, however, seems more satisfactory, particularly with regard to the notion of “crisis of paradigm” between the ecological approach and the information-processing approach. A critique is offered from human and social sciences perspective. This leads us to reflect on the possible growth of a new paradigm and consider scientific practice as a social practice.

  5. User observations on information sharing (corporate knowledge and lessons learned)

    Science.gov (United States)

    Montague, Ronald A.; Gregg, Lawrence A.; Martin, Shirley A.; Underwood, Leroy H.; Mcgee, John M.

    1993-01-01

    The sharing of 'corporate knowledge' and lessons learned in the NASA aerospace community has been identified by Johnson Space Center survey participants as a desirable tool. The concept of the program is based on creating a user friendly information system that will allow engineers, scientists, and managers at all working levels to share their information and experiences with other users irrespective of location or organization. The survey addresses potential end uses for such a system and offers some guidance on the development of subsequent processes to ensure the integrity of the information shared. This system concept will promote sharing of information between NASA centers, between NASA and its contractors, between NASA and other government agencies, and perhaps between NASA and institutions of higher learning.

  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 agent architecture with on-line learning of both procedural and declarative knowledge

    Energy Technology Data Exchange (ETDEWEB)

    Sun, R.; Peterson, T.; Merrill, E. [Univ. of Alabama, Tuscaloosa, AL (United States)

    1996-12-31

    In order to develop versatile cognitive agents that learn in situated contexts and generalize resulting knowledge to different environments, we explore the possibility of learning both declarative and procedural knowledge in a hybrid connectionist architecture. The architecture is based on the two-level idea proposed earlier by the author. Declarative knowledge is represented symbolically, while procedural knowledge is represented subsymbolically. The architecture integrates reactive procedures, rules, learning, and decision-making in a unified framework, and structures different learning components (including Q-learning and rule induction) in a synergistic way to perform on-line and integrated learning.

  8. Applying Technological Pedagogical and Content Knowledge (TPACK) model to develop an online English writing course for nursing students.

    Science.gov (United States)

    Tai, Hung-Cheng; Pan, Mei-Yu; Lee, Bih-O

    2015-06-01

    Learning English as foreign language and computer technology are two crucial skills for nursing students not only for the use in the medical institutions but also for the communication needs following the trend of globalization. Among language skills, writing has long been ignored in the curriculums although it is a core element of language learning. To apply the TPACK (Technological Pedagogical and Content Knowledge) model to design an online English writing course for nursing students, and to explore the effects of the course to the students' learning progress as well as their satisfactions and perceptions. A single-group experimental study, utilizing the CEEC (College Entrance Examination Center) writing grading criteria and a self-designed course satisfaction questionnaire, is used. Fifty one nursing students who were in their first/four semesters of the two year vocational pre-registration nursing course in a Taiwan university were selected using convenience sampling. Quantitative data were analyzed using descriptive statistics and repeated measure MANOVA. Qualitative data were analyzed by content analysis. Students' writing competence had been improved significantly in every dimension after the instruction. Only half of the learners preferred online writing compared to the traditional way of writing by hand. Additionally, participants reported that they would prefer to receive feedback from the teacher than peers, yet they did not like the indirect feedback. The teacher perceived the course as meaningful but demanding for both learning and teaching sides. To implement the peer review activities and give feedback on time were two major challenges during the cycles. The TPACK model suggests a comprehensive and effective teaching approach that can help enhance nursing students' English writing performance. Teachers are advised to consider its implementation when designing their syllabus. Copyright © 2015 Elsevier Ltd. All rights reserved.

  9. 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.

  10. Editorial: Learning, teaching and disseminating knowledge in business process management

    Directory of Open Access Journals (Sweden)

    Jürgen Moormann

    2012-12-01

    Full Text Available Process-oriented thinking has become the major paradigm for managing companies and other organizations. The push for better processes has been even more intense due to rapidly evolving client needs, borderless global markets and innovations swiftly penetrating the market. Thus, education is decisive for successfully introducing and implementing Business Process Management (BPM initiatives. However, BPM education has been an area of challenge. This special issue aims to provide current research on various aspects of BPM education. It is an initial effort for consolidating better practices, experiences and pedagogical outcomes founded with empirical evidence to contribute towards the three pillars of education: learning, teaching, and disseminating knowledge in BPM.

  11. Case-based approaches for knowledge application and organisational learning

    DEFF Research Database (Denmark)

    Wang, Chengbo; Johansen, John; Luxhøj, James T.

    2005-01-01

    In dealing with the strategic issues within a manufacturing system, it is necessary to facilitate formulating the composing elements of a set of strategic manufacturing practices and activity patterns that will support an enterprise to reinforce and increase its competitive advantage....... These practices and activity patterns are based on learning and applying the knowledge internal and external to an organisation. To ensure their smooth formulation process, there are two important techniques designed – an expert adaptation approach and an expert evaluation approach. These two approaches provide...

  12. An Instructional and Collaborative Learning System with Content Recommendation

    Science.gov (United States)

    Zheng, Xiang-wei; Ma, Hong-wei; Li, Yan

    2013-01-01

    With the rapid development of Internet, e-learning has become a new teaching and learning mode. However, lots of e-learning systems deployed on Internet are just electronic learning materials with very limited interactivity and diagnostic capability. This paper presents an integrated e-learning environment named iCLSR. Firstly, iCLSR provides an…

  13. A method for determining the content of knowledge training for nuclear professionals

    International Nuclear Information System (INIS)

    Scott, C.K.

    2004-01-01

    A developer of knowledge training materials for nuclear professionals is faced with the challenge of determining the appropriate scope and depth of training. This paper presents a method for establishing the content starting from overall objectives of the activity and breaking it down into the job and task level of an individual's specific jobs and tasks. Nuclear safety training is used as an example. In this case there are four stages of break down in the knowledge base before its implementation in jobs and tasks of the station's work processes. This process also satisfies the training principles for enabling effective operational decision making. (author)

  14. 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.

  15. Does prior domain-specific content knowledge influence students' recall of arguments surrounding interdisciplinary topics?

    Science.gov (United States)

    Schmidt, Hiemke K; Rothgangel, Martin; Grube, Dietmar

    2017-12-01

    Awareness of various arguments can help interactants present opinions, stress points, and build counterarguments during discussions. At school, some topics are taught in a way that students learn to accumulate knowledge and gather arguments, and later employ them during debates. Prior knowledge may facilitate recalling information on well structured, fact-based topics, but does it facilitate recalling arguments during discussions on complex, interdisciplinary topics? We assessed the prior knowledge in domains related to a bioethical topic of 277 students from Germany (approximately 15 years old), their interest in the topic, and their general knowledge. The students read a text with arguments for and against prenatal diagnostics and tried to recall the arguments one week later and again six weeks later. Prior knowledge in various domains related to the topic individually and separately helped students recall the arguments. These relationships were independent of students' interest in the topic and their general knowledge. Copyright © 2017 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

  16. Food recognition and recipe analysis: integrating visual content, context and external knowledge

    OpenAIRE

    Herranz, Luis; Min, Weiqing; Jiang, Shuqiang

    2018-01-01

    The central role of food in our individual and social life, combined with recent technological advances, has motivated a growing interest in applications that help to better monitor dietary habits as well as the exploration and retrieval of food-related information. We review how visual content, context and external knowledge can be integrated effectively into food-oriented applications, with special focus on recipe analysis and retrieval, food recommendation, and the restaurant context as em...

  17. Intelligent Learning for Knowledge Graph towards Geological Data

    Directory of Open Access Journals (Sweden)

    Yueqin Zhu

    2017-01-01

    Full Text Available Knowledge graph (KG as a popular semantic network has been widely used. It provides an effective way to describe semantic entities and their relationships by extending ontology in the entity level. This article focuses on the application of KG in the traditional geological field and proposes a novel method to construct KG. On the basis of natural language processing (NLP and data mining (DM algorithms, we analyze those key technologies for designing a KG towards geological data, including geological knowledge extraction and semantic association. Through this typical geological ontology extracting on a large number of geological documents and open linked data, the semantic interconnection is achieved, KG framework for geological data is designed, application system of KG towards geological data is constructed, and dynamic updating of the geological information is completed accordingly. Specifically, unsupervised intelligent learning method using linked open data is incorporated into the geological document preprocessing, which generates a geological domain vocabulary ultimately. Furthermore, some application cases in the KG system are provided to show the effectiveness and efficiency of our proposed intelligent learning approach for KG.

  18. The knowledge-Based Organization and Learning in Practice

    DEFF Research Database (Denmark)

    Kjelgaard, Jacob Brix

     Purpose: The purpose of the research project was to co-create functional knowledge management processes and to improve the social working environment at Strategy-Lab, a research center affiliated with the Department of Management, Aarhus School of Business, Aarhus University in Denmark.  Methodo...... Purpose: The purpose of the research project was to co-create functional knowledge management processes and to improve the social working environment at Strategy-Lab, a research center affiliated with the Department of Management, Aarhus School of Business, Aarhus University in Denmark...... where the results are tested in practice and then modified accordingly. This methodology was combined with Dunn and Dunn's Learning Styles Construct and Rundle and Dunn's Building Excellence Survey. In addition, Buber's philosophy of intersubjectivity was applied to the analysis as a language tool...... providing a common language for creating a communion working environment. Findings: The clinical inquiry action research methodology together with the application of Dunn and Dunn's learning styles construct and Rundle and Dunn's Building Excellence Survey were valuable tools for creating organizational...

  19. Education and Knowledge Production in Workers' Struggles: Learning to Resist, Learning from Resistance

    Science.gov (United States)

    Choudry, Aziz; Bleakney, David

    2013-01-01

    Trade unions and other sites of community-labour organizing such as workers centres are rich, yet contested spaces of education and knowledge production in which both non-formal and informal / incidental forms of learning occur. Putting forward a critique of dominant strands of worker education, the authors ask what spaces exist for social…

  20. Building Learning Culture Towards A Learning Organization to Empower Employee’s Knowledge

    Directory of Open Access Journals (Sweden)

    Maryani Maryani

    2010-12-01

    Full Text Available This paper contains the application of knowledge management in PT Unilever to create a learning culture within the organization. Which consists of: knowledge sharing, informal sharing, online sharing and other sources. With the implementation of cultural sharing between employees, the module is already owned by PT Unilever as many as 250 modules. With the application of Knowledge Management PT Unilever awarded a global level, the Most Admired Knowledge Enterprise (MAKE Award in the year 2005-2007 to the level of Indonesia and 2008 for the Asian level. In the end, knowledge-owned companies, creating a good performance by individuals or companies, and will create sustainable growth for the company. Sustainable growth is what is expected by the whole company in running its business activities. 

  1. 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.

  2. A Survey on Portuguese Lexical Knowledge Bases: Contents, Comparison and Combination

    Directory of Open Access Journals (Sweden)

    Hugo Gonçalo Oliveira

    2018-02-01

    Full Text Available In the last decade, several lexical-semantic knowledge bases (LKBs were developed for Portuguese, by different teams and following different approaches. Most of them are open and freely available for the community. Those LKBs are briefly analysed here, with a focus on size, structure, and overlapping contents. However, we go further and exploit all of the analysed LKBs in the creation of new LKBs, based on the redundant contents. Both original and redundancy-based LKBs are then compared, indirectly, based on the performance of automatic procedures that exploit them for solving four different semantic analysis tasks. In addition to conclusions on the performance of the original LKBs, results show that, instead of selecting a single LKB to use, it is generally worth combining the contents of all the open Portuguese LKBs, towards better results.

  3. Knowledge of sugar content of sports drinks is not associated with sports drink consumption.

    Science.gov (United States)

    Zytnick, Deena; Park, Sohyun; Onufrak, Stephen J; Kingsley, Beverly S; Sherry, Bettylou

    2015-01-01

    To examine U.S. adult knowledge of the sugar content of sports drinks and whether this knowledge and other characteristics are associated with their sports drink consumption. Nonexperimental. Nationally representative 2011 Summer ConsumerStyles survey data. 3929 U.S. adults. The outcome variable was sports drink consumption in the past 7 days. The main exposure variable was knowledge about sports drinks containing sugar. The covariates were sociodemographic characteristics, physical activity, and weight status. Multivariable logistic regression analysis was used to estimate adjusted odds ratios (ORs) for adults consuming sports drinks ≥1 times/wk after controlling for other characteristics. Approximately 22% of adults reported consuming sports drinks ≥1 times/wk. Most adults (71%) agreed that sports drinks contain sugar; however, this agreement was not significantly associated with adults' sports drink consumption. The odds of drinking sports drinks ≥1 times/wk were significantly higher among younger adults aged 18 to 64 years (OR range: 5.46-2.71), males (OR = 2.09), high-school graduates (OR = 1.52), and highly active adults (OR = 2.09). There were disparities in sports drink consumption by sociodemographic characteristics and physical activity level; however, knowledge of sports drinks' sugar content was not associated with consumption. Understanding why some population groups are higher consumers may assist in the development of education, providing those groups with a better understanding of sports drinks' nutritional value and health consequences of excessive sugar consumption in any form.

  4. An integrated system for interactive continuous learning of categorical knowledge

    Science.gov (United States)

    Skočaj, Danijel; Vrečko, Alen; Mahnič, Marko; Janíček, Miroslav; Kruijff, Geert-Jan M.; Hanheide, Marc; Hawes, Nick; Wyatt, Jeremy L.; Keller, Thomas; Zhou, Kai; Zillich, Michael; Kristan, Matej

    2016-09-01

    This article presents an integrated robot system capable of interactive learning in dialogue with a human. Such a system needs to have several competencies and must be able to process different types of representations. In this article, we describe a collection of mechanisms that enable integration of heterogeneous competencies in a principled way. Central to our design is the creation of beliefs from visual and linguistic information, and the use of these beliefs for planning system behaviour to satisfy internal drives. The system is able to detect gaps in its knowledge and to plan and execute actions that provide information needed to fill these gaps. We propose a hierarchy of mechanisms which are capable of engaging in different kinds of learning interactions, e.g. those initiated by a tutor or by the system itself. We present the theory these mechanisms are build upon and an instantiation of this theory in the form of an integrated robot system. We demonstrate the operation of the system in the case of learning conceptual models of objects and their visual properties.

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

    Science.gov (United States)

    Ravgiala, Rebekah Rae

    Theories regarding the development of expertise hold implications for alternative and traditional certification programs and the teachers they train. The literature suggests that when compared to experts in the field of teaching, the behaviors of novices differ in ways that are directly attributed to their pedagogical content knowledge. However, few studies have examined how first and second year biology teachers entering the profession from traditional and alternative training differ in their demonstration of subject-specific pedagogical content knowledge. The research problem in this multicase, naturalistic inquiry investigated how subject-specific pedagogical content knowledge was manifested among first and second year biology teachers in the task of transforming subject matter into forms that are potentially meaningful to students when explicit formal training has been and has not been imparted to them as preservice teachers. Two first year and two second year biology teachers were the subjects of this investigation. Allen and Amber obtained their certification through an alternative summer training institute in consecutive years. Tiffany and Tricia obtained their certification through a traditional, graduate level training program in consecutive years. Both programs were offered at the same northeastern state university. Participants contributed to six data gathering techniques including an initial semi-structured interview, responses to the Conceptions of Teaching Science questionnaire (Hewson & Hewson, 1989), three videotaped biology lessons, evaluation of three corresponding lesson plans, and a final semi-structured interview conducted at the end of the investigation. An informal, end-of-study survey intended to offer participants an opportunity to disclose their thoughts and needs as first year teachers was also employed. Results indicate that while conceptions of teaching science may vary slightly among participants, there is no evidence to suggest that

  6. Promoting Student Teachers' Content Related Knowledge in Teaching Systems Thinking: Measuring Effects of an Intervention through Evaluating a Videotaped Lesson

    Science.gov (United States)

    Rosenkränzer, Frank; Kramer, Tim; Hörsch, Christian; Schuler, Stephan; Rieß, Werner

    2016-01-01

    The understanding of complex, dynamic and animate systems has a special standing in education for sustainable development and biology. Thus one important role of science teacher education is to promote student teachers' Content Related Knowledge (CRK) for teaching systems thinking, consisting of extensive Content Knowledge (CK) and well formed…

  7. An Effective Assessment of Knowledge Sharing and E-Learning Portals

    Science.gov (United States)

    Subramanian, D. Venkata; Geetha, Angelina; Shankar, P.

    2015-01-01

    In recent years, most of the companies have increasingly realized the importance of the knowledge sharing portal and E-Learning portals to provide competitive knowledge for their employees. The knowledge stored in these portals varies from technical, process and project knowledge functional or domain specific knowledge to face the competitiveness…

  8. Analysis of Documents Published in Scopus Database on Foreign Language Learning through Mobile Learning: A Content Analysis

    Science.gov (United States)

    Uzunboylu, Huseyin; Genc, Zeynep

    2017-01-01

    The purpose of this study is to determine the recent trends in foreign language learning through mobile learning. The study was conducted employing document analysis and related content analysis among the qualitative research methodology. Through the search conducted on Scopus database with the key words "mobile learning and foreign language…

  9. E-Learning as a Knowledge Management Approach for Intellectual Capital Utilization

    Science.gov (United States)

    Shehabat, Issa; Mahdi, Saad A.; Khoualdi, Kamel

    2008-01-01

    This paper addresses human resources utilization at the university environment. We address the design issues of e-learning courses that can capture the teacher knowledge. The underlying objective is that e-learning is a key knowledge and major resources for many universities. Therefore, the design of e-learning should be an important part of the…

  10. Adding Learning to Knowledge-Based Systems: Taking the "Artificial" Out of AI

    Science.gov (United States)

    Daniel L. Schmoldt

    1997-01-01

    Both, knowledge-based systems (KBS) development and maintenance require time-consuming analysis of domain knowledge. Where example cases exist, KBS can be built, and later updated, by incorporating learning capabilities into their architecture. This applies to both supervised and unsupervised learning scenarios. In this paper, the important issues for learning systems-...

  11. The Need for a Strategic Foundation for Digital Learning and Knowledge Management Solutions

    Science.gov (United States)

    Asgarkhani, Mehdi

    2004-01-01

    This paper elaborates on the importance of a strategic foundation when digital learning or knowledge management (KM) solutions are planned and developed. It looks at some key issues of e-Learning and knowledge management (KM) through discussing the various stages (technologies) and potential benefits of e-Learning; the state of the e-Learning…

  12. Registered nurses' thoughts on blended learning in a postgraduate course in cancer care--content analyses of web surveys and a focus group interview.

    Science.gov (United States)

    Arving, Cecilia; Wadensten, Barbro; Johansson, Birgitta

    2014-06-01

    Purpose of the research was to describe registered nurses' (RNs) (n = 53) thoughts on the blended learning format in a 'specialist nursing programme in cancer care'. The study was conducted in autumn 2007 and 2008. A content analysis of answers to open-ended questions in a web-based questionnaire and a focus group interview were carried out. The analysis revealed that the RNs appreciated blended learning. The web lectures facilitated learning and gave RNs access to the education at any time. However, according to the RNs, knowledge is gained through interaction between RNs and teachers, and this aspect needed to be improved. The RNs also thought that the content of the seminars on campus should focus on evidence-based nursing knowledge and practical skills, not just taught as stable facts and procedures. The result from the present study could help to improve the design and content of advanced nursing courses using a blended learning format.

  13. Exploring one aspect of pedagogical content knowledge of teaching assistants using the Conceptual Survey of Electricity and Magnetism

    Science.gov (United States)

    Karim, Nafis I.; Maries, Alexandru; Singh, Chandralekha

    2018-06-01

    The Conceptual Survey of Electricity and Magnetism (CSEM) has been used to assess student understanding of introductory concepts of electricity and magnetism because many of the items on the CSEM have strong distractor choices which correspond to students' alternate conceptions. Instruction is unlikely to be effective if instructors do not know the common alternate conceptions of introductory physics students and explicitly take into account common student difficulties in their instructional design. Here, we discuss research involving the CSEM to evaluate one aspect of the pedagogical content knowledge of teaching assistants (TAs): knowledge of introductory students' alternate conceptions in electricity and magnetism as revealed by the CSEM. For each item on the CSEM, the TAs were asked to identify the most common incorrect answer choice selected by introductory physics students if they did not know the correct answer after traditional instruction. Then, we used introductory student CSEM post-test data to assess the extent to which TAs were able to identify the most common alternate conception of introductory students in each question on the CSEM. We find that the TAs were thoughtful when attempting to identify common student difficulties and they enjoyed learning about student difficulties this way. However, they struggled to identify many common difficulties of introductory students that persist after traditional instruction. We discuss specific alternate conceptions that persist after traditional instruction, the extent to which TAs were able to identify them, and results from think-aloud interviews with TAs which provided valuable information regarding why the TAs sometimes selected certain alternate conceptions as the most common but were instead very rare among introductory students. We also discuss how tasks such as the one used in this study can be used in professional development programs to engender productive discussions about the importance of being

  14. Assessing Electronic Cigarette-Related Tweets for Sentiment and Content Using Supervised Machine Learning.

    Science.gov (United States)

    Cole-Lewis, Heather; Varghese, Arun; Sanders, Amy; Schwarz, Mary; Pugatch, Jillian; Augustson, Erik

    2015-08-25

    Electronic cigarettes (e-cigarettes) continue to be a growing topic among social media users, especially on Twitter. The ability to analyze conversations about e-cigarettes in real-time can provide important insight into trends in the public's knowledge, attitudes, and beliefs surrounding e-cigarettes, and subsequently guide public health interventions. Our aim was to establish a supervised machine learning algorithm to build predictive classification models that assess Twitter data for a range of factors related to e-cigarettes. Manual content analysis was conducted for 17,098 tweets. These tweets were coded for five categories: e-cigarette relevance, sentiment, user description, genre, and theme. Machine learning classification models were then built for each of these five categories, and word groupings (n-grams) were used to define the feature space for each classifier. Predictive performance scores for classification models indicated that the models correctly labeled the tweets with the appropriate variables between 68.40% and 99.34% of the time, and the percentage of maximum possible improvement over a random baseline that was achieved by the classification models ranged from 41.59% to 80.62%. Classifiers with the highest performance scores that also achieved the highest percentage of the maximum possible improvement over a random baseline were Policy/Government (performance: 0.94; % improvement: 80.62%), Relevance (performance: 0.94; % improvement: 75.26%), Ad or Promotion (performance: 0.89; % improvement: 72.69%), and Marketing (performance: 0.91; % improvement: 72.56%). The most appropriate word-grouping unit (n-gram) was 1 for the majority of classifiers. Performance continued to marginally increase with the size of the training dataset of manually annotated data, but eventually leveled off. Even at low dataset sizes of 4000 observations, performance characteristics were fairly sound. Social media outlets like Twitter can uncover real-time snapshots of

  15. Assessing Electronic Cigarette-Related Tweets for Sentiment and Content Using Supervised Machine Learning

    Science.gov (United States)

    Cole-Lewis, Heather; Varghese, Arun; Sanders, Amy; Schwarz, Mary; Pugatch, Jillian

    2015-01-01

    Background Electronic cigarettes (e-cigarettes) continue to be a growing topic among social media users, especially on Twitter. The ability to analyze conversations about e-cigarettes in real-time can provide important insight into trends in the public’s knowledge, attitudes, and beliefs surrounding e-cigarettes, and subsequently guide public health interventions. Objective Our aim was to establish a supervised machine learning algorithm to build predictive classification models that assess Twitter data for a range of factors related to e-cigarettes. Methods Manual content analysis was conducted for 17,098 tweets. These tweets were coded for five categories: e-cigarette relevance, sentiment, user description, genre, and theme. Machine learning classification models were then built for each of these five categories, and word groupings (n-grams) were used to define the feature space for each classifier. Results Predictive performance scores for classification models indicated that the models correctly labeled the tweets with the appropriate variables between 68.40% and 99.34% of the time, and the percentage of maximum possible improvement over a random baseline that was achieved by the classification models ranged from 41.59% to 80.62%. Classifiers with the highest performance scores that also achieved the highest percentage of the maximum possible improvement over a random baseline were Policy/Government (performance: 0.94; % improvement: 80.62%), Relevance (performance: 0.94; % improvement: 75.26%), Ad or Promotion (performance: 0.89; % improvement: 72.69%), and Marketing (performance: 0.91; % improvement: 72.56%). The most appropriate word-grouping unit (n-gram) was 1 for the majority of classifiers. Performance continued to marginally increase with the size of the training dataset of manually annotated data, but eventually leveled off. Even at low dataset sizes of 4000 observations, performance characteristics were fairly sound. Conclusions Social media outlets

  16. Complementing Mathematics Teachers’ Horizon Content Knowledge with an Elementary-on-Advanced Aspect

    Directory of Open Access Journals (Sweden)

    Yi-An Cho

    2018-02-01

    Full Text Available Although Ball and her colleagues provided empirical evidence to support the existence of the six sub-domains in mathematical knowledge for teaching (MKT and further explained or defined the majority of these sub-domains, there were few explanations of what horizon content knowledge (HCK embedded in MKT meant and they merely provided ideas about HCK. Many researchers attempted to provide some teaching incidents and exemplification to interpret the construct of HCK. Moreover, they thought teachers’ studies of tertiary mathematics are useful for classroom teaching practice. Their discourse and instantiation of HCK was correspondent with a higher perspective on elementary mathematics mentioned by Felix Klein (1924, but was not entirely coincide with a kind of elementary perspective on advanced knowledge introduced by Ball and Bass (2009. This study lasted 1 years, and data collection included in-depth interviews, classroom observation and video analysis. We provide a shared classroom teaching incidence and illustrations to explain and to describe the construct of HCK. HCK not only is a kind of elementary perspective on advanced mathematical knowledge, but also complements to a higher perspective on elementary mathematics. Furthermore, HCK could be seen as a reciprocal pathway between the elementary and advanced mathematical knowledge.

  17. Foregrounding Knowledge in E-Learning Design: An Illustration in a Museum Setting

    Science.gov (United States)

    Carvalho, Lucila; Dong, Andy; Maton, Karl

    2015-01-01

    The nature of knowledge, and the various forms knowledge may take, is a neglected aspect of the development of e-learning environments. This paper uses Legitimation Code Theory (LCT) to conceptualise the organising principles of knowledge practices. As we will illustrate, when it comes to the design of e-learning, the organising principles of the…

  18. Knowledge, Communication and E-learning in Higher Education Perception and Differences of Traditional and Modern Academic Status

    Directory of Open Access Journals (Sweden)

    Silvia-Adriana Tomescu

    2010-06-01

    Full Text Available The aim of the present analyze is to underline the importance of a systemic approach of knowledge communication in eLearning academic sphere, in order to improve the efficiency and quality of research. Atthe same time, we intend to notice and shape the evolution of both teacher and learner status in higher education. The rhetoric about knowledge is often associated with organization and transfer of information. To provide students with a modern understanding of the „shared values” in higher education has become an important objective. The teachers have to adapt new forms of e-delivery of discipline content, form and inform about e-resources for learning. We have to develop national strategies and add value to the role ofuniversity as a key factor in e-learning. The knowledge transfer at academic level, can be fully realized only when information encounters in the student the optimal set of tools designed to facilitate learning, and an individual style of thinking, so as to analyze fundamental questions and to be able to validate or invalidate the information. The teacher status evolves from content expert to metacognition expert, from guide in valuable information search to knowledge communicator. The present analyze reflects some aspects of the consequences that new forms of communication evolved during transition from traditional to e-academic environment.

  19. Adaptive Multimedia Content Delivery for Context-Aware U-Learning

    Science.gov (United States)

    Zhao, Xinyou; Okamoto, Toshio

    2011-01-01

    Empowered by mobile computing, teachers and students can benefit from computing in more scenarios beyond the traditional computer classroom. But because of the much diversity of device specification, learning contents and mobile context existing today, the learners get a bad learning experience (e.g. rich contents cannot be displayed correctly)…

  20. Sinkronisasi Content E-learning Terdistribusi Berbasis Model Komunikasi Indirect Menggunakan Sistem Publish-Subscribe

    Directory of Open Access Journals (Sweden)

    Sufrendo Saputra

    2017-01-01

    Full Text Available Sinkronisasi content antar e-learning memungkinkan beberapa e-learning memiliki content yang sama secara konsisten. Perubahan content pada salah satu e-learning akan membuat sistem memastikan e-learning lain mengetahui perubahan tersebut. Model komunikasi yang memungkinkan adanya sinkronisasi ini merupakan komunikasi indirect berbasis publish-subscribe. Setiap e-learning memiliki content-nya masing-masing yang secara otomatis akan di-publish oleh sistem. E-learning lain yang tergabung dalam sistem sinkronisasi kemudian dapat memilih content mana yang ingin di-subscribe. Jika terdapat perubahan pada sebuah content, dan content tersebut memiliki subscriber, maka sistem akan memberitahu subscriber bahwa telah terjadi perubahan pada content. Teknologi utama yang digunakan dalam sistem ini adalah Moodle, PHP, dan Java. Moodle sebagai modul yang digunakan untuk mensimulasikan e-learning. PHP dan Java sebagai framework dari sistem sinkronisasi. Model komunikasi yang digunakan merupakan komunikasi indirect berbasis publish-subscribe. Model komunikasi ini menempatkan sebuah perantara bagi komunikasi antar e-learning.

  1. "UML Quiz": Automatic Conversion of Web-Based E-Learning Content in Mobile Applications

    Science.gov (United States)

    von Franqué, Alexander; Tellioglu, Hilda

    2014-01-01

    Many educational institutions use Learning Management Systems to provide e-learning content to their students. This often includes quizzes that can help students to prepare for exams. However, the content is usually web-optimized and not very usable on mobile devices. In this work a native mobile application ("UML Quiz") that imports…

  2. Student teachers' pedagogical content knowledge for teaching systems thinking: effects of different interventions

    Science.gov (United States)

    Rosenkränzer, Frank; Hörsch, Christian; Schuler, Stephan; Riess, Werner

    2017-09-01

    Systems' thinking has become increasingly relevant not only in education for sustainable development but also in everyday life. Even if teachers know the dynamics and complexity of living systems in biology and geography, they might not be able to effectively explain it to students. Teachers need an understanding of systems and their behaviour (content knowledge), and they also need to know how systems thinking can be fostered in students (pedagogical content knowledge (PCK)). But the effective development of teachers' professional knowledge in teaching systems thinking is empirically uncertain. From a larger study (SysThema) that investigated teaching systems thinking, this article reports the effects of the three different interventions (technical course, didactic course and mixed course) in student teachers' PCK for teaching systems thinking. The results show that student teachers' PCK for teaching systems thinking can be promoted in teacher education. The conclusion to be drawn from our findings is that a technically orientated course without didactical aspects seems to be less effective in fostering student teachers' PCK for teaching systems thinking. The results inform educators in enhancing curricula of future academic track and non-academic track teacher education.

  3. 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.

  4. Learning Electrical Circuits: The Effects of the 4C-ID Instructional Approach in the Acquisition and Transfer of Knowledge

    Directory of Open Access Journals (Sweden)

    Mario Melo

    2015-07-01

    Full Text Available This study was designed to investigate the effects of two instructional approaches (4C-ID versus conventional on learners’ knowledge-acquisition and learning transfer of the electrical circuits content in Physics. Participants were 129 9th graders from a secondary school in Lisbon, M = 14.3 years, SD = 0.54. The participants were divided in two groups: an experimental group constituted three intact classes (n = 78; and a control group constituted two intact classes (n = 51. The experimental group was taught using a digital learning environment designed with the 4C-ID model principles while the control group learned the same contents through a conventional method. We assessed the students’ performance (knowledge-acquisition and transfer, the perceived cognitive load, and the instructional efficiency. Results indicated that the experimental group performed significantly better than the control group on a knowledge-acquisition test and in a learning transfer test. They also perceived a less cognitive load in the transfer test and the learning environment developed with the 4C-ID model proved to be more instructional efficient than the conventional method.

  5. Polyphonic inquiry for team development, learning and knowledge production

    DEFF Research Database (Denmark)

    Hansen, Lone Hersted; Madsen, Charlotte Øland

    2018-01-01

    In this chapter we describe how we, as researchers, interacted with practitioners in the field as we co-constructed a polyphonic inquiry for team development, learning and knowledge production, inspired by action research. We build on social constructionist meta-theoretical ideas and write about...... our experience from a constructionist approach to research and social change. Our practice was developed and refined while working together with a team of advisers in an NGO for organic farming and organic food production located in Denmark. In overall terms, and in line with the values...... of the organization, a basic principle of this practice was to think and work in terms of sustainability, environmental care, and social responsibility. We undertake research as a form of social action as described by Sheila McNamee (2010), Sheila McNamee and Dian Marie Hosking (2013), and Kenneth J. Gergen (2015...

  6. How does graphotactic knowledge influence children's learning of new spellings?

    Science.gov (United States)

    Pacton, Sébastien; Sobaco, Amélie; Fayol, Michel; Treiman, Rebecca

    2013-01-01

    TWO EXPERIMENTS INVESTIGATED WHETHER AND HOW THE LEARNING OF SPELLINGS BY FRENCH THIRD GRADERS IS INFLUENCED BY TWO GRAPHOTACTIC PATTERNS: consonants cannot double in word-initial position (Experiment 1) and consonants cannot double after single consonants (Experiment 2). Children silently read meaningful texts that contained three types of novel spellings: no doublet (e.g., mupile, guprane), doublet in a legal position (e.g., muppile, gupprane), and doublet in an illegal position (e.g., mmupile, guprrane). Orthographic learning was assessed with a task of spelling to dictation. In both experiments, children recalled items without doublets better than items with doublets. In Experiment 1, children recalled spellings with a doublet in illegal word-initial position better than spellings with a doublet in legal word-medial position, and almost all misspellings involved the omission of the doublet. The fact that the graphotactic violation in an item like mmupile was in the salient initial position may explain why children often remembered both the presence and the position of the doublet. In Experiment 2, children recalled non-words with a doublet before a single consonant (legal, e.g., gupprane) better than those with a doublet after a single consonant (illegal, e.g., guprrane). Omission of the doublet was the most frequent error for both types of items. Children also made some transposition errors on items with a doublet after a single consonant, recalling for example gupprane instead of guprrane. These results suggest that, when a doublet is in the hard-to-remember medial position, children sometimes remember that an item contains a doublet but not which letter is doubled. Their knowledge that double consonants can occur before but not after single consonants leads to transposition errors on items like guprrane. These results shed new light on the conditions under which children use general knowledge about the graphotactic patterns of their writing system to

  7. Learning English in Gabon: The Question of Cultural Content.

    Science.gov (United States)

    Victor, Mbodouma

    1999-01-01

    Gabonese students who speak French as a second language and are educated through French, learn English using textbooks designed for students in France. Article discusses pedagogical issues, goals that Gabonese students have in learning English, and the linguistic and sociolinguistic context in which learning of English takes place. Materials used…

  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

    2016-04-01

    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.

  9. Integrating Ecological and Social Knowledge: Learning from CHANS Research

    Directory of Open Access Journals (Sweden)

    Bruce Shindler

    2017-03-01

    Full Text Available Scientists are increasingly called upon to integrate across ecological and social disciplines to tackle complex coupled human and natural system (CHANS problems. Integration of these disciplines is challenging and many scientists do not have experience with large integrated research projects. However, much can be learned about the complicated process of integration from such efforts. We document some of these lessons from a National Science Foundation-funded CHANS project (Forests, People, Fire and present considerations for developing and engaging in coupled human and natural system projects. Certainly we are not the first to undertake this endeavor, and many of our findings complement those of other research teams. We focus here on the process of coming together, learning to work as an integrated science team, and describe the challenges and opportunities of engaging stakeholders (agency personnel and citizen communities of interests in our efforts. Throughout this project our intention was to foster dialogue among diverse interests and, thus, incorporate this knowledge into uncovering primary social and ecological drivers of change. A primary tool was an agent-based model, Envision, that used this information in landscape simulation, visualization models, and scenario development. Although integration can be an end in itself, the proof of value in the approach can be the degree to which it provides new insights or tools to CHANS, including closer interaction among multiple stakeholders, that could not have been reached without it.

  10. Machine Learning for Knowledge Extraction from PHR Big Data.

    Science.gov (United States)

    Poulymenopoulou, Michaela; Malamateniou, Flora; Vassilacopoulos, George

    2014-01-01

    Cloud computing, Internet of things (IOT) and NoSQL database technologies can support a new generation of cloud-based PHR services that contain heterogeneous (unstructured, semi-structured and structured) patient data (health, social and lifestyle) from various sources, including automatically transmitted data from Internet connected devices of patient living space (e.g. medical devices connected to patients at home care). The patient data stored in such PHR systems constitute big data whose analysis with the use of appropriate machine learning algorithms is expected to improve diagnosis and treatment accuracy, to cut healthcare costs and, hence, to improve the overall quality and efficiency of healthcare provided. This paper describes a health data analytics engine which uses machine learning algorithms for analyzing cloud based PHR big health data towards knowledge extraction to support better healthcare delivery as regards disease diagnosis and prognosis. This engine comprises of the data preparation, the model generation and the data analysis modules and runs on the cloud taking advantage from the map/reduce paradigm provided by Apache Hadoop.

  11. The new CIEMAT strategies for learning and knowledge transfer

    International Nuclear Information System (INIS)

    Marco Arboli, M.

    2008-01-01

    Educational and training systems are a determining factor in the potential for excellence, innovation and competitiveness in the framework of research as a means to improve know-how, capabilities and skills. In recent years, the EU has supported open and distance education through its innovation, education, training and research programs. The European initiatives promote efficiency by improving quality and occupational training in different sectors and by fostering the use of the information technologies. Having followed the new trends in training and the advantages obtained by using the net in training, the CIEMAT has also taken an interest in improving the learning and knowledge transfer environments through its virtual center. It is a space for developing online educational activities in certain areas, in which the center can be considered as expert, such as all subjects related to energy and environment: renewable, radiological protection, atmospheric contamination, fusion, nuclear power, etc. This virtual space includes a Virtual Classroom and a specialized Thematic Portals, and it aims to be a place of reference for the areas of knowledge related to energy and environment. (Author) 5 refs

  12. Wikis: Developing pre-service teachers’ leadership skills and knowledge of content standards

    Directory of Open Access Journals (Sweden)

    Angelia Reid-Griffin

    2016-03-01

    Full Text Available In this initial phase of our multi-year research study we set out to explore the development of leadership skills in our pre-service secondary teachers after using an online wiki, Wikispaces. This paper presents our methods for preparing a group of 13 mathematics and 3 science secondary pre-service teachers to demonstrate the essential knowledge, skills and dispositions of beginning teacher leaders. Our findings indicate the pre-service teachers' overall satisfaction with demonstrating leadership through collaborative practices. They were successful in these new roles as teacher/collaborator within the context of communication about content standards. Though the candidates participated in other collaborative tasks, this effort was noted for bringing together technology, content standards and leadership qualities that are critical for beginning teachers. Implications for addressing the preservice teachers' development of leadership skills, as they become professional teachers will be shared.

  13. 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.

  14. A modelling approach to study learning processes with a focus on knowledge creation

    NARCIS (Netherlands)

    Naeve, Ambjorn; Yli-Luoma, Pertti; Kravcik, Milos; Lytras, Miltiadis

    2008-01-01

    Naeve, A., Yli-Luoma, P., Kravcik, M., & Lytras, M. D. (2008). A modelling approach to study learning processes with a focus on knowledge creation. International Journal Technology Enhanced Learning, 1(1/2), 1–34.

  15. Prior Knowledge and the Learning of Science. A Review of Ausubel's Theory of This Process

    Science.gov (United States)

    West, L. H. T.; Fensham, P. J.

    1974-01-01

    Examines Ausubel's theory of learning as a model of the role concerning the influence of prior knowledge on how learning occurs. Research evidence for Ausubel's theory is presented and discussed. Implications of Ausubel's theory for teaching are summarized. (PEB)

  16. Benefiting from Customer and Competitor Knowledge: A Market-Based Approach to Organizational Learning

    Science.gov (United States)

    Hoe, Siu Loon

    2008-01-01

    Purpose: The purpose of this paper is to review the organizational learning, market orientation and learning orientation concepts, highlight the importance of market knowledge to organizational learning and recommend ways in adopting a market-based approach to organizational learning. Design/methodology/approach: The extant organizational learning…

  17. Stealing Knowledge in a Landscape of Learning: Conceptualizations of Jazz Education

    Science.gov (United States)

    Bjerstedt, Sven

    2016-01-01

    Theoretical approaches to learning in practice-based jazz improvisation contexts include situated learning and ecological perspectives. This article focuses on how interest-driven, self-sustaining jazz learning activities can be matched against the concepts of stolen knowledge (Brown & Duguid, 1996) and landscape of learning (Bjerstedt, 2014).…

  18. Integrating Curriculum through the Learning Cycle: Content-Based Reading and Vocabulary Instruction

    Science.gov (United States)

    Spencer, Brenda H.; Guillaume, Andrea M.

    2006-01-01

    The content areas provide rich contexts for developing vocabulary. This article presents some principles and a lesson model--the learning cycle--that can be used to develop vocabulary while building understanding in science. Because science instruction and the learning cycle model promote learning in real-world contexts, they provide students with…

  19. The Challenge of Content Creation to Facilitate Personalized E-Learning Experiences

    Science.gov (United States)

    Turker, Ali; Gorgun, Ilhami; Conlan, Owen

    2006-01-01

    The runtime creation of pedagogically coherent learning content for an individual learner's needs and preferences is a considerable challenge. By selecting and combining appropriate learning assets into a new learning object such needs and preferences may be accounted for. However, to assure coherence, these objects should be consumed within…

  20. The Place of Subject Matter Knowledge in Pedagogical Content Knowledge: A Case Study of South African Teachers Teaching the Amount of Substance and Chemical Equilibrium

    Science.gov (United States)

    Rollnick, Marissa; Bennett, Judith; Rhemtula, Mariam; Dharsey, Nadine; Ndlovu, Thandi

    2008-01-01

    This paper presents two South African case studies designed to explore the influence of subject matter knowledge on pedagogical content knowledge (PCK). In the first case study on teaching the mole in two township schools, the findings illustrate that the participant teachers favoured procedural approaches at the expense of conceptual…