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Sample records for pedagogical content knowledge

  1. Pedagogical Content Knowledge and Industrial Design Education

    Science.gov (United States)

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

    2009-01-01

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

  2. 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…

  3. 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 ...

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

    Science.gov (United States)

    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

  5. 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…

  6. 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…

  7. 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…

  8. 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

  9. 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...

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

    Science.gov (United States)

    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.

  11. 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…

  12. 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…

  13. 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

  14. 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…

  15. 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

  16. 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.

  17. 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.

  18. 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…

  19. 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…

  20. 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…

  1. 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,

  2. 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

  3. 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…

  4. 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.

  5. 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)

  6. A Review of Gamification in Technological Pedagogical Content Knowledge

    Science.gov (United States)

    Prabawa, H. W.

    2017-02-01

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

  7. 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.

  8. 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…

  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. 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.

  11. 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…

  12. 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.

  13. 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

  14. 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…

  15. 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…

  16. 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…

  17. 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…

  18. 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…

  19. 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…

  20. 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…

  1. 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.

  2. 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…

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

    Science.gov (United States)

    Deng, Zongyi

    2007-01-01

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

  4. 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…

  5. 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…

  6. 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…

  7. 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…

  8. 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

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

    Science.gov (United States)

    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…

  10. 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…

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

    Science.gov (United States)

    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,…

  12. 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…

  13. 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…

  14. 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…

  15. 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.

  16. 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…

  17. 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…

  18. 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

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

    Science.gov (United States)

    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. 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…

  1. 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

  2. 21st Century Pedagogical Content Knowledge and Science Teaching and Learning

    Science.gov (United States)

    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…

  3. 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

  4. 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

  5. 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…

  6. 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…

  7. 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…

  8. 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…

  9. 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

  10. 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…

  11. 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…

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    Mecoli, Storey

    2013-01-01

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

  15. 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…

  16. 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

  17. 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…

  18. 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…

  19. 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

  20. 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…

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

    Science.gov (United States)

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

    2017-02-01

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

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

    Science.gov (United States)

    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…

  3. 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…

  4. 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...

  5. 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.

  6. 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.

  7. Examining Primary Schools' Physical Education Coordinators' Pedagogical Content Knowledge of Games: Are We Just Playing as This?

    Science.gov (United States)

    Ward, Gavin

    2013-01-01

    A detailed insight into how the current educational climate influences the pedagogical decisions made by primary school teachers when teaching games is limited. Studies examining the pedagogical content knowledge (PCK) of teachers within physical education have revealed its close relationship with specific forms of subject knowledge. In…

  8. 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…

  9. 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.

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

    Science.gov (United States)

    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…

  11. 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

  12. 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

  13. 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

  14. Strategies for Mentoring Pedagogical Knowledge

    Science.gov (United States)

    Hudson, Peter

    2013-01-01

    Fundamental for mentoring a preservice teacher is the mentor's articulation of pedagogical knowledge, which in this research draws upon specific practices, viz.: planning, timetabling lessons, preparation, teaching strategies, content knowledge, problem solving, questioning, classroom management, implementation, assessment and viewpoints for…

  15. 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

  16. 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.

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

    Science.gov (United States)

    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.

  18. 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.

  19. 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.

  20. 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.

  1. 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.

  2. 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.

  3. 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

  4. 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.

  5. 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.

  6. 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.

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

    Science.gov (United States)

    Fraser, Sharon P.

    2016-02-01

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

  8. 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.

  9. 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

  10. 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

  11. 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…

  12. Design of capability measurement instruments pedagogic content knowledge (PCK) for prospective mathematics teachers

    Science.gov (United States)

    Aminah, N.; Wahyuni, I.

    2018-05-01

    The purpose of this study is to find out how the process of designing a tool of measurement Pedagogical Content Knowledge (PCK) capabilities, especially for prospective mathematics teachers are valid and practical. The design study of this measurement appliance uses modified Plomp development step, which consists of (1) initial assessment stage, (2) design stage at this stage, the researcher designs the measuring grille of PCK capability, (3) realization stage that is making measurement tool ability of PCK, (4) test phase, evaluation, and revision that is testing validation of measurement tools conducted by experts. Based on the results obtained that the design of PCK capability measurement tool is valid as indicated by the assessment of expert validator, and the design of PCK capability measurement tool, shown based on the assessment of teachers and lecturers as users of states strongly agree the design of PCK measurement tools can be used.

  13. Technological pedagogical content knowledge in South African mathematics classrooms: A secondary analysis of SITES 2006 data

    Directory of Open Access Journals (Sweden)

    Verona Leendertz

    2013-12-01

    Full Text Available This article reports on a secondary data analysis conducted on the South African mathematics teachers’ dataset of the Second Information Technology in Education Study (SITES 2006. The sample consisted of a stratified sample of 640 mathematics teachers from 504 randomly selected computer-using and non–computer-using schools that completed the SITES 2006 teachers’ questionnaire, which investigated their pedagogical use of Information Communication Technology (ICT. The purpose of the current investigation was to investigate the level of Technological Pedagogical Content Knowledge (TPACK of mathematics teachers, and how TPACK attributes contribute towards more effective Grade 8 mathematics teaching in South African schools, using the TPACK conceptual framework. The findings are presented according to the three clusters identified through the association between the main variables of the TPACK model and other variables on the SITES 2006 teachers’ questionnaire: (1 impact of ICT use, (2 teacher practices and (3 barriers. A Cramér V of between 0.3 and 0.4 was considered to signal a medium effect that tended towards practically significant association, and a Cramér V of 0.4 or larger was considered to signal a large effect with practically significant association. The results indicate that the TPACK of mathematics teachers contributes towards more effective Grade 8 mathematics teaching in South African schools.

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

    Science.gov (United States)

    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.

  15. 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.

  16. 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.

  17. 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…

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

    Science.gov (United States)

    Beyer, Carrie J.; Davis, Elizabeth A.

    2012-01-01

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

  19. Developing and Enacting Pedagogical Content Knowledge for Teaching History: An Exploration of Two Novice Teachers' Growth over Three Years

    Science.gov (United States)

    Monte-Sano, Chauncey; Budano, Christopher

    2013-01-01

    Using artifacts of teachers' practices, classroom observations, and teacher interviews, we explore the development and enactment of 2 novices' pedagogical content knowledge (PCK) for teaching history. We identify and track 4 components of PCK that are relevant to teaching history: representing history, transforming history, attending to students'…

  20. Analysis of a Moodle-Based Training Program about the Pedagogical Content Knowledge of Evolution Theory and Natural Selection

    Science.gov (United States)

    Stasinakis, Panagiotis K.; Kalogiannnakis, Michail

    2017-01-01

    In this study we aim to find out whether a training program for secondary school science teachers which was organized based on the model of Pedagogical Content Knowledge (PCK), could improve their individual PCK for a specific scientific issue. The Evolution Theory (ET) and the Natural Selection (NS) were chosen as the scientific issues of…

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

    Science.gov (United States)

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

    2014-01-01

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

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

    Science.gov (United States)

    Adadan, Emine; Oner, Diler

    2014-01-01

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

  3. Effects on the Technological Pedagogical Content Knowledge of Early Childhood Teacher Candidates Using Digital Storytelling to Teach Mathematics

    Science.gov (United States)

    Kildan, Abdullah Oguzhan; Incikabi, Lutfi

    2015-01-01

    This study aimed to present early childhood teacher candidates' experiences preparing digital stories and to reveal the resulting changes, if any, in self-reported technological pedagogical content knowledge (TPACK). This study was quasi-experimental and indicated that teacher candidates' evaluations of digital storytelling were affected by their…

  4. Supporting teachers’ collaboration in design teams to develop Technological Pedagogical Content Knowledge: the case of science teachers in Tanzania

    NARCIS (Netherlands)

    Kafyulilo, Ayoub; Fisser, Petra; Voogt, Joke; McBride, R.; Searson, M.

    2013-01-01

    This study assessed the effect of support on the teachers’ collaboration in design teams and development of Technological Pedagogical Content Knowledge (TPACK). The study was carried out in two secondary schools in Tanzania: Chang’ombe and Jitegemee secondary schools. From each school 10 teachers

  5. Examining the Relationship between Technological Pedagogical Content Knowledge (TPACK) and Student Achievement Utilizing the Florida Value-Added Model

    Science.gov (United States)

    Farrell, Ivan K.; Hamed, Kastro M.

    2017-01-01

    Utilizing a correlational research design, we sought to examine the relationship between the technological pedagogical content knowledge (TPACK) of in-service teachers and student achievement measured with each individual teacher's Value-Added Model (VAM) score. The TPACK survey results and a teacher's VAM score were also examined, separately,…

  6. Exploring Teachers' Perceived Self Efficacy and Technological Pedagogical Content Knowledge with Respect to Educational Use of the World Wide Web

    Science.gov (United States)

    Lee, Min-Hsien; Tsai, Chin-Chung

    2010-01-01

    Research in the area of educational technology has claimed that Web technology has driven online pedagogy such that teachers need to know how to use Web technology to assist their teaching. This study provides a framework for understanding teachers' Technological Pedagogical Content Knowledge-Web (TPCK-W), while integrating Web technology into…

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

    Science.gov (United States)

    Varol, Yaprak Kalemoglu

    2015-01-01

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

  8. Examination of the Topic-Specific Nature of Pedagogical Content Knowledge in Teaching Electrochemical Cells and Nuclear Reactions

    Science.gov (United States)

    Aydin, Sevgi; Friedrichsen, Patricia M.; Boz, Yezdan; Hanuscin, Deborah L.

    2014-01-01

    The purpose of this study was to examine experienced chemistry teachers' pedagogical content knowledge (PCK) for two different topics in chemistry to better understand how PCK is specific to topic, including whether all components of PCK are topic-specific and to what degree. To explore the topic-specific nature of PCK, we examined two experienced…

  9. Developing Pre-Service Teachers' Technological Pedagogical Content Knowledge for Teaching Mathematics with the Geometer's Sketchpad through Lesson Study

    Science.gov (United States)

    Meng, Chew Cheng; Sam, Lim Chap

    2013-01-01

    The purpose of this study was to develop pre-service secondary teachers' technological pedagogical content knowledge (TPACK) for teaching mathematics with The Geometer's Sketchpad (GSP) through Lesson Study (LS). Specifically, a single-group pretest-posttest design was employed to examine whether there was a significant difference in the…

  10. 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.

  11. 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

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

    Science.gov (United States)

    Rollnick, Marissa

    2017-08-01

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

  13. Relationship between Pedagogical Strategies and Teachers' Content Knowledge of Mathematics

    Science.gov (United States)

    Kanyongo, Gibbs Y.; Brown, Launcelot I.

    2013-01-01

    This study employed regression analysis to investigate the relationship between primary school teachers' pedagogical practices and their knowledge of mathematics. The sample composed of 606 Grade 6 mathematics teachers in Namibia, i.e. 304 (50.2%) males and 302 (49.8%) females. The study utilized existing questionnaire data collected by the…

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

    Science.gov (United States)

    Hsu, Chung-Yuan; Tsai, Meng-Jung; Chang, Yu-Hsuan; Liang, Jyh-Chong

    2017-01-01

    Using the Game-based-learning Teaching Belief Scale (GTBS) and the Technological Pedagogical Content Knowledge--Games questionnaire (TPACK-G), this study investigated 316 Taiwanese in-service teachers' teaching beliefs about game-based learning and their perceptions of game-based pedagogical content knowledge (GPCK). Both t-tests and ANOVA…

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

    Science.gov (United States)

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

    2016-05-01

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

  16. 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.

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

    Directory of Open Access Journals (Sweden)

    John Lou S. Lucenario

    2016-01-01

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

  18. 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…

  19. 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…

  20. 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…

  1. 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

  2. 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…

  3. 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…

  4. Application of the technological, pedagogical, and content ...

    African Journals Online (AJOL)

    Application of the technological, pedagogical, and content knowledge framework in a positivist study on the use of ICT in pedagogy by teachers of mathematical disciplines at Makerere University: a conceptual paper.

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

    Science.gov (United States)

    Mavhunga, Elizabeth; Rollnick, Marissa

    2016-12-01

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

  6. The Use of Lesson Study Combined with Content Representation in the Planning of Physics Lessons During Field Practice to Develop Pedagogical Content Knowledge

    Science.gov (United States)

    Juhler, Martin Vogt

    2016-08-01

    Recent research, both internationally and in Norway, has clearly expressed concerns about missing connections between subject-matter knowledge, pedagogical competence and real-life practice in schools. This study addresses this problem within the domain of field practice in teacher education, studying pre-service teachers' planning of a Physics lesson. Two means of intervention were introduced. The first was lesson study, which is a method for planning, carrying out and reflecting on a research lesson in detail with a learner and content-centered focus. This was used in combination with a second means, content representations, which is a systematic tool that connects overall teaching aims with pedagogical prompts. Changes in teaching were assessed through the construct of pedagogical content knowledge (PCK). A deductive coding analysis was carried out for this purpose. Transcripts of pre-service teachers' planning of a Physics lesson were coded into four main PCK categories, which were thereafter divided into 16 PCK sub-categories. The results showed that the intervention affected the pre-service teachers' potential to start developing PCK. First, they focused much more on categories concerning the learners. Second, they focused far more uniformly in all of the four main categories comprising PCK. Consequently, these differences could affect their potential to start developing PCK.

  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

    2018-02-01

    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.

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

    Directory of Open Access Journals (Sweden)

    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.

  9. 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.

  10. Exploring one aspect of pedagogical content knowledge of teaching assistants using the test of understanding graphs in kinematics

    Directory of Open Access Journals (Sweden)

    Alexandru Maries

    2013-11-01

    Full Text Available The Test of Understanding Graphs in Kinematics (TUG-K is a multiple-choice test developed by Beichner in 1994 to assess students’ understanding of kinematics graphs. Many of the items on the TUG-K have strong distractor choices which correspond to students’ common difficulties with kinematics graphs. Instruction is unlikely to be effective if instructors do not know the common difficulties of introductory physics students and explicitly take them into account in their instructional design. We evaluate one aspect of the pedagogical content knowledge of first-year physics graduate students enrolled in a teaching assistant training course related to topics covered in the TUG-K. In particular, for each item on the TUG-K, the graduate students were asked to identify which incorrect answer choice they thought would be most commonly selected by introductory physics students if they did not know the correct answer after instruction in relevant concepts. We used the graduate student data and the data from Beichner’s original paper for introductory physics students (which was collected from over 500 college and high school students to assess this aspect of the pedagogical content knowledge of the graduate students, i.e., knowledge of student difficulties related to kinematics graphs as they are revealed by the TUG-K. We find that, although the graduate students, on average, performed better than random guessing at identifying introductory student difficulties on the TUG-K, they did not identify many common difficulties that introductory students have with graphs in kinematics. In addition, we find that the ability of graduate students to identify the difficulties of introductory students is context dependent and that discussions among the graduate students improved their understanding of student difficulties related to kinematics graphs. Moreover, we find that the ability of American graduate students in identifying common student difficulties is

  11. Pinning and Practice: Using Pinterest as a Tool for Developing Pedagogical Content Knowledge

    Science.gov (United States)

    Grote-Garcia, Stephanie; Vasinda, Sheri

    2014-01-01

    Pinterest (http://www.pinterest.com/) is one of the fastest growing social media sites (Duggan & Smith, 2013) and teachers are using it more and more for pedagogical ideas. In response to the increased use of social media in K-12 classrooms, it is highly important to prepare preservice teachers to incorporate these tools into their pedagogy.…

  12. Technological Pedagogical Content Knowledge in Teacher Education: In Search of a New Curriculum

    Science.gov (United States)

    Tondeur, Jo; Roblin, Natalie Pareja; van Braak, Johan; Fisser, Petra; Voogt, Joke

    2013-01-01

    The aim of this study was to explore the ways in which teacher education institutions (TEI) prepare pre-service teachers for integrating information and communication technology (ICT) in their classroom practise. Specifically, a multiple case study was conducted to examine the ways in which the development of technological pedagogical content…

  13. The Efficacy of Educative Curriculum Materials to Support Geospatial Science Pedagogical Content Knowledge

    Science.gov (United States)

    Bodzin, Alec; Peffer, Tamara; Kulo, Violet

    2012-01-01

    Teaching and learning about geospatial aspects of energy resource issues requires that science teachers apply effective science pedagogical approaches to implement geospatial technologies into classroom instruction. To address this need, we designed educative curriculum materials as an integral part of a comprehensive middle school energy…

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

    Science.gov (United States)

    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…

  15. A Case Study of Beginning Science Teachers' Subject Matter (SMK) and Pedagogical Content Knowledge (PCK) of Teaching Chemical Reaction in Turkey

    Science.gov (United States)

    Usak, Muhammet; Ozden, Mustafa; Eilks, Ingo

    2011-01-01

    This paper describes a case study focusing on the subject matter knowledge, pedagogical content knowledge, and beliefs about science teaching of student teachers in Turkey at the start of their university education. The topic of interest was that of teaching chemical reactions in secondary chemistry education. A written test was developed which…

  16. Investigating the effect of question-driven pedagogy on the development of physics teacher candidates' pedagogical content knowledge

    Science.gov (United States)

    Milner-Bolotin, Marina; Egersdorfer, Davor; Vinayagam, Murugan

    2016-12-01

    This paper describes the second year of a multi-year study on the implementation of Peer Instruction and PeerWise-inspired pedagogies in a physics methods course in a teacher education program at a large research university in Western Canada. In the first year of this study, Peer Instruction was implemented consistently in the physics methods course and teacher candidates were asked to submit five conceptual multiple-choice questions as a final assignment. In the second year of the study we incorporated PeerWise online tool to facilitate teacher candidates' design of conceptual questions by allowing them to provide and receive feedback from their peers, and consequently improve their questions. We have found that as a result of this collaboration teacher candidates improved their pedagogical content knowledge as measured by the rubric developed for the study.

  17. Investigating the effect of question-driven pedagogy on the development of physics teacher candidates’ pedagogical content knowledge

    Directory of Open Access Journals (Sweden)

    Marina Milner-Bolotin

    2016-09-01

    Full Text Available This paper describes the second year of a multi-year study on the implementation of Peer Instruction and PeerWise-inspired pedagogies in a physics methods course in a teacher education program at a large research university in Western Canada. In the first year of this study, Peer Instruction was implemented consistently in the physics methods course and teacher candidates were asked to submit five conceptual multiple-choice questions as a final assignment. In the second year of the study we incorporated PeerWise online tool to facilitate teacher candidates’ design of conceptual questions by allowing them to provide and receive feedback from their peers, and consequently improve their questions. We have found that as a result of this collaboration teacher candidates improved their pedagogical content knowledge as measured by the rubric developed for the study.

  18. Pre-service Teacher Extraneous Cognitive Load in the Pedagogical Content and Knowledge of Solar System Course

    Science.gov (United States)

    Permana, I.; Redjeki, S.; Hamidah, I.; Safitri, N.

    2017-09-01

    This study reported the student’s Extraneous Cognitive Load (ECL) in the Pedagogical Content and Knowledge of solar system Course. Participants in the study were 31 pre-service elementary school teachers from the university in Bogor Indonesia. The data collected from ECL were obtained using a Likert 4-scale questionnaire and interview. After taking lectures, we asked for some mental effort from pre-service elementary school teachers to attend courses in order to assess the ECL. The courses include 3 topics and they were non-experimental worksheet, developing experimental worksheet using Vee Diagram framework, and analysis for curriculum by grade IV, V and VI. Results of the data analysis showed that the course strategy resulted by ECL was relatively low. The ECL increased in the course of curriculum analysis due to material complexity.

  19. Differential item functional analysis on pedagogic and content knowledge (PCK) questionnaire for Indonesian teachers using RASCH model

    Science.gov (United States)

    Rahmani, B. D.

    2018-01-01

    The purpose of this paper is to evaluate Indonesian senior high school teacher’s pedagogical content knowledge also their perception toward curriculum changing in West Java Indonesia. The data used in this study were derived from a questionnaire survey conducted among teachers in Bandung, West Java. A total of 61 usable responses were collected. The Differential Item Functioning (DIFF) was used to analyze the data whether the item had a difference or not toward gender, education background also on school location. However, the result showed that there was no any significant difference on gender and school location toward the item response but educational background. As a conclusion, the teacher’s educational background influence on giving the response to the questionnaire. Therefore, it is suggested in the future to construct the items on the questionnaire which is coped the differences of the participant particularly the educational background.

  20. A Comparison Between Reported and Enacted Pedagogical Content Knowledge (PCK) About Graphs of Motion

    Science.gov (United States)

    Mazibe, Ernest N.; Coetzee, Corene; Gaigher, Estelle

    2018-04-01

    This paper reports a case study of four grade 10 physical sciences teachers' PCK about graphs of motion. We used three data collection strategies, namely teachers' written accounts, captured by the content representation (CoRe) tool, interviews and classroom observations. We conceptualised the PCK displayed in the CoRe tool and the interviews as reported PCK and the PCK demonstrated during teaching as enacted PCK. These two manifestations of PCK were compared to establish the extent of agreement between reported and enacted PCK. We adopted the topic-specific PCK (TSPCK) model as the framework that guided this study. This model describes TSPCK in terms of five components of teacher knowledge. Guided by the model, we designed two rubrics to assess these manifestations of TSPCK on a four-point scale. The results of this study indicated that the reported PCK was not necessarily a reflection of the PCK enacted during teaching. The levels of PCK in the components were seldom higher in the enacted PCK, but tended to be similar or lower than in the reported PCK. The study implies that the enactment of PCK should be emphasised in teacher education.

  1. Technological pedagogical content knowledge of junior high school mathematics teachers in teaching linear equation

    Science.gov (United States)

    Wati, S.; Fitriana, L.; Mardiyana

    2018-04-01

    Linear equation is one of the topics in mathematics that are considered difficult. Student difficulties of understanding linear equation can be caused by lack of understanding this concept and the way of teachers teach. TPACK is a way to understand the complex relationships between teaching and content taught through the use of specific teaching approaches and supported by the right technology tools. This study aims to identify TPACK of junior high school mathematics teachers in teaching linear equation. The method used in the study was descriptive. In the first phase, a survey using a questionnaire was carried out on 45 junior high school mathematics teachers in teaching linear equation. While in the second phase, the interview involved three teachers. The analysis of data used were quantitative and qualitative technique. The result PCK revealed teachers emphasized developing procedural and conceptual knowledge through reliance on traditional in teaching linear equation. The result of TPK revealed teachers’ lower capacity to deal with the general information and communications technologies goals across the curriculum in teaching linear equation. The result indicated that PowerPoint constitutes TCK modal technological capability in teaching linear equation. The result of TPACK seems to suggest a low standard in teachers’ technological skills across a variety of mathematics education goals in teaching linear equation. This means that the ability of teachers’ TPACK in teaching linear equation still needs to be improved.

  2. The Nature of Relationships among the Components of Pedagogical Content Knowledge of Preservice Science Teachers: "Ozone Layer Depletion" as an Example

    Science.gov (United States)

    Kaya, Osman N.

    2009-01-01

    The purpose of this study was to explore the relationships among the components of preservice science teachers' (PSTs) pedagogical content knowledge (PCK) involving the topic "ozone layer depletion". An open-ended survey was first administered to 216 PSTs in their final year at the Faculty of Education to determine their subject matter…

  3. 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…

  4. Middle-School Teachers' Understanding and Teaching of the Engineering Design Process: A Look at Subject Matter and Pedagogical Content Knowledge

    Science.gov (United States)

    Hynes, Morgan M.

    2012-01-01

    This paper reports on research investigating six middle school teachers without engineering degrees as they taught an engineering unit on the engineering design process. Videotaped classroom sessions and teacher interviews were analyzed to understand the subject matter and pedagogical content knowledge the teachers used and developed as they…

  5. 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).…

  6. The Nature of the Interplay among Components of Pedagogical Content Knowledge in Reaction Rate and Chemical Equilibrium Topics of Novice and Experienced Chemistry Teachers

    Science.gov (United States)

    Akin, Fatma Nur; Uzuntiryaki-Kondakci, Esen

    2018-01-01

    We examined the interactions among pedagogical content knowledge (PCK) components of novice and experienced chemistry teachers in teaching reaction rate and chemical equilibrium topics in this qualitative multiple-case design study. For this aim, three chemistry teachers who had different levels of teaching experience in chemistry teaching were…

  7. An Exploration of the Technological, Pedagogical and Content Knowledge (TPACK Framework: Utilising a Social Networking Site in Irish Higher Education

    Directory of Open Access Journals (Sweden)

    Matt Glowatz

    2015-06-01

    Full Text Available Research into the use of social media for academic purposes is growing. Much of it suggests that social networking sites (SNSs could be used as innovative tools for teaching (Duncan & Baryzck, 2013; Harris, 2012; O’Brien & Glowatz, 2013. This paper argues that research in this field has often neglected to take account of the pedagogy involved in successfully utilising a SNS for educational purposes. Koehler & Mishra (2009 have proposed the technological, pedagogical and content knowledge framework (TPACK to explore the relationship of technology to teaching in order to build the basis for further research. We explore the suitability of the TPACK framework in the context of SNSs for academic engagement, and we review its relevance to the adoption of a SNS as a teaching tool. Our investigation so far suggests that the current TPACK framework overlooks some important elements that are relevant to the adoption of SNSs. This paper outlines some of these overlooked elements and evaluates the use of the TPACK framework in the exploration of SNS usage in higher education to engage students with curriculum. Specifically, we address the key question, ‘Does the TPACK framework provide an insight into the knowledge base required to effectively deliver a module utilizing SNSs?’

  8. Integrating Science and Technology: Using Technological Pedagogical Content Knowledge as a Framework to Study the Practices of Science Teachers

    Science.gov (United States)

    Pringle, Rose M.; Dawson, Kara; Ritzhaupt, Albert D.

    2015-01-01

    In this study, we examined how teachers involved in a yearlong technology integration initiative planned to enact technological, pedagogical, and content practices in science lessons. These science teachers, engaged in an initiative to integrate educational technology in inquiry-based science lessons, provided a total of 525 lesson plans for this…

  9. 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…

  10. Pedagogical Content Knowledge for World History Teachers: Bridging the Gap between Knowing and Teaching

    Science.gov (United States)

    Harris, Lauren McArthur; Bain, Robert B.

    2011-01-01

    The authors are conducting studies to determine what knowledge world history teachers need and how they can use it to plan instruction. In this article, they report on a small but in-depth study designed to examine how four pre-service and six in-service world history teachers think about, organize, and make meaning of separate world historical…

  11. 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…

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

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

    2015-01-01

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

  14. 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

  15. Self-efficacy on Technological, Pedagogical and Content Knowledge (TPACK of Biological Science Pre-Service Teachers

    Directory of Open Access Journals (Sweden)

    Anania B. Aquino

    2015-11-01

    Full Text Available The teachers are the focal figure in education and play vital roles in learning. These roles have served as key point in designing the curriculum and preparing pre-service teachers. Turning students into competent teachers is an interplay of varied factors, one of which is technology. This impact necessitates the utilization of technology in teaching, described as technological pedagogical content knowledge (TPACK. The study aimed to investigate TPACK self-efficacies of pre - service biological science teachers who were enrolled in two academic years at the College of Teacher Education in a state university in the Philippines. It also examined whether the responses of the two groups of respondents on TPACK self – efficacy differ and whether these self-efficacies relate to sex, electronic gadget owned and access to internet. It used the descriptive survey method of research employing a questionnaire on TPACK to collect data. The study found out that there is more female than male. Majority have electronic gadgets but have limited access to internet. Findings showed that respondents have good TPACK self – efficacy. The findings showed that the responses of the two groups of participants on TPACK self – efficacies are statistically different . Further, their self – efficacies is very slightly affected by their sex, electronic gadgets owned and access to internet. The study recommends reviewing and improving instructional practices and curriculum of the college to enhance TPACK of respondents.

  16. 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

  17. Eliciting teachers' technological pedagogical knowledge

    NARCIS (Netherlands)

    Heitink, M.; Voogt, J.; Fisser, P.; Verplanken, L.; Braak, J.

    2017-01-01

    This paper starts from the understanding that teachers' knowledge is situated, grounded in knowledge derived from formal training and from experiences in practice. Based on this understanding we examine teachers' reasoning in relation to the pedagogical choices teachers make while using ICT in

  18. 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.

  19. Pedagogical Content knowledge (PCK)

    DEFF Research Database (Denmark)

    Ellebæk, Jens Jakob; Nielsen, Birgitte Lund

    2016-01-01

    Artiklen præsenterer et historisk rids over PCK-forskningen frem mod en ny model der er udviklet i konsensus af centrale forskere. Analysen fokuserer særligt på lærerviden versus færdighed og kompetence og individuel kognition versus distribueret, medieret og situeret viden. Relevans i dansk lære...

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

    Directory of Open Access Journals (Sweden)

    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.

  1. The Use of Lesson Study Combined with Content Representation in the Planning of Physics Lessons during Field Practice to Develop Pedagogical Content Knowledge

    Science.gov (United States)

    Juhler, Martin Vogt

    2016-01-01

    Recent research, both internationally and in Norway, has clearly expressed concerns about missing connections between subject-matter knowledge, pedagogical competence and real-life practice in schools. This study addresses this problem within the domain of field practice in teacher education, studying pre-service teachers' planning of a Physics…

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

    Science.gov (United States)

    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.

  3. Development of Technological and Pedagogical Content Knowledge of the Chemistry by Teachers in Training Through the Reflection of PaP-eRs and Videos

    Directory of Open Access Journals (Sweden)

    Boris Fernando Candela

    2018-01-01

    Full Text Available This article described how trainee teachers identified and developed some elements of the Technological and Pedagogical Knowledge of Chemistry Content (CTPC, along the course of educational and pedagogical context by "reflective orientation". The methodological perspective was qualitative by case study, which was configured by two interwoven areas of reflection, namely: (a reflecting on the opinions of experts about the teaching of a content, through the readings proposed in the training programs; and (b reflecting on the teaching carried out by experienced teachers through case videos and the Repertoire of Professional and Pedagogical Experiences (PaP-eRs. This heuristic reduced the complexity of teaching in a manageable story located in a specific context, so that teachers could identify and reflect on their theories about the teaching and learning of chemistry. This study showed that teachers in training identified and developed the following elements of the CTPC of chemistry: general pedagogy, language as a learning tool, difficulties and alternative conceptions, knowledge of technology as an instrument to represent the contents and manage the chemistry classroom, and the formative evaluation. Definitely, the reflection of the critical events of the PaP-eRs and videos of cases was considered an appropriate heuristic that allowed the future teachers to articulate the knowledge coming from the literature in education in chemistry, with the virtual experiences of teaching-learning of a real context. Of course, this reflection was mediated by reading, discussing and reflecting on the intelligent actions of an exemplary teacher when guiding singular students from a sociocultural perspective, with the purpose of beginning to refine their theories of teaching and learning chemistry.

  4. The role of pedagogical historiography in forming pedagogical knowledge

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    Vujisić-Živković Nataša

    2008-01-01

    Full Text Available This paper discuses the role of pedagogical historiography in forming pedagogical knowledge, both from the aspect of history and from the aspect of the present status of this discipline. Our aim is to observe the problems of pedagogical historiography, as a scientific and teaching discipline, in the context of forming of pedagogical knowledge. The process of transformation of heuristic function of the history of pedagogy is analyzed - from the traditional approach which emphasizes its role in forming pedagogical culture to the orientation of historical research and education in pedagogy towards theoretical and professional knowledge. The development of history of pedagogy as a scientific discipline is mostly observed through three phases: the first, focused on research of the development of pedagogical ideas and/or school system, lasted until the 1960s, when it was replaced by social history of education, while today it is mostly spoken about the 'cultural history of education'. The evolution of pedagogical historiography is also followed by the changes in its relation towards theory and practice of education, which is especially dealt with in this paper. In the conditions of radical changes in epistemology of social sciences and university reform, pedagogical historiography faces the question of its own relevance.

  5. Domain knowledge patterns in pedagogical diagnostics

    Science.gov (United States)

    Miarka, Rostislav

    2017-07-01

    This paper shows a proposal of representation of knowledge patterns in RDF(S) language. Knowledge patterns are used for reuse of knowledge. They can be divided into two groups - Top-level knowledge patterns and Domain knowledge patterns. Pedagogical diagnostics is aimed at testing of knowledge of students at primary and secondary school. An example of domain knowledge pattern from pedagogical diagnostics is part of this paper.

  6. The influence of secondary science teachers' pedagogical content knowledge, educational beliefs and perceptions of the curriculum on implementation and science reform

    Science.gov (United States)

    Bonner, Portia Selene

    2001-07-01

    Science education reform is one of the focal points of restructuring the educational system in the United States. However, research indicates a slow change in progression towards science literacy among secondary students. One of the factors contributing to slow change is how teachers implement the curriculum in the classroom. Three constructs are believed to be influential in curriculum implementation: educational beliefs, pedagogical knowledge and perception of the curriculum. Earlier research suggests that there is a strong correlation between teachers' educational beliefs and instructional practices. These beliefs can be predictors of preferred strategies employed in the classroom. Secondly, teachers' pedagogical knowledge, that is the ability to apply theory and appropriate strategies associated with implementing and evaluating a curriculum, contributes to implementation. Thirdly, perception or how the curriculum itself is perceived also effects implementation. Each of these constructs has been examined independently, but never the interplay of the three. The purpose of this qualitative study was to examine the interplay of teachers' educational beliefs, pedagogical content knowledge and perceptions of a science curriculum with respect to how these influence curriculum implementation. This was accomplished by investigating the emerging themes that evolved from classroom observations, transcripts from interview and supplementary data. Five high school biology teachers in an urban school system were observed for ten months for correspondence of teaching strategies to the curriculum. Teachers were interviewed formally and informally about their perceptions of science teaching, learning and the curriculum. Supplementary material such as lesson plans, course syllabus and notes from classroom observations were collected and analyzed. Data were transcribed and analyzed for recurring themes using a thematic matrix. A theoretical model was developed from the emerging

  7. A Community College Instructor's Reflective Journey Toward Developing Pedagogical Content Knowledge for Nature of Science in a Non-majors Undergraduate Biology Course

    Science.gov (United States)

    Krajewski, Sarah J.; Schwartz, Renee

    2014-08-01

    Research supports an explicit-reflective approach to teaching about nature of science (NOS), but little is reported on teachers' journeys as they attempt to integrate NOS into everyday lessons. This participatory action research paper reports the challenges and successes encountered by an in-service teacher, Sarah, implementing NOS for the first time throughout four units of a community college biology course (genetics, molecular biology, evolution, and ecology). Through the action research cycles of planning, implementing, and reflecting, Sarah identified areas of challenge and success. This paper reports emergent themes that assisted her in successfully embedding NOS within the science content. Data include weekly lesson plans and pre/post reflective journaling before and after each lesson of this lecture/lab combination class that met twice a week. This course was taught back to back semesters, and this study is based on the results of a year-long process. Developing pedagogical content knowledge (PCK) for NOS involves coming to understand the overlaps and connections between NOS, other science subject matter, pedagogical strategies, and student learning. Sarah found that through action research she was able to grow and assimilate her understanding of NOS within the biology content she was teaching. A shift in orientation toward teaching products of science to teaching science processes was a necessary shift for NOS pedagogical success. This process enabled Sarah's development of PCK for NOS. As a practical example of putting research-based instructional recommendations into practice, this study may be very useful for other teachers who are learning to teach NOS.

  8. The Development of a Tool for Measuring Graduate Students' Topic Specific Pedagogical Content Knowledge of Thin Layer Chromatography

    Science.gov (United States)

    Hale, L. V. A.; Lutter, J. C.; Shultz, G. V.

    2016-01-01

    Graduate students play a critical role in undergraduate education at doctorate granting institutions; but generally have minimal opportunity to develop teaching expertise. Furthermore, little is known about how graduate students develop teaching expertise in this context. We investigated the development of topic-specific pedagogical content…

  9. Mediated Effects of Technology Competencies and Experiences on Relations among Attitudes Towards Technology Use, Technology Ownership, and Self Efficacy about Technological Pedagogical Content Knowledge

    Science.gov (United States)

    Yerdelen-Damar, Sevda; Boz, Yezdan; Aydın-Günbatar, Sevgi

    2017-08-01

    This study examined the relations of preservice science teachers' attitudes towards technology use, technology ownership, technology competencies, and experiences to their self-efficacy beliefs about technological pedagogical content knowledge (TPACK). The present study also investigated interrelations among preservice teachers' attitudes towards technology use, technology ownership, technology competencies, and experiences. The participants of study were 665 elementary preservice science teachers (467 females, 198 males) from 7 colleges in Turkey. The proposed model based on educational technology literature was tested using structural equation modeling. The model testing results revealed that preservice teachers' technology competencies and experiences mediated the relation of technology ownership to their TPACK self efficacy beliefs. The direct relation of their possession of technology to their TPACK self efficacy beliefs was insignificant while the indirect relation through their technology competencies and experiences was significant. The results also indicated there were significant direct effects of preservice teachers' attitudes towards technology use, technology competencies, and experiences on their TPACK self efficacy beliefs.

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

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    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.

  11. Developing and Evaluating a Paper-and-Pencil Test to Assess Components of Physics Teachers' Pedagogical Content Knowledge

    Science.gov (United States)

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

    2016-01-01

    Teachers' professional knowledge is assumed to be a key variable for effective teaching. As teacher education has the goal to enhance professional knowledge of current and future teachers, this knowledge should be described and assessed. Nevertheless, only a limited number of studies quantitatively measures physics teachers' professional…

  12. Primary Teacher Educators' Perception of Desired and Achieved Pedagogical Content Knowledge in Geography Education in Primary Teacher Training

    Science.gov (United States)

    Blankman, Marian; van der Schee, Joop; Volman, Monique; Boogaard, Marianne

    2015-01-01

    This paper presents the findings of a study conducted among primary geography teacher educators. The research examines the perceptions of educators of primary teacher students' desired and achieved levels of substantial knowledge, syntactic knowledge, and beliefs about the subject of geography. The findings indicate that primary teacher educators…

  13. Examining the Impact of Educational Technology Courses on Pre-Service Teachers' Development of Technological Pedagogical Content Knowledge

    Science.gov (United States)

    Hsu, Pi-Sui

    2012-01-01

    The purpose of this qualitative study was to examine the impact of educational technology courses on pre-service teachers' development of knowledge of technology integration in a teacher preparation program in the USA. The present study was conducted with eight pre-service teachers enrolled in the elementary teacher education program at a large…

  14. [The pedagogical practice of nursing teachers and their knowledge].

    Science.gov (United States)

    Madeira, Maria Zélia de Araújo; Lima, Maria da Glória Soares Barbosa

    2007-01-01

    This article has as objectives investigate the faculty knowledge that embase the pedagogical practice of the nursing-professors, glimpsing to understand the meaning of this social practice in what it refers to the process to become a professional professor. The qualitative nature study, with methodological emphasis in verbal story, used as instruments of data collection semi-arranged interviews, and the data analysis starting from the content analysis. Among the results obtained from the analysis, it has proven that the faculty knowledge and the pedagogical practice positively incises for the consolidation of the process to become professional professor in the scope of the faculty in the nursing course at UFPI.

  15. 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...

  16. Developing Distinct Mathematical and Scientific Pedagogical Content Knowledge in an Early Childhood Dual-Content Methods Course: An Alternative to Integration

    Science.gov (United States)

    Kalchman, Mindy; Kozoll, Richard H.

    2017-01-01

    Methods for teaching early childhood mathematics and science are often addressed in a single, dual-content course. Approaches to teaching this type of course include integrating the content and the pedagogy of both subjects, or keeping the subject areas distinct. In this article, the authors discuss and illustrate their approach to such a combined…

  17. Pharmacy Educator Motives to Pursue Pedagogical Knowledge.

    Science.gov (United States)

    Baia, Patricia; Strang, Aimee F

    2016-10-25

    Objective. To investigate motives of pharmacy educators who pursue pedagogical knowledge through professional development programs and to develop a model of motivation to inform future development. Methods. A mixed-methods approach was used to study both qualitative and quantitative data. Written narratives, postmodule quizzes, and survey data were collected during a 5-year period (2010-2014) from pharmacy educators who participated in an online professional development program titled Helping Educators Learn Pedagogy (HELP). Grounded theory was used to create a model of motivation for why pharmacy educators might pursue pedagogical knowledge. Results. Participants reported being driven intrinsically by a passion for their own learning (self-centered motivation) and by the need to improve student learning (student-centered motivation) and extrinsically by program design, funding, and administrator encouragement. Conclusion. A new model of pharmacy educator motivation to pursue pedagogy knowledge, Pedagogical Knowledge Acquisition Theory (PKAT), emerged as a blended intrinsic and extrinsic model, which may have value in developing future professional development programs.

  18. Knowledge construction in the classroom: a meaningful pedagogical dialogue

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    Jesuína Lopes de Almeida Pacca

    2015-12-01

    Full Text Available Teacher’s performance at their real classroom was analyzed in regard to the applied pedagogical interaction. These teachers were participating in a long range continuous formation course that uses the strategy of analyzing pedagogical planning while it was being elaborated , applied and continuously evaluated by the teacher; the course aimed to the construction of professional competence with an adequate sight of the classroom interaction, within constructivist parameters. The teacher pedagogical planning was the study object: it was discussed continuously by the peers group and the coordinator who intended to point out to the explicit pedagogical content and to the content objectives that were declared for every class plan. The learning objectives and the procedures contained within it were confronted with the real evidence of learning. In these discussions learning concepts that were coherent with constructivism were invoked in addition to science contents and their nature. Dialogue was important in these discussions and stressed as a means for teaching and continuous evaluation. In this dynamical process, the teacher planning was being constantly redrafted, changing the adjustment of that classroom students to the planned knowledge acquisition. This course dynamics, led by the coordinator, intended to be reproduced by participants with their students, at least in part. We noticed surprising results in these teachers professional development besides those that were concretely planned: the transference of the course procedures to the classroom seems to happen in regard to the presence of dialogue but the most meaningful part was individual and particular progress that was included in the development of their classes and led to an improvement of abilities. We concluded that unexpected results can be converted into poles of professional performance growth and performance evolution . These results have led us to give special importance to the

  19. Can Pedagogical Concerns Eclipse Mathematical Knowledge?

    Science.gov (United States)

    Creager, Mark A.; Jacobson, Erik; Aydeniz, Fetiye

    2016-01-01

    Mathematical knowledge for teaching (MKT) is often thought of as a transformed, mutually-influencing mixture of content and pedagogy. However when individuals' MKT does not integrate content and pedagogy, one type of knowledge can supersede the other, sometimes unconsciously. We exemplify this with Emma, a prospective elementary teacher, whose…

  20. 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…

  1. Coğrafya Öğretmenlerinin Teknolojik Pedagojik Alan Bilgisi İle İlgili Yeterliliklerinin İncelenmesi / Examining the Skills of Geography Teachers’ Technological Pedagogical Content Knowledge

    Directory of Open Access Journals (Sweden)

    Esengül Doğru

    2017-04-01

    Full Text Available Abstract The main purpose of this research was to determine the competencies of technological pedagogical content knowledge (TPCK of geography teachers and to examine whether these competencies differed significantly according to various variables. The study included a total of a total of 42 geography teachers employed in Karabuk city centre and its districts in 20015-2015 education year. The data of the study was gathered though Technological Pedagogical Content Knowledge (TPCK developed by Pamuk, Ergun, Çakır, Yılmaz ve Ayas (2012. Frequency and percentage values along with Kolmogorov-Smirnov (K-S test, Mann Whitney U test and Kruskal Wallis H test were used to analyse the data of the current study. The results of the study revealed that the technological pedagogical content knowledge of geography teachers was not enough. Results also demonstrated the level of geography teachers’ technological pedagogical content knowledge did not differ significantly according to their skills and knowledge at using technology, seniority, education level and gender. Content Knowledge is one of the subscales of TPCK that geography teachers had the highest level of knowledge. Furthermore, the level of technological content knowledge of geography teachers was higher than that of technological pedagogical knowledge. The results of the study were discussed in line with the related literature and some suggestions were made.  Öz Bu araştırmanın temel amacı, Coğrafya öğretmenlerinin Teknolojik Pedagojik Alan Bilgisi (TPAB yeterliliklerinin tespit edilmesi ve bu yeterliliklerin çeşitli değişkenlere göre farklılık gösterip göstermediğinin incelenmesidir. Çalışmaya, 2015-2016 eğitim öğretim yılında Karabük il merkezi ve ilçelerinde görev yapmakta olan toplam 42 Coğrafya öğretmeni katılmıştır. Veri toplama aracı olarak, araştırmanın nicel kısmı için ölçme aracı olarak Pamuk, Ergun, Çakır, Yılmaz ve Ayas (2012 taraf

  2. Pedagogic Knowledge and the Victorian Era Anglo-American Teacher.

    Science.gov (United States)

    Larsen, Marianne A.

    2002-01-01

    Discusses the expected knowledge base of British Victorian elementary teachers in the rational and scientific study of pedagogy and didactics. Concludes comparative research has revealed prevalence of similar pedagogic discourse in Great Britain and North American schools. (KDR)

  3. Children’s Sensitivity to the Knowledge Expressed in Pedagogical and Non-Pedagogical Contexts

    Science.gov (United States)

    Gelman, Susan A.; Ware, Elizabeth A.; Manczak, Erika M.; Graham, Susan A.

    2013-01-01

    The present studies test two hypotheses: (1) that pedagogical contexts especially convey generic information (Csibra & Gergely, 2009), and (2) that young children are sensitive to this aspect of pedagogy. We examined generic language (e.g., “Elephants live in Africa”) in three studies, focusing on: informational versus narrative children’s books (Study 1), the language of 6-year-old children and adults assuming either a pedagogical (teacher) or non-pedagogical (friend) role (Study 2), and the language of 5-year-old children and adults speaking to either an ignorant alien (pedagogical context) or a peer (non-pedagogical context; Study 3). Results suggest that generics are more frequent in informational than narrative texts. Furthermore, both adults and young children provide more generic language in pedagogical contexts and when assuming a pedagogical role. Together, the studies demonstrate that pedagogical contexts are distinctive in conveying generic information, and that children are sensitive to this aspect of the language input. We suggest that generic knowledge is more useful in making predictions about the future, and thus more highly valued during instruction. PMID:22468565

  4. Pre-Service Teachers' Development of Technological Pedagogical Content Knowledge (TPACK) in the Context of a Secondary Science Teacher Education Program

    Science.gov (United States)

    Habowski, Thomas; Mouza, Chrystalla

    2014-01-01

    This study investigates pre-service teachers' TPACK development in a secondary science teacher education program that combined a content-specific technology integration course with extensive field experience. Both quantitative and qualitative data were collected. Quantitative data were collected through a pre-post administration of the…

  5. Physics Content and Pedagogical Changes: Ramification of Theory and Practice

    Science.gov (United States)

    Cobbinah, Charles; Bayaga, Anass

    2017-01-01

    The aim of this study was to explore physics teachers' ramification of theory and practices as a result of physics content and pedagogical changes in the Further Education and Training (FET) phase. The researchers adopted the mixed method research approach. The quantitative aspect involved 109 physics teachers and the qualitative approach used ten…

  6. Clinical teachers' tacit knowledge of basic pedagogic principles.

    Science.gov (United States)

    McLeod, P J; Meagher, T; Steinert, Y; Schuwirth, L; McLeod, A H

    2004-02-01

    Academic faculty members in medical schools rarely receive formal instruction in basic pedagogic principles; nevertheless many develop into competent teachers. Perhaps they acquire tacit knowledge of these principles with teaching experience. This study was designed to assess clinical teachers' tacit knowledge of basic pedagogic principles and concepts. The authors developed a multiple-choice question (MCQ) exam based on 20 pedagogic principles judged by a panel of education experts to be important for clinical teaching. Three groups of clinician-educators sat the test: (1) clinicians with advanced education training and experience; (2) internal medicine specialists; (3) surgical specialists. All four groups of clinicians-educators passed the test, indicating that they possess a reasonable tacit knowledge of basic pedagogic principles. Those with advanced education training performed much better than members of the other two groups while specialists and residents working in teaching hospitals outperformed specialists from non-teaching hospitals. It is possible that converting this tacit knowledge to explicit knowledge may improve individual teaching effectiveness.

  7. 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

  8. Pedagogical design for knowledge creating inquiry in customer projects

    Directory of Open Access Journals (Sweden)

    Hanni Muukkonen

    2013-09-01

    Full Text Available Two higher education courses involving students, teachers, and customers in multifaceted experiences of knowledge creation are described. The Trialogical Learning Approach (TLA provides a theoretical framework to address learning and teaching organized around authentic problems and the development of shared knowledge objects, such as reports, products, and new practices. The approach directs attention to those aspects of social interaction and artifact-mediated activities, which focus on the development of shared objects and the pursuit of novel knowledge and understanding. The roles of technology-mediation, customer involvement, and guidance in developing effective pedagogical practices for knowledge creation were addressed. It appears necessary to design sufficient open-endedness and complexity for students’ teamwork to generate unpredictable, practical, and epistemologically challenging situations. Pedagogical design for such a process has different foci in the four central phases: planning, project initiation, project execution, and presentation and evaluation. Planning and initiation are central to establishing relevance and project awareness for the collaboration of student teams with a customer. Guidance and expert modeling during project initiation and execution is needed to overcome feelings of uncertainty during a challenging and complex assignment. Mediation provided by collaboration tools facilitates reflection on collective practices, iterative development of knowledge objects, and documentation of the learning outcomes of customer projects.

  9. Critérios para a implementação de práticas pedagógicas na formação inicial em educação física e implicações no conhecimento pedagógico do conteúdo dos futuros professores Criteria for implementation of pedagogical practices in physical education teacher education and implications in pedagogical content knowledge of prospective teachers

    Directory of Open Access Journals (Sweden)

    Daniel Marcon

    2011-09-01

    conteúdo e a formação docente dos futuros professores ao longo da formação inicial em Educação Física.Pedagogical content knowledge is conceived as responsible for transforming teachers` content knowledge into teachable knowledge comprehensible to students. For the entire development of the pedagogical content knowledge during Physical Education teacher education, the approximation between contexts of formation and basic education, especially through strategies of pedagogical practices, has been recommended. Considering these concerns, this theoretical essay has aimed to present and discuss some criteria which subsidize formation programs in Physical Education in tasks for structuring and implementing these pedagogical practices. The information analyzed allows to identify five different aspects which can orientate formation programs: place of execution (higher education institution, school or community spaces; number of prospective teachers who will give the pedagogical practice (groups, trios, pairs or individually; students participating in the activities (classmates or community students; number of students participating (one, two, small groups or the whole class; and the number of activities which will be given (one, a pedagogical sequence, or a complete teaching unit. Literature also suggests that the achievement of pedagogical practices goals in prospective formation programs depends on conceptions that formation programs, teacher educators, and prospective teachers have concerning the participation of these forming strategies in the formation of future Physical Education teachers. Therefore, it is believed these five criteria may contribute for the implementation of different modalities of pedagogical practices which will allow pedagogical content knowledge to function as interlocutor between the knowledge base for teaching and the teaching and learning context, which will maximize both gradual development of pedagogical content knowledge itself and

  10. Understanding Teachers' Pedagogical Knowledge In ESL Vocabulary Teaching

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    Maizatulliza Muhamad

    2018-02-01

    Full Text Available In communicative language teaching classrooms, one of the main emphases is on students’ ability to use the target language for real life purposes. To achieve this goal, teachers may have to ensure that students have adequate vocabulary to express their feelings and ideas. Previous research on vocabulary teaching and learning tends to be quantitative in nature focusing on testing the effectiveness of some techniques. This research study however, is an attempt to understand teachers’ pedagogical systems that influence their practice in actual classroom interactions during vocabulary teaching and learning. In-depth interviews and classroom observations with two experienced Malaysian ESL teachers were conducted. The interviews highlighted the teachers’ beliefs as well as challenges they faced with regards to vocabulary teaching and learning. The classroom observations revealed that their practice was very much a reflection of their own beliefs, based on their own experience as students as well as teachers. The results of this study showcased the fact that teachers operate within the spectrum of their pedagogical knowledge.

  11. 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…

  12. Towards other education on knowledge society: pedagogical issues and proposals

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    Ramón MÍNGUEZ VALLEJOS

    2013-12-01

    Full Text Available his article aims to analyze, firstly, some key issues involved in “knowledge society” and “education in the knowledge society”. Thus, knowledge is the result of the attitude of seeking truth and error rejection. On the other hand, highlights the technological and economic character of education in our society and its educational implications. Then, we propose otherwise educate within a humanistic education, specifically from the pedagogy of alterity. From this guidance, provide reasons and some concrete proposals educate otherness: the dynamism of the donation as a moral content, a new style of educational relationship: the reception and dialogue, and finally, learning compassion as educational path of solidarity and social justice.

  13. 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…

  14. The impact of a curriculum course on pre-service primary teachers' science content knowledge and attitudes towards teaching science

    OpenAIRE

    Murphy, Clíona; Smith, Greg

    2012-01-01

    Many primary school teachers have insufficient content and pedagogical knowledge of science. This lack of knowledge can often lead to a lack of confidence and competence in teaching science. This article explores the impact of a year-long science methodology (curriculum science) course on second year Bachelor of Education (BEd) students' conceptual and pedagogical knowledge of science and on their attitudes towards teaching science in the primary classroom. A questionnaire, containing closed ...

  15. Is Teacher Knowledge Associated with Performance? On the Relationship between Teachers' General Pedagogical Knowledge and Instructional Quality

    Science.gov (United States)

    König, Johannes; Pflanzl, Barbara

    2016-01-01

    Researchers have identified general pedagogical knowledge (GPK) as a relevant category of teacher knowledge. However, hardly any study has examined the relationship between GPK of teachers and the instructional quality delivered to their students. This article therefore investigates the relationship between teachers' GPK assessed via a…

  16. Understanding Teachers' Pedagogical Knowledge: Report on an International Pilot Study. OECD Education Working Papers, No. 159

    Science.gov (United States)

    Sonmark, Kristina; Révai, Nóra; Gottschalk, Francesca; Deligiannidi, Karolina; Burns, Tracey

    2017-01-01

    What is the nature of teachers' pedagogical knowledge? The Innovative Teaching for Effective Learning Teacher Knowledge Survey (ITEL TKS) set out to answer this question in a pilot study that ran in five countries: Estonia, Greece, Hungary Israel, and the Slovak Republic. Using convenience samples, the pilot assessed the pedagogical knowledge base…

  17. Content and Language Integrated Learning in the Netherlands: Teachers' Self-Reported Pedagogical Practices

    Science.gov (United States)

    van Kampen, Evelyn; Admiraal, Wilfried; Berry, Amanda

    2018-01-01

    In recent years, a surging uptake of content and language integrated learning (CLIL) has permeated the European context. This article presents the outcomes of a study about the self-reported pedagogical practices of CLIL teachers in the Netherlands. To investigate these teachers' pedagogies, a questionnaire was designed, validated and,…

  18. Bibliometric study of pedagogical sciences’ contents in the corpus of Transformación journal

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    García, Maylin

    2014-07-01

    Full Text Available The paper describes the findings of a biblio-metric research of Transformación corpus aimed at the knowledge of the main sources consulted by the authors and its correspondence to the main contribution of the scientific community to the development of pedagogical sciences in Cuba. The total number of issues and articles published between 2011 and 2013 were selected as sample. 933 consulted works were studied and the references were grouped into belonging and not-belonging to campus’ authors. Likewise, the papers refers to the number of Ph. D. and master dissertations, research reports and pedagogical journal articles used as references. Finally, the findings were correlated to the selection of books suggested by Chávez, Deler y Suárez in “La actualidad de la pedagogía y la didáctica en Cuba” (2009. Key words: Biliometry, biblio-metric indicators, bibliography refences.

  19. 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…

  20. 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…

  1. INTEGRATION OF FRACTAL AND NEURAL NETWORK TECHNOLOGIES IN PEDAGOGICAL MONITORING AND ASSESSMENT OF KNOWLEDGE OF TRAINEES

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    Svetlana N Dvoryatkina

    2017-12-01

    Full Text Available The possibility of statement and solution of the problem of searching of theoretical justification and development of efficient didactic mechanisms of the organization of process of pedagogical monitoring and assessment of level of knowledge of trainees can be based on convergence of the leading psychological and pedagogical, mathematical, and informational technologies with accounting of the modern achievements in science. In the article, the pedagogical expediency of realization of opportunities of means of informational technologies in monitoring and assessment of the composite mathematical knowledge, in the management of cognitive activity of students is proved. The ability to integrate fractal methods and neural network technologies in perfecting of a system of pedagogical monitoring of mathematical knowledge of trainees as a part of the automated training systems (ATS is investigated and realized in practice. It is proved that fractal methods increase the accuracy and depth of estimation of the level of proficiency of students and also complexes of intellectual operations of the integrative qualities allowing to master and apply cross-disciplinary knowledge and abilities in professional activity. Neural network technologies solve a problem of realization of the personal focused tutoring from positions of optimum individualization of mathematical education and self-realization of the person. The technology of projection of integrative system of pedagogical monitoring of knowledge of students includes the following stages: establishment of the required tutoring parameters; definition and preparation of input data for realization of integration of fractal and neural network technologies; development of the diagnostic module as a part of the block of an artificial intelligence of ATS, filling of the databases structured by system; start of system for obtaining the forecast. In development of the integrative automated system of pedagogical

  2. Early Career Mathematics Teachers' General Pedagogical Knowledge and Skills: Do Teacher Education, Teaching Experience, and Working Conditions Make a Difference?

    Science.gov (United States)

    König, Johannes; Blömeke, Sigrid; Kaiser, Gabriele

    2015-01-01

    We examined several facets of general pedagogical knowledge and skills of early career mathematics teachers, asking how they are associated with characteristics of teacher education, teaching experience, and working conditions. Declarative general pedagogical knowledge (GPK) was assessed via a paper-and-pencil test, while early career teachers'…

  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. Pedagogical Knowledge Base Underlying EFL Teachers' Provision of Oral Corrective Feedback in Grammar Instruction

    Science.gov (United States)

    Atai, Mahmood Reza; Shafiee, Zahra

    2017-01-01

    The present study investigated the pedagogical knowledge base underlying EFL teachers' provision of oral corrective feedback in grammar instruction. More specifically, we explored the consistent thought patterns guiding the decisions of three Iranian teachers regarding oral corrective feedback on grammatical errors. We also examined the potential…

  5. English Language Teacher Educators' Pedagogical Knowledge Base: The Macro and Micro Categories

    Science.gov (United States)

    Moradkhani, Shahab; Akbari, Ramin; Samar, Reza Ghafar; Kiany, Gholam Reza

    2013-01-01

    The aim of this study was to determine the major categories of English language teacher educators' pedagogical knowledge base. To this end, semi-structured interviews were conducted with 5 teachers, teacher educators, and university professors (15 participants in total). The results of data analysis indicated that teacher educators' pedagogical…

  6. Physics Teacher Knowledge Aimed in Pedagogical Studies in Finland and in South Korea

    Science.gov (United States)

    Krzywacki, Heidi; Kim, Byeong-Chan; Lavonen, Jari

    2017-01-01

    This paper analyzes the pedagogical studies of Finnish and South Korean physics teacher education programs that guide teacher educators to support student teachers' to build readiness for acting as professional teachers in a secondary school classroom. Research on the domains and origin of teachers' professional knowledge provides a framework for…

  7. Narrative Review of Pedagogical Interventions on Nutrition Knowledge and Weight Prejudice

    Science.gov (United States)

    Werkhoven, Thea; Cotton, Wayne; Dudley, Dean

    2016-01-01

    Objectives: To synthesize and review pedagogically informed interventions that increase nutrition knowledge and decrease weight prejudice among practicing and pre-service health and education professionals. These factors have been addressed as separate entities in intervention-based research and this represents a gap in current literature. The…

  8. The Durban Holocaust Centre Educators and the Origins of Their Historical and Pedagogical Knowledge

    Science.gov (United States)

    Gouws, Brenda; Wassermann, Johan

    2018-01-01

    Education at Holocaust museums worldwide often falls to volunteer museum educators. The Durban Holocaust Centre in South Africa is no different. We set out to understand who the educators at the Durban Holocaust Centre were, where their historical and pedagogical knowledge came from, and to examine the connection between the two. The study…

  9. A Case Study on the Impact of Teacher Mathematical Knowledge on Pedagogical Practices

    Science.gov (United States)

    Hughes, Sally

    2016-01-01

    This study explores the implications for mathematical knowledge and pedagogical practices of primary teachers in Papua New Guinea making a shift from a transmission approach to a connectionist approach to teaching mathematics. The research participants were engaged in a professional development program designed to support the teaching and learning…

  10. Pedagogical Content Knowledge: A Key Factor in Teaching Painting ...

    African Journals Online (AJOL)

    Fine Art teachers have more instructional responsibilities and demands placed on their time, compelling them to proceed from one lesson to the next without adequate preparation and reducing the amount of time and energy they have to be thoughtful in their planning and reflection. In order to support fine art teachers in ...

  11. Developing Second Grade Teachers' Pedagogical Content Knowledge of Place Value

    Science.gov (United States)

    Kulhanek, Stefani Michelle

    2013-01-01

    An understanding of whole number place value is a critical component of second-grade mathematics. This understanding of place value provides the foundational concept for operations with whole numbers. The ability to understand the concept of place value and transfer that understanding to teaching addition and subtraction are often problems…

  12. Enhancing mathematics teachers' pedagogical content knowledge and skills in Tanzania

    NARCIS (Netherlands)

    Kitta, S.

    2004-01-01

    The study has revealed that the use of a comprehensive, school-based programme, emphasising peer collaboration, can be a promising scenario for professional development of mathematics teachers in Tanzania. Such a comprehensive approach has the potential of supporting teachers with diverse levels of

  13. Cultivating Pedagogical Content Knowledge (PCK) in In-Service ...

    African Journals Online (AJOL)

    Using the topic atomic theory, this paper attempts to show that the tradition of teaching-as-taught can be challenged and changed by equipping teachers with proper armour so as to be able to face the challenges in their classrooms. It is argued that teachers resort to teaching as taught when they run out of ideas on how to ...

  14. 153 Pedagogical Content Knowledge: A Key Factor in Teaching ...

    African Journals Online (AJOL)

    Nekky Umera

    expression in some media to project images in visual forms which are inherently embedded ... factor. As first described by Shulman (1986, 1987), PCK is a teachers' ..... ability and power of observation to represent foreshortening accurately in.

  15. Glimmers for Cultural Relevance: The Pedagogical Knowledge of an Indigenous Cabécar Teacher

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    Marielos Vargas Morales

    2017-07-01

    Full Text Available Indigenous education is becoming a priority to be dealt with in Higher Education. Therefore, efforts are oriented towards newly nourishing inclusive proposals for education; for them to take cultural diversity on and generate quality learning processes while also promoting the vindication of the right towards a culturally-relevant education for indigenous populations. Hence, the article sets forth an analysis of the pedagogical practice by an indigenous cabécar teacher, which unveils elements and cultural aspects that constitute valuable input to be considered in teacher education proposals. This research took place in the educative community of Sharabata, which is part of the High Chirripó Cábecar Indigenous Territory, which in turn is located in the province of Cartago in the Central American country of Costa Rica. The current research was conducted as a case study. Obtained results now create curricular content that responds to socio-cultural, linguistic and natural needs and characteristics of the cabécar culture. The present research recovers oral communication and the value of words, of learning by imitation, cosmovision as cultural heritage and the importance of recognizing mother languages in originary populations. It is forewarned that, though handled under the discourse of cultural displacement, practical and ritualistic practices still persist, all of which must be acknowledged and valued in school by young people in order for culture as ancestral heritage to be prolonged. It is given the mentioned situations where education must be made present; as a fight towards respect, inclusion and the strengthening of originary cultures. In that sense and in order to achieve cultural relevance, the process of the construction of knowledge with children must be inserted in its historical, social and cultural context, for which knowledge, experience and the practice of cabécar cosmovision is transcendental. As part of cultural relevance

  16. TEACHER PROFESSIONALISM ON TEACHER PEDAGOGIC KNOWLEDGE IN MERAUKE – PAPUA

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    Rias Ning Astuti

    2015-12-01

    Full Text Available English becomes an international language that has to be mastered by the students in Indonesia and many countries in the world. Teaching English is not easy as we thought. As an English teachers, we should master some criteria to be  good teachers. Because English today in Indonesia is considered as a foreign language, then it difficult for the students to learn it. Teacher is also  important in teaching learning process in the classroom, the foundation of English teacher education, teacher knowledge, and professionalism of the teacher is primary goal that should be mastered In this case, the writer tries to explore the phenomena that happened in Indonesia especially in East Indonesia, that is,  Merauke - Papua. The educational system in Merauke- Papua is good enough, but there are several terms that should be changed by the government and the teachers themselves. There are some problems faced by the teacher when they teach in the class, such as: what they teach does not match with the skills the  subject requires and they only focus on finishing the curriculum. In this context, the roles of the government is very important in order to improve the teacher professionalism in Indonesia, one of which is certification for the teacher and the government will increase their salary per month. But, it is not only the matter of salary, but the government should find another ways to improve the teacher’s professionalism such as: conference, seminars, or another activities.

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

    NARCIS (Netherlands)

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

    2015-01-01

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

  18. Effects of Training Peer Tutors in Content Knowledge versus Tutoring Skills on Giving Feedback to Help Tutees' Complex Tasks

    Science.gov (United States)

    Hsiao, Ya Ping; Brouns, Francis; van Bruggen, Jan; Sloep, Peter B.

    2015-01-01

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

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

    Science.gov (United States)

    Murphy, Cliona; Smith, Greg

    2012-01-01

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

  20. Middle school teachers' familiarity with, interest in, performance on, and conceptual and pedagogical knowledge of light

    Science.gov (United States)

    Mbewe, Simeon

    The purpose of this study was threefold: Examine middle school teachers' familiarity with, interest in, conceptual knowledge of and performance on light; Examine their ability to identify misconceptions on light and their suggested pedagogical ideas to address the identified misconceptions; and Establish the relationship between the middle school teachers' interest, familiarity, conceptual understanding, performance, misconception identification, and pedagogical ideas for light. Sixty six (66) middle school science teachers enrolled in three math and science teacher professional development projects at Southern Illinois University Carbondale participated in this study. This study used mixed-methods approach to collect and analyze data. The participants responded in writing to four different instruments: Familiarity and Interest Questionnaire, Conceptual Knowledge Test, Two-tier Performance Test, and Misconceptions Identification Questionnaire. Data was analyzed quantitatively by conducting non-parametric (Wilcoxon, Mann-Whitney U, and Kruskal-Wallis) and parametric (paired samples, independent samples, and One-Way ANOVA) tests. Qualitative data was analyzed using thematic analysis and open coding to identify emerging themes and categories. The results showed that the teachers reported high levels of familiarity with and interest in learning more about light concepts. However, they had low conceptual knowledge and performance on light concepts. As such, middle school teachers' perceived knowledge of light concepts was not consistent with their actual knowledge of light. To some extent, the teachers identified students' misconceptions expressed in some scenarios on light and also suggested pedagogical ideas for addressing such misconceptions in middle school science classrooms. However, most teachers did not provide details on their pedagogical ideas for light. Correlations among the four constructs (familiarity, interest, conceptual understanding, and performance

  1. Praxis II mathematics content knowledge test (0061)

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    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

  2. The Impact of Collegial Instruction on Peers’ Pedagogical Knowledge (PK: An EFL Case Study

    Directory of Open Access Journals (Sweden)

    Farnaz Latif

    2010-05-01

    Full Text Available Shared responsibilities such as mentoring, instruction, learner monitoring and classroom management enable the peers to observe, review, reflect on and learn from the overall practical professional expertise of one another through collegial instruction experience. The present exploratory case study has The present exploratory case study has attempted to study collegial teaching as an innovative instruction model (as an alternative to solo-based instruction models in a General Business English course in SAPco (An automotive part supplier in Iran. To this end, the researcher has mainly tried to concentrate  on two expert business English teachers' perceptions concerning their experience of collegial teaching for business English courses, observing their reflections before and after the course, to focus on the possible impacts of this type of instruction on their pedagogical knowledge as language teacher. As a result, as it is indicated in overall reflections of the participant colleagues, collegial instruction is believed to lead toward a more efficient transferability and development of teachers' pedagogical knowledge than what can take place as a result of individually run traditional practices. Moreover, this type of instruction can be a rather cost-effective and timesaving alternative to traditional OJT (on the job training courses for teacher development authorities and curriculum developers who are concerned about and willing to promote professional development of their teachers.

  3. The Impact of Self-Perceived Subject Matter Knowledge on Pedagogical Decisions in EFL Grammar Teaching Practices

    Science.gov (United States)

    Sanchez, Hugo Santiago

    2014-01-01

    Recent developments in language teacher cognition research highlight the need to explore subject matter knowledge in relation to classroom practice. This study examines the impact of two foreign language teachers' knowledge about grammar upon their pedagogical decisions. The primary database consisted of classroom observations and post-lesson…

  4. Examining Science Teachers' Development of Interdisciplinary Science Inquiry Pedagogical Knowledge and Practices

    Science.gov (United States)

    Chowdhary, Bhawna; Liu, Xiufeng; Yerrick, Randy; Smith, Erica; Grant, Brooke

    2014-12-01

    The current literature relates to how teachers develop knowledge and practice of science inquiry, but little has been reported on how teachers develop interdisciplinary science inquiry (ISI) knowledge and practice. This study examines the effect of university research experiences, ongoing professional development, and in-school support on teachers' development of ISI pedagogical knowledge and practices. It centers on documenting diverse teachers' journeys of experiencing ISI as well as developing knowledge of ISI. It was found that there was variation in ISI understanding and practice among the teachers as a result of the combination of teachers' experiences, beliefs, and participation. Thus, in order to help teachers develop ISI knowledge and pedagogy, barriers to ISI knowledge development and implementation must also be addressed. Professional developers must articulate clear program goals to all stakeholders including an explicit definition of ISI and the ability to recognize ISI attributes during research experiences as well as during classroom implementation. Teachers must also be held accountable for participation and reflection in all aspects of professional development. Program developers must also take into consideration teachers' needs, attitudes, and beliefs toward their students when expecting changes in teachers' cognition and behavior to teach inquiry-rich challenging science.

  5. “UKRAINIAN SACRED MUSIC” ELECTRONIC STUDU GUIDE: CONTENT, STRUCTURE, USE RECOMMENDATIONS AT A PEDAGOGICAL HIGHER EDUCATION INSTITUTION

    Directory of Open Access Journals (Sweden)

    L. Gavrilova

    2013-03-01

    Full Text Available The article presents the electronic textbook “Ukrainian Sacred Music”, created for the students of pedagogical universities – future teachers of music. We consider the content of the electronic manual, its structure, requirements for the computer, as well as the prospects for its use in the classroom on the history of Ukrainian music and self-study.

  6. The Pedagogical, Linguistic, and Content Features of Popular English Language Learning Websites in China: A Framework for Analysis and Design

    Science.gov (United States)

    Kettle, Margaret; Yuan, Yifeng; Luke, Allan; Ewing, Robyn; Shen, Huizhong

    2012-01-01

    As increasing numbers of Chinese language learners choose to learn English online, there is a need to investigate popular websites and their language learning designs. This paper reports on the first stage of a study that analyzed the pedagogical, linguistic, and content features of 25 Chinese English Language Learning (ELL) websites ranked…

  7. Pedagogical directions to design and support collaborative knowledge building on-line tasks

    Directory of Open Access Journals (Sweden)

    Ingrid Noguera Fructuoso

    2013-02-01

    Full Text Available 0 0 1 187 1034 USAL 8 2 1219 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;} Research on Computer-Supported Collaborative Learning (CSCL demonstrates that proposing that students work in groups does not improve their learning or increase their motivation. It is essential to design appropriate learning tasks and suitable pedagogical and technological support. The aim of this research is to identify pedagogical directions to design and support collaborative knowledge building tasks in on-line education. We conducted a case study at the Open University of Catalonia where we carried out two experiments: the first focusing on how teachers design and support collaborative on-line learning tasks and, the second, based on the control exerted over the tasks. As a result of the investigation we characterize the type of tasks that promote collaborative knowledge building, the teachers’ role and functions supporting these types of tasks, and we identify different stages in task regulation. Based on these results, we propose pedagogical directions to design and support collaborative on-line tasks divided into 4 stages: 1 Task design and individual preparation, 2 Task organization and group negotiation, 3 Task performance and collaborative knowledge building, and 4 Critical evaluation.

  8. A Teaching Experiment That Aims to Develop Pre-Service Mathematics Teachers’ Technological Pedagogical and Content Knowledge [Matematik Öğretmeni Adaylarının Teknolojik Pedagojik Alan Bilgilerinin Gelişimini Amaçlayan Bir Öğretim Deneyi

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    Melike Yiğit Koyunkaya

    2017-08-01

    Full Text Available The main purpose of this study was to examine pre-service secondary mathematics teachers’ (PSMTs levels and development of technological, pedagogical and content knowledge (TPACK. In line with this purpose, this study was designed to use teaching experiment methodology within a course. Therefore, while examining PSMTs’ development of TPACK, an appropriate teaching method that supported development of PSMTs’ TPACK was shared in this article. The participants of the study were 28 fourth grade PSMTs. The teaching experiment methodology, one of the methods of qualitative research design, was used in the study. By using this method, PSMTs were taught about how to integrate technology into mathematics education, how to use varios mathematics and geometry dynamic software, interactive applications that are used in mathematics education and various websites related to education during 16 weeks and four hours in each week. The data was collected during the experiment, and analyzed by using content analysis and document analysis methods. The results show that PSMTs’ TPACK levels were developed by applying the teaching experiment methodology. Particularly, in the activities they designed, lesson plans, reflections and free writings, it was observed that PSMTS’ skills about how to integrate technology in order to ease the learning and teaching of mathematics and utilizing it were developed. Within this context, it is thought that technology integrated courses or technology based courses should be taught in the education programs. [Bu çalışmanın temel amacı, ortaöğretim matematik öğretmeni adaylarının teknolojik pedagojik alan bilgi (TPAB düzeylerinin ve gelişimlerinin incelenmesidir. Bu amaç doğrultusunda, bu çalışma bir ders kapsamında öğretim deneyi yöntemi kullanılarak tasarlanmıştır. Çalışmanın katılımcıları, bir devlet üniversitesinin Ortaöğretim Matematik Öğretmenliği bölümünde öğrenim gören 28

  9. Understanding Preservice Teachers' Development of Pedagogical Knowledge Practices When Co-Teaching Primary Science to Peers

    Science.gov (United States)

    Hudson, Peter

    2014-01-01

    Preservice teachers articulate the need for more teaching experiences for developing their practices, however, extending beyond existing school arrangements may present difficulties. Thus, it is important to understand preservice teachers' development of pedagogical knowledge practices when in the university setting. This mixed-method study…

  10. Natural Cognitive Foundations of Teacher Knowledge : An Evolutionary and Cognitive Load Account

    OpenAIRE

    Dessus , Philippe; Tanguy , Franck; Tricot , André

    2015-01-01

    International audience; Instructional process management (encompassing instructional design and classroom management) is known to be very complex, mainly due to its context and the large and diverse amount of knowledge driving it: content knowledge, pedagogical knowledge (PK), curriculum knowledge, knowledge of learners and their characteristics, knowledge of educational contexts, pedagogical content knowledge, and knowledge of educational ends (Shulman, 1987). This complexity makes researche...

  11. 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.

  12. Potential Teachers' Appropriate and Inappropriate Application of Pedagogical Resources in a Model-Based Physics Course: A "Knowledge in Pieces" Perspective on Teacher Learning

    Science.gov (United States)

    Harlow, Danielle B.; Bianchini, Julie A.; Swanson, Lauren H.; Dwyer, Hilary A.

    2013-01-01

    We used a "knowledge in pieces" perspective on teacher learning to document undergraduates' pedagogical resources in a model-based physics course for potential teachers. We defined pedagogical resources as small, discrete ideas about teaching science that are applied appropriately or inappropriately in specific contexts. Neither…

  13. Pre-service teachers’ perceived value of general pedagogical knowledge for practice: Relations with epistemic beliefs and source beliefs

    Science.gov (United States)

    Rosman, Tom; Rueß, Julia; Syring, Marcus; Schneider, Jürgen

    2017-01-01

    Pre-service teachers tend to devalue general pedagogical knowledge (GPK) as a valid source for deriving successful teaching practices. The present study investigated beliefs about knowledge sources and epistemic beliefs as predictors for students’ perceived value of GPK. Three pre-registered hypotheses were tested. We expected beliefs that GPK originates from scientific sources to entail a devaluation of GPK (Hypothesis 1). Concerning epistemic beliefs, we expected absolute beliefs to positively, and multiplistic beliefs to negatively predict pre-service teachers’ perceived practical value of GPK (Hypothesis 2). Finally, we expected relationships between epistemic beliefs and pre-service teachers’ perceived practical value of GPK to be confounded by epistemic trustworthiness, perceived topic-specific consistency and topic-specific familiarity (Hypothesis 3). In a study using a split plot design, 365 pre-service teachers were presented with four texts on different educational research topics. For each topic, three text versions were constructed. Even though they were invariant in content, these versions varied in a way that the results were allegedly generated by a practitioner, an expert or by means of a scientific study. Unexpectedly, results showed that research findings allegedly generated by means of a scientific study were associated with a higher perceived value of (topic-specific) GPK for practice (Hypothesis 1). As expected, the perceived value of GPK for practice was predicted by topic-specific multiplism and domain-specific absolutism (Hypothesis 2). These predictive effects were confounded by expertise evaluations of the source and the consistency of prior beliefs with the presented research results (Hypothesis 3). In summary, our results suggest that source beliefs might not be responsible for the devaluation of GPK, but that beliefs on the nature and structure of GPK (i.e., epistemic beliefs) might play an even more important role in this respect

  14. Pre-service teachers' perceived value of general pedagogical knowledge for practice: Relations with epistemic beliefs and source beliefs.

    Science.gov (United States)

    Merk, Samuel; Rosman, Tom; Rueß, Julia; Syring, Marcus; Schneider, Jürgen

    2017-01-01

    Pre-service teachers tend to devalue general pedagogical knowledge (GPK) as a valid source for deriving successful teaching practices. The present study investigated beliefs about knowledge sources and epistemic beliefs as predictors for students' perceived value of GPK. Three pre-registered hypotheses were tested. We expected beliefs that GPK originates from scientific sources to entail a devaluation of GPK (Hypothesis 1). Concerning epistemic beliefs, we expected absolute beliefs to positively, and multiplistic beliefs to negatively predict pre-service teachers' perceived practical value of GPK (Hypothesis 2). Finally, we expected relationships between epistemic beliefs and pre-service teachers' perceived practical value of GPK to be confounded by epistemic trustworthiness, perceived topic-specific consistency and topic-specific familiarity (Hypothesis 3). In a study using a split plot design, 365 pre-service teachers were presented with four texts on different educational research topics. For each topic, three text versions were constructed. Even though they were invariant in content, these versions varied in a way that the results were allegedly generated by a practitioner, an expert or by means of a scientific study. Unexpectedly, results showed that research findings allegedly generated by means of a scientific study were associated with a higher perceived value of (topic-specific) GPK for practice (Hypothesis 1). As expected, the perceived value of GPK for practice was predicted by topic-specific multiplism and domain-specific absolutism (Hypothesis 2). These predictive effects were confounded by expertise evaluations of the source and the consistency of prior beliefs with the presented research results (Hypothesis 3). In summary, our results suggest that source beliefs might not be responsible for the devaluation of GPK, but that beliefs on the nature and structure of GPK (i.e., epistemic beliefs) might play an even more important role in this respect

  15. Pre-service teachers' perceived value of general pedagogical knowledge for practice: Relations with epistemic beliefs and source beliefs.

    Directory of Open Access Journals (Sweden)

    Samuel Merk

    Full Text Available Pre-service teachers tend to devalue general pedagogical knowledge (GPK as a valid source for deriving successful teaching practices. The present study investigated beliefs about knowledge sources and epistemic beliefs as predictors for students' perceived value of GPK. Three pre-registered hypotheses were tested. We expected beliefs that GPK originates from scientific sources to entail a devaluation of GPK (Hypothesis 1. Concerning epistemic beliefs, we expected absolute beliefs to positively, and multiplistic beliefs to negatively predict pre-service teachers' perceived practical value of GPK (Hypothesis 2. Finally, we expected relationships between epistemic beliefs and pre-service teachers' perceived practical value of GPK to be confounded by epistemic trustworthiness, perceived topic-specific consistency and topic-specific familiarity (Hypothesis 3. In a study using a split plot design, 365 pre-service teachers were presented with four texts on different educational research topics. For each topic, three text versions were constructed. Even though they were invariant in content, these versions varied in a way that the results were allegedly generated by a practitioner, an expert or by means of a scientific study. Unexpectedly, results showed that research findings allegedly generated by means of a scientific study were associated with a higher perceived value of (topic-specific GPK for practice (Hypothesis 1. As expected, the perceived value of GPK for practice was predicted by topic-specific multiplism and domain-specific absolutism (Hypothesis 2. These predictive effects were confounded by expertise evaluations of the source and the consistency of prior beliefs with the presented research results (Hypothesis 3. In summary, our results suggest that source beliefs might not be responsible for the devaluation of GPK, but that beliefs on the nature and structure of GPK (i.e., epistemic beliefs might play an even more important role in this

  16. The Spectrum of Pedagogical Orientations of Malawian and South African Physical Science Teachers towards Inquiry

    Science.gov (United States)

    Ramnarain, Umesh; Nampota, Dorothy; Schuster, David

    2016-01-01

    This study investigated and compared the pedagogical orientations of physical sciences teachers in Malawi and South Africa towards inquiry or direct methods of science teaching. Pedagogical orientation has been theorized as a component of pedagogical content knowledge. Orientations were characterized along a spectrum of two variants of inquiry and…

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

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    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.

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

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    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.

  19. PEDAGOGICAL CONTENT THREE-FACTOR MODEL OF EDUCATING HIGH-SCHOOL STUDENTS FOR PROFESSIONAL ACTIVITIES

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    T. A. Lopatukhina

    2016-01-01

    Full Text Available The aim of the presented publication is to discuss the changes in the practice of professional higher education which consist in strengthening and emphasis of an educational component in educational process.Methods. The methods involve the analysis of a condition of higher education and the provisions of the Federal Law on Education regulating its functioning in the Russian Federation; text-centered approach to education of the person of culture – the professional specialist, responsible for the activities.Results and scientific novelty. It states that some drawbacks of the existing present-day education organization are being constantly discussed by a pedagogical community of the Russian Federation: the absence of development stability; the absence of effective strategies and technologies of their implementation; the triumph of national nihilism confirmed by high schools and individual scientists participation in different foreign educational projects, usually having world notorious reputation; penetration of commercial principals in to an education system, the latter having been turned in to an education service, etc. As a result the personality quality itself has greatly deteriorated as well as Russia society intellect, on the whole, according to some law, psychological, philosophical and pedagogical analysis. The article stresses that the way out maybe found in restoring Russian national traditions and lost values and returning them to Russian education via adequate upbringing process. The authors describe their innovative model comprising three directions: 1 the integral three-factor spiritual, moral and intellectual upbringing of the students; 2 specially selected text content professional information using text-centered approach and 3 peculiar interaction of two education subjects: a student and a teacher. Their cooperation envisages the following stages: first, teacher’s strict guidance of a student; then

  20. 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.).

  1. Teacher Education Program Learning Technologies and Knowledge (Tac at the Pedagogical University Experimental Libertador Core Barinas (Venezuela

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    Oscar Antonio Martínez Molina

    2016-08-01

    Full Text Available The objective of this research is to propose a teacher training program of Learning Technologies and Knowledge (TAC at the Pedagogic University Libertador Barinas centre (Venezuela. This work is framed as a feasible project, supported by a descriptive field research. It was determined that teacher training programs Learning Technologies and Communication require an organizational structure, which should be under the figure of a coordination that is responsible for organizing everything related to the development of these projects.

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

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    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.

  3. 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…

  4. 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…

  5. Pedagogical actions under pressure? Primary school teachers’ perceptions of their pedagogical actions

    NARCIS (Netherlands)

    Gemmink, Michelle; Fokkens-Bruinsma, Marjon; Pauw, Ietje; van Veen, Klaas

    2017-01-01

    In Dutch primary schools, pedagogical actions seem to receive much less attention than content knowledge. This is the consequence of several developments and innovations that aimed at enhancing pupils’ learning outcomes and at improving teachers’ content knowledge and didactic actions. This results

  6. Supporting Multimedia Learning with Visual Signalling and Animated Pedagogical Agent: Moderating Effects of Prior Knowledge

    Science.gov (United States)

    Johnson, A. M.; Ozogul, G.; Reisslein, M.

    2015-01-01

    An experiment examined the effects of visual signalling to relevant information in multiple external representations and the visual presence of an animated pedagogical agent (APA). Students learned electric circuit analysis using a computer-based learning environment that included Cartesian graphs, equations and electric circuit diagrams. The…

  7. The ways of improvement of content and pedagogical conditions of preparation of master of preschool education in the context of development of creative potential

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    Oleksandra Iemchyk

    2017-04-01

    Full Text Available The necessity of changes in the process of professional preparation of master of preschool education, which is caused by insufficient preparation of graduates to solve problems in this field, low level of creative potential and, as the consequence, unavailability to realization creative pedagogical activity is outlined in the article. The main ways of improvement of content and pedagogical conditions of development of creative potential of master of preschool education in the process of professional preparation are presented: the improvement of content of scientific theoretical preparation of master, studying of progressive pedagogical experience; learning of professional pedagogical disciplines with the reliance to creative tasks with problem search nature; implementation to the educational process of magistracy of institution of higher education on the specialty “Preschool education” of special course “The foundations of development of creative potential of pedagogue”; attraction of students to the creative pedagogical practice; organization and management of students creative process from the side of teachers. There are also identified the perspectives of solution of the problem of development of creative abilities of personality of pedagogue during the professional preparation in the institution of higher education. The implementation of these ways to the educational process will contribute the increasing the readiness of graduates of institutions of higher education to realize pedagogical activity on the creative level, selfdevelopment and self-improvement of their personality.Key words: creative potential of master of preschool education, the professional preparation, the ways of improvement of content of professional preparation.

  8. Relações entre conteúdo e forma de conhecimentos e práticas pedagógicas em Geociências: imaginário de futuros professores numa disciplina de licenciatura Relations between shape and content of Geoscience pedagogical knowledge and practice: imaginary of future teachers at an undergraduate teaching license discipline

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    Henrique César da Silva

    2009-01-01

    undergraduate discipline and the professional content/shape, i.e., analysed in relation to elementary school, and becoming a teacher. The students' answers to a question we made indicated how they represented an activi-ty developed at that course in relation to their imaginary about being an elementary school teacher. The analysis also showed that the meanings were produced in different ways by the students, making them interfere in imaginaries from which those meanings were produced, about aspects of their memory as basic school students and the way they represent their knowledge and teaching practices of the discipline Geography at elementary school. The analysis showed that the activity is not transparent about its teaching content, because those meanings were the product of different discursive memories, related to different student-positions. This study points out the importance to consider and the possibility to work with future teachers imaginaries about teaching in relations that they establish to the content/shapes of their undergraduate scientific disciplines.

  9. An Exploration of EFL Teachers’ Awareness of the Sources of Pedagogical Knowledge in a Teacher Education Program

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    Macías Diego Fernando

    2013-10-01

    Full Text Available This project set out to investigate the extent to which the sources of English as a foreign language teachers’ pedagogical knowledge are acknowledged and addressed in a teacher education program in a public university in Colombia. It involved the participation of teacher educators and novice teachers as well as the analysis of documents. This research followed a qualitative design with an interpretive approach to inquiry, and the data used were semi-structured interviews and official documents. The results indicate that while most of the teacher educators appeared to be aware of the many sources of teachers’ pedagogical knowledge, novice teachers emphasized their initial teacher education and teaching experience as the only sources of their pedagogical knowledge.Este proyecto buscó investigar hasta qué punto las diferentes fuentes de conocimiento pedagógico de los docentes de inglés como lengua extranjera son reconocidas y abordadas en un programa de formación inicial en una universidad pública en Colombia. El proyecto involucró la participación de formadores de docentes y docentes principiantes y el análisis de documentos. La investigación siguió un diseño cualitativo con un enfoque interpretativo y los datos utilizados fueron entrevistas semiestructuradas y documentos oficiales. Los resultados indican que mientras la mayoría de los formadores de docentes parecían ser conscientes de las muchas fuentes del conocimiento pedagógico de los docentes, los docentes principiantes enfatizaron su educación inicial como docentes y la experiencia docente como las únicas fuentes de su conocimiento pedagógico.

  10. Improving medical students' knowledge of genetic disease: a review of current and emerging pedagogical practices

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    Wolyniak MJ

    2015-10-01

    Full Text Available Michael J Wolyniak,1 Lynne T Bemis,2 Amy J Prunuske2 1Department of Biology, Hampden-Sydney College, Hampden-Sydney, VA, 2Department of Biomedical Sciences, University of Minnesota Medical School, Duluth, MN, USA Abstract: Genetics is an essential subject to be mastered by health professional students of all types. However, technological advances in genomics and recent pedagogical research have changed the way in which many medical training programs teach genetics to their students. These advances favor a more experience-based education focused primarily on developing student's critical thinking skills. In this review, we examine the current state of genetics education at both the preclinical and clinical levels and the ways in which medical and pedagogical research have guided reforms to current and emerging teaching practices in genetics. We discover exciting trends taking place in which genetics is integrated with other scientific disciplines both horizontally and vertically across medical curricula to emphasize training in scientific critical thinking skills among students via the evaluation of clinical evidence and consultation of online databases. These trends will produce future health professionals with the skills and confidence necessary to embrace the new tools of medical practice that have emerged from scientific advances in genetics, genomics, and bioinformatics. Keywords: genetics education, medical genetics, pedagogical practice, active learning, problem-based learning

  11. SUPERVISED CURRICULUM INTERNSHIP IN GEOGRAPHY AND PEDAGOGICAL MEDIATION: between knowledge and practices for a dialogical approach

    Directory of Open Access Journals (Sweden)

    Francisco Kennedy Silva dos Santos

    2014-01-01

    Full Text Available The present article is the result of an inquiry which has for its object the pedagogical mediation in Geography, with reference to the supervised curriculum internship in Geography, obligatory component for teacher training in degree courses. We start from an analysis of reflective professional trajectory teaching, in research supported type "state of the art" or "state of knowledge" for bibliographical supports our interventions (FERREIRA, 2002. We seek authors such as (CORTELLA, 2008; FAZENDA, 1991; FREIRE, 2003; LIBÂNEO, 2005; TARDIF, 2002; among others further deepening of the central categories for our analyzes. We intend to test this, open up new possibilities for understanding the role of teaching practice in teacher education in the light of the narrowing theory and practice. The reflection on the everyday, especially from the real questions of the teacher, is in the condition to proceed with training more articulate and coherent with reality. The lack of a more systematic partnership between schools and the University has led to the development of proposals and optimized with little impact on the educational community. Being a teacher today is a challenge that involves humanitarian issue and expertise needed to see and mingle with the world. RESUMO: O presente artigo resulta de uma investigação que tem por objeto a mediação pedagógica em Geografia, tendo como referência o estágio curricular supervisionado, componente obrigatório para formação de professores nos cursos de licenciatura. Partimos de uma análise reflexiva da trajetória profissional docente, respaldados em pesquisas do tipo “estado da arte” ou “estado do conhecimento” de caráter bibliográfico para dá suporte a nossas intervenções (FERREIRA, 2002. Buscamos em autores como (CORTELLA, 2008; FAZENDA, 1991; FREIRE, 2003; LIBÂNEO, 2005; TARDIF, 2002; entre outros um maior aprofundamento das categorias centrais para nossas análises. Pretendemos com este

  12. The Essence of the Concept “Ethno-Pedagogical Competence”

    Directory of Open Access Journals (Sweden)

    Botakoz A. Zhekibaeva

    2014-03-01

    Full Text Available The paper discloses the nature and content of the notion “ethno-pedagogical competence”, based on a study of scientific works of Russian and foreign researchers. The analysis of these works shows that ethno-pedagogical competence as a scientific and pedagogical problem is disclosed in the ethno-pedagogical concept and is associated with the development of ethno-pedagogical science. The article presents an analysis of the definitions of “ethno-pedagogical competence” by several scientists; it discloses the driving conditions of the development of ethno-pedagogical competence in modern pedagogical science. The necessity of forming ethno-pedagogical competences as part of the training process of the future teachers at the university has been proven. The article defines more precisely the notion of “ethno-pedagogical competence of future teachers”, which is considered to be a set of integrative professionally significant personal qualities, contributing to the implementation of ethno-pedagogical knowledge, skills and professional experience in the conditions of a multi-ethnic educational environment.

  13. 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

  14. 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…

  15. Improving medical students' knowledge of genetic disease: a review of current and emerging pedagogical practices.

    Science.gov (United States)

    Wolyniak, Michael J; Bemis, Lynne T; Prunuske, Amy J

    2015-01-01

    Genetics is an essential subject to be mastered by health professional students of all types. However, technological advances in genomics and recent pedagogical research have changed the way in which many medical training programs teach genetics to their students. These advances favor a more experience-based education focused primarily on developing student's critical thinking skills. In this review, we examine the current state of genetics education at both the preclinical and clinical levels and the ways in which medical and pedagogical research have guided reforms to current and emerging teaching practices in genetics. We discover exciting trends taking place in which genetics is integrated with other scientific disciplines both horizontally and vertically across medical curricula to emphasize training in scientific critical thinking skills among students via the evaluation of clinical evidence and consultation of online databases. These trends will produce future health professionals with the skills and confidence necessary to embrace the new tools of medical practice that have emerged from scientific advances in genetics, genomics, and bioinformatics.

  16. Improving medical students’ knowledge of genetic disease: a review of current and emerging pedagogical practices

    Science.gov (United States)

    Wolyniak, Michael J; Bemis, Lynne T; Prunuske, Amy J

    2015-01-01

    Genetics is an essential subject to be mastered by health professional students of all types. However, technological advances in genomics and recent pedagogical research have changed the way in which many medical training programs teach genetics to their students. These advances favor a more experience-based education focused primarily on developing student’s critical thinking skills. In this review, we examine the current state of genetics education at both the preclinical and clinical levels and the ways in which medical and pedagogical research have guided reforms to current and emerging teaching practices in genetics. We discover exciting trends taking place in which genetics is integrated with other scientific disciplines both horizontally and vertically across medical curricula to emphasize training in scientific critical thinking skills among students via the evaluation of clinical evidence and consultation of online databases. These trends will produce future health professionals with the skills and confidence necessary to embrace the new tools of medical practice that have emerged from scientific advances in genetics, genomics, and bioinformatics. PMID:26604852

  17. 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

  18. 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…

  19. Pre-Service Teachers' Pedagogical Relationships and Experiences of Embedding Indigenous Australian Knowledge in Teaching Practicum

    Science.gov (United States)

    Hart, Victor; Whatman, Susan; McLaughlin, Juliana; Sharma-Brymer, Vinathe

    2012-01-01

    This paper argues from the standpoint that embedding Indigenous knowledge and perspectives in Australian curricula occurs within a space of tension, "the cultural interface", in negotiation and contestation with other dominant knowledge systems. In this interface, Indigenous knowledge is in a state of constancy and flux, invisible and…

  20. Preservice Teachers' Professional Knowledge and Its Relation to Academic Self-Concept

    Science.gov (United States)

    Paulick, Isabell; Großschedl, Jörg; Harms, Ute; Möller, Jens

    2016-01-01

    We investigated the factorial structure of preservice teachers' academic self-concept with regard to three domains of professional knowledge (content knowledge [CK], pedagogical content knowledge [PCK], and pedagogical/psychological knowledge [PPK]). We also analyzed the relation between preservice teachers' academic self-concept and their…

  1. 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.

  2. 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.

  3. Relatos de experiencia, saber pedagógico y reconstrucción de la memoria escolar Statements of experience, pedagogical knowledge and reconstruction of the school memory

    Directory of Open Access Journals (Sweden)

    Daniel H. Suárez

    2011-04-01

    Full Text Available El artículo explora las potencialidades teóricas, metodológicas y políticas de la documentación narrativa de experiencias pedagógicas como dispositivo de investigación-formación-acción entre docentes y modalidad de trabajo colaborativo orientado a la reconstrucción de la memoria pedagógica de la escuela y al cambio educativo. Para ello, propone una mirada pedagógica de las escuelas, los docentes y el currículum, vincula en términos teóricos la narrativa docente, la memoria pedagógica y el currículum en acción, presenta argumentos a favor del diseño de formas de documentación pedagógica alternativas a las dominantes, pondera los relatos de experiencias pedagógicas como otra manera de nombrar el mundo escolar, se interroga e identifica potencialidades críticas de la estrategia, pone en consideración una definición amplia de saber pedagógico e imagina algunas implicancias intelectuales y políticas de la difusión de estas modalidades alternativas de producción de saber pedagógico, formación entre pares e intervención política en el campo pedagógico.The article explores the methodological, theoretical and political potentialities of the narrative documentation of pedagogical experiences as an instrument of educational action research among teachers and as a modality of collaborative work orientated to the reconstruction of the pedagogical memory of the school and to the educational change. Thus, it proposes a pedagogical view of the schools, the teachers and the curriculum, connects in theoretical terms the teacher's narrative, the pedagogical memory and the curriculum in action, presents arguments in favor of the drawing of alternative forms of pedagogical documentation to the dominant ones, shows the statements of pedagogical experiences as another way of naming the school world, asks and identifies critical potentialities of strategy, puts in consideration a wide definition of pedagogical knowledge and imagines

  4. Health and pedagogical practice

    DEFF Research Database (Denmark)

    Koch, Anette Boye

    2014-01-01

    The aim of this book is to highlight the basic pedagogical knowledge and values in Danish educational daycare institutions (kindergartens). In the book we present a selction of current research and development projects covering central issues of the pedagogical work in Danish early childhood...

  5. Virtualization and New Geographies of Knowledge in Higher Education: Possibilities for the Transformation of Knowledge, Pedagogic Relations and Learner Identities

    Science.gov (United States)

    Taylor, Carol A.; Dunne, Mairead

    2011-01-01

    This article considers some of the ways in which the transformative power of Web 2.0 digital technology is reconfiguring learning, knowledge and academic identities in the contemporary university. Through a focus on five specific examples, we consider the impact of virtualization processes on spatiality, materiality and embodiment, and pedagogic…

  6. Tech-Savvy Science Education? Understanding Teacher Pedagogical Practices for Integrating Technology in K-12 Classrooms

    Science.gov (United States)

    Hechter, Richard; Vermette, Laurie Anne

    2014-01-01

    This paper examines the technology integration practices of Manitoban K-12 inservice science educators based on the Technological, Pedagogical, and Content knowledge (TPACK) framework. Science teachers (n = 433) completed a 10-item online survey regarding pedagogical beliefs about technology integration, types of technology used, and how often…

  7. Criminal Justice Majors' Basic Knowledge of U.S. Constitutional Rights and Pedagogical Implications

    Science.gov (United States)

    Heuer, Janet; Coggins, Porter E.

    2017-01-01

    Criminal justice students preparing at the university level will be required to possess knowledge and understanding of applicable constitutional law, rights and responsibilities upon entering their profession to ensure the competent execution of the duties of which they will be entrusted to perform. Students majoring in the criminal justice field…

  8. Second Language Idiom Learning: The Effects of Lexical Knowledge and Pedagogical Sequencing

    Science.gov (United States)

    Zyzik, Eve

    2011-01-01

    This article examines the acquisition of Spanish idioms in a classroom setting that was supplemented with explicit instruction over a 10-week period. The research design manipulated two variables: prior lexical knowledge and idiom organization. Sixty-five second language (L2) learners completed pre- and posttests that measured their ability to…

  9. Preservice Teachers' Connections of Pedagogical Knowledge to Mentoring At-Risk Adolescents: Benefits and Challenges

    Science.gov (United States)

    Garza, Ruben; Ovando, Martha N.

    2012-01-01

    Providing authentic encounters with secondary students may be a way to provide a realistic image of students' academic challenges, and enhance preservice teachers' skills, knowledge, and dispositions to better address the needs of their future academically, linguistically, socially, and culturally unique students. The purpose of our study was to…

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

    Science.gov (United States)

    Majidi, Sharareh; Emden, Markus

    2013-01-01

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

  11. 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…

  12. Exploring Pedagogical Content Knowledge of Biology Graduate Teaching Assistants through Their Participation in Lesson Study

    Science.gov (United States)

    Lampley, Sandra A.; Gardner, Grant E.; Barlow, Angela T.

    2018-01-01

    Graduate teaching assistants (GTAs) are responsible for teaching the majority of biology undergraduate laboratory sections, although many feel underprepared to do so. This study explored the impact of biology GTA participation in a professional development model known as lesson study. Using a case study methodology with multiple qualitative data…

  13. 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

    2017-01-01

    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…

  14. The Development of Pedagogical Content Knowledge in First-Year Graduate Teaching Assistants

    Science.gov (United States)

    Judson, Thomas W.; Leingang, Matthew

    2016-01-01

    Our investigation is concerned with new teachers developing their ability to understand student thinking. We conducted individual interviews with graduate students teaching calculus for the first time, interviewing a representative sample of graduate students before and after their first teaching assignment. The interviews were transcribed and…

  15. Supporting Teachers' Technological Pedagogical Content Knowledge of Fractions through Co-Designing a Virtual Manipulative

    Science.gov (United States)

    Hansen, Alice; Mavrikis, Manolis; Geraniou, Eirini

    2016-01-01

    This study explores the impact that co-designing a virtual manipulative, Fractions Lab, had on teachers' professional development. Tapping into an existing community of practice of mathematics specialist teachers, the study identifies how a cooperative enquiry approach utilising workshops and school-based visits challenged 23 competent primary…

  16. Vision, Curriculum, and Pedagogical Content Knowledge in the Preparation of Israel Educators

    Science.gov (United States)

    Backenroth, Ofra; Sinclair, Alex

    2014-01-01

    In this article we explore how we as teacher educators translate a new vision of Israel education into curricular practice in the preparation of emerging Jewish educators. Using a practitioner inquiry mode of research, we reflect on our existential vision of Israel education and its translation into practice as creators and directors of a semester…

  17. Perceptions of Technological, Pedagogical and Content Knowledge (TPACK) among Pre-Service Teachers in Estonia

    Science.gov (United States)

    Luik, Piret; Taimalu, Mere; Suviste, Reelika

    2018-01-01

    Most countries stress that preparing quality teachers for twenty-first century students is an essential task for teacher training institutions. Besides the skills for how to teach subjects effectively, teachers should also know how to integrate digital technology into their teaching. Several studies have been done based on the TPACK framework.…

  18. Technological, Pedagogical, and Content Knowledge (TPACK) Competencies of Preservice Teachers at a Small Rural University

    Science.gov (United States)

    Holland, Denise D.

    2014-01-01

    Some members of the Millennial generation entered postsecondary education at the end of the first decade of the 21st century. From 1980-2009, the importance of technology training for preservice teachers was increasingly recognized. During this same time period, administrators and educators of teacher education programs were urged to prepare…

  19. Assessing College Students' Perceptions of a Case Teacher's Pedagogical Content Knowledge Using a Newly Developed Instrument

    Science.gov (United States)

    Jang, Syh-Jong

    2011-01-01

    Ongoing professional development for college teachers has been much emphasized. However, previous research on learning environments has seldom addressed college students' perceptions of teachers' PCK. This study aimed to evaluate college students' perceptions of a physics teacher's PCK development using a newly developed instrument and workshop…

  20. The Implementation of Pedagogical Content Knowledge (PCK based Guided Inquiry on Science Teacher Students

    Directory of Open Access Journals (Sweden)

    Lulu Tunjung Biru

    2018-05-01

    Full Text Available The aim of this study is examining the learning of Integrated Sciences through PCK based guided inquiry on prospective science teacher students. This research method was descriptive qualitative involving 33 science teacher students who taking Integrated Science 1 Subject in academic year 2016/2017. The research instrument used was the observation sheet to know the implementation PCK based guided inquiry. The results showed that the implementation of the activities of lecturer and science teacher students during the learning process using PCK based guided inquiry was very good conducted.

  1. Professionalizing In-Service Teachers' Focus on Technological Pedagogical and Content Knowledge

    Science.gov (United States)

    Getenet, Seyum Tekeher; Beswick, Kim; Callingham, Rosemary

    2016-01-01

    In Ethiopia, primary school teachers of science and mathematics are encouraged to integrate Information and Communication Technology (ICT) into their teaching as a means to improve the quality of education. However, there has not been the same emphasis placed on providing professional learning opportunities for teachers on how to use ICT in their…

  2. The Process of Physics Teaching Assistants' Pedagogical Content Knowledge Development

    Science.gov (United States)

    Seung, Eulsun

    2013-01-01

    This study explored the process of physics teaching assistants' (TAs) PCK development in the context of teaching a new undergraduate introductory physics course. "Matter and Interactions" (M&I) has recently adopted a new introductory physics course that focuses on the application of a small number of fundamental physical…

  3. 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.

  4. 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…

  5. Content

    DEFF Research Database (Denmark)

    Keiding, Tina Bering

    secondary levels. In subject matter didactics, the question of content is more developed, but it is still mostly confined to teaching on lower levels. As for higher education didactics, discussions on selection of content are almost non-existent on the programmatic level. Nevertheless, teachers are forced...... curriculum, in higher education, and to generate analytical categories and criteria for selection of content, which can be used for systematic didactical reflection. The larger project also concerns reflection on and clarification of the concept of content, including the relation between content at the level......Aim, content and methods are fundamental categories of both theoretical and practical general didactics. A quick glance in recent pedagogical literature on higher education, however, reveals a strong preoccupation with methods, i.e. how teaching should be organized socially (Biggs & Tang, 2007...

  6. 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…

  7. 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,…

  8. 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…

  9. Pedagogical Design Capacity and Underlying Knowledge Base of Curriculum Materials Use of a Hong Kong English Teacher

    Science.gov (United States)

    Chong, Ivan

    2016-01-01

    Using "pedagogical design capacity" ("PDC") as the conceptual framework, this single-case study examines how an English teacher in Hong Kong perceives and mobilizes curriculum materials to teach reading comprehension to secondary one students in two stages of implementation. Relying on data collected from semi-structured…

  10. "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

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

    Science.gov (United States)

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

    2017-01-01

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

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

    Science.gov (United States)

    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)

  13. Masks in Pedagogical Practice

    Science.gov (United States)

    Roy, David

    2016-01-01

    In Drama Education mask work is undertaken and presented as both a methodology and knowledge base. There are numerous workshops and journal articles available for teachers that offer knowledge or implementation of mask work. However, empirical examination of the context or potential implementation of masks as a pedagogical tool remains…

  14. Systemizing the Pedagogic Concepts

    Directory of Open Access Journals (Sweden)

    G. N. Serikov

    2013-01-01

    Full Text Available The paper emphasizes the necessity of systemizing the pedagogic concepts to complement the pluralism principle dominating in pedagogy over the recent years. The author recommends the person oriented systematic synergetic methodology combining various research data into a holistic scientific approach. The paper regards education as the core pedagogic concept - including training, upbringing, self-education, their respective subcomponents, and generated personal resource. The elements of personal resource combine the acquired knowledge, skills and values, developed subjective attitudes and individual health data. The key pedagogic terms describing the educational process are represented by a three-level system; the first level involves the educational form concepts, the second – generated personal resource, the third – summarized notion system combining the previous levels and reflecting their binary relations. The given construct systemizes the pedagogic conceptual apparatus and clarifies the theoretical notion of personal education. 

  15. An Experienced Chemistry Teacher's Practical Knowledge of Teaching with Practical Work: The PCK Perspective

    Science.gov (United States)

    Wei, Bing; Liu, Hao

    2018-01-01

    We have examined an experienced chemistry teacher's pedagogical content knowledge (PCK) of teaching with practical work in China. Based on the well-known PCK model by Magnusson S. J., Krajcik J. and Borko H., (1999), "Nature, sources, and development of pedagogical content knowledge for science teaching," in Gess-Newsome J. and Lederman…

  16. The Correlation between Prospective Teachers' Knowledge of Algebraic Inverse Operations and Teaching Competency--Using the Square Root as an Example

    Science.gov (United States)

    Leung, Issic Kui Chiu; Ding, Lin; Leung, Allen Yuk Lun; Wong, Ngai Ying

    2016-01-01

    This study is part of a larger study investigating the subject matter knowledge and pedagogical content knowledge of Hong Kong prospective mathematics teachers, the relationship between the knowledge of algebraic operation and its inverse, and their teaching competency. In this paper, we address the subject matter knowledge and pedagogical content…

  17. 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 ...

  18. Framework for pedagogical learning analytics

    OpenAIRE

    Heilala, Ville

    2018-01-01

    Learning analytics is an emergent technological practice and a multidisciplinary scientific discipline, which goal is to facilitate effective learning and knowledge of learning. In this design science research, I combine knowledge discovery process, a concept of pedagogical knowledge, ethics of learning analytics and microservice architecture. The result is a framework for pedagogical learning analytics. The framework is applied and evaluated in the context of agency analytics. The framework ...

  19. Preschool Teachers' Sensitivity to Mathematics in Children's Play: The Influence of Math-Related School Experiences, Emotional Attitudes, and Pedagogical Beliefs

    Science.gov (United States)

    Anders, Yvonne; Rossbach, Hans-Günther

    2015-01-01

    Without a doubt, math-related pedagogical content knowledge (PCK), pedagogical beliefs, and emotional attitudes are considered important dimensions of preschool teachers' professional competence. This research, however, documents that they are still understudied. This study focuses on certain aspects of the described dimensions: the sensitivity…

  20. 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.

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

    Science.gov (United States)

    Kim, Insook

    2016-01-01

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

  2. 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. 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…

  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. 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 ...

  6. 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.

  7. Using Doubly Latent Multilevel Analysis to Elucidate Relationships between Science Teachers' Professional Knowledge and Students' Performance

    Science.gov (United States)

    Mahler, Daniela; Großschedl, Jörg; Harms, Ute

    2017-01-01

    Teachers make a difference for the outcome of their students in science classrooms. One focus in this context lies on teachers' professional knowledge. We describe this knowledge according to three domains, namely (1) content knowledge (CK), (2) pedagogical content knowledge (PCK), and (3) curricular knowledge (CuK). We hypothesise a positive…

  8. 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…

  9. 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…

  10. 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.

  11. 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…

  12. Constructing Pedagogical Models For E-learning

    OpenAIRE

    Patricia Alejandra Behar

    2011-01-01

    This article brings forth an overview of the paradigmatic crisis and the introduction of new pedagogical practices. It also discusses the relationship between paradigm and pedagogical model, presenting a theoretical discussion on the concepts of pedagogical model for E-learning and its pedagogical architecture. To do so, the elements that are part of it such as organizational aspects, content, methodological and technological aspects are discussed. This theoretical discussion underlies the co...

  13. Pedagogical Lexicography

    DEFF Research Database (Denmark)

    Tarp, Sven

    2011-01-01

    theoretical and practical development. The problem is especially severe within so-called pedagogical lexicography. A short panoramic review shows that especially the terms "pedagogical lexicography/dictionaries", "didactic lexicography/dictionaries", "school dic¬tionaries" and "learners' dictionaries...... to overcome the present confusion, it is therefore urgent to establish a typology that can be used as reference by scholars dealing theoretically with the subfield of pedagogical lexicography. The article will first show the amazing variety of mean¬ings addressed to the various terms in the theoretical...... literature. It will then approach the problem along two different lines: 1) establishing a clear definition of the terms "pedagogical", "didactic", "school" and "learner" in a lexicographical perspective, and 2) referring to the existing practice where the terms are frequently used in a much broader sense...

  14. Process Mediates Structure: The Relation between Preschool Teacher Education and Preschool Teachers' Knowledge

    Science.gov (United States)

    Blömeke, Sigrid; Jenßen, Lars; Grassmann, Marianne; Dunekacke, Simone; Wedekind, Hartmut

    2017-01-01

    Data about processes and outcomes of preschool teacher education is scarce. This paper examines the opportunities to learn (OTL) of prospective preschool teachers (N = 1,851) at different types and stages of preschool teacher education and their relation to general pedagogical knowledge (GPK), mathematics pedagogical content knowledge (MPCK), and…

  15. Researcher sherlockiana pedagogical perspective

    Directory of Open Access Journals (Sweden)

    Diego Antonio Pineda

    2010-01-01

    Full Text Available The text present the conceptual development about an author denominated pedagogical research. It explains from the reading and interpretation of Sir Arthur Konan Doyle texts and its main character Sherlock Holmes, some clues on order to do the pedagogical researcher: personal passion for the knowledge, curiosity and astonished, diligence and discipline, logical and imaginatively ability. At same time it explains the possibility of free and public discussion in the university and the strength in the writing and the community academic formation as characteristic of pedagogical researcher. The text is development in three parts: first makes references to the characteristics of researcher, second it is about the process of research and performance characteristics of itself and last it explains the institutional conditions which permit its action and implication into society.

  16. 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.

  17. 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.

  18. 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…

  19. 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…

  20. 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…

  1. 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…

  2. 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…

  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. Pedagogical approaches

    DEFF Research Database (Denmark)

    Lund Larsen, Lea

    questions are: How (much) and what do teachers learn from experience? And how do teachers of adults develop their pedagogical approach? I examine the field of adult learners from the teachers’ perspective. Firstly, I identify some of the commonly described characteristics of adults as learners...... in formal settings, but in most teaching settings, the teachers act alone and develop their pedagogical approaches/- teaching strategies with no synchronous sparring from a colleague. Adult learners have particular needs and characteristics that their teachers must be able to address (cf. Knowles...

  5. In-the-Moment Teaching Decisions in Primary Grade Reading: The Role of Context and Teacher Knowledge

    Science.gov (United States)

    Griffith, Robin; Bauml, Michelle; Barksdale, Bonnie

    2015-01-01

    This study provides insight into the in-the-moment teaching decisions made during reading instruction in the primary grades. Eight exemplary teachers of reading drew upon pedagogical knowledge and pedagogical content knowledge to make these in-the-moment decisions. Findings indicate the focus of teachers' in-the-moment decisions varied depending…

  6. 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

  7. Assessment of entrepreneurship pedagogy on entrepreneurship knowledge and entrepreneurial human capital asset: A conceptual model

    Directory of Open Access Journals (Sweden)

    Chidimma Odira Okeke

    2016-06-01

    Full Text Available This study is an effort to propose a conceptual model to measure the impact assessment of entrepreneurship pedagogic. It delineates entrepreneurship education pedagogic into four dimensions and opined specific level for each dimension. Reviewing the entrepreneurship education programme, assessment of entrepreneurship pedagogic evaluates the structure that influence growth mindset development through embedded heuristic strategies, thus, the impact on entrepreneurship knowledge and entrepreneurial capital asset context is proposed. Affirming Fayolle, Gailly, and Lassa-Clerc conceptual affinity that entrepreneurship education share with learning theories and entrepreneurship pedagogical content knowledge were conceptualized to suggest some practical realism guidelines of what insightful philosophy of teaching entrepreneurship need to achieve. With direct synthesis of relevant literature, propositions relating to entrepreneurship pedagogic structure along with the institutional connectedness and associated dimensions of entrepreneurship pedagogic assessment outcome were postulated. Also, the paper proposes the need for further assessment of specific forms of pedagogic impact on entrepreneurial human capital asset.

  8. The Relationship between Agriculture Knowledge Bases for Teaching and Sources of Knowledge

    Science.gov (United States)

    Rice, Amber H.; Kitchel, Tracy

    2015-01-01

    The purpose of this study was to describe the agriculture knowledge bases for teaching of agriculture teachers and to see if a relationship existed between years of teaching experience, sources of knowledge, and development of pedagogical content knowledge (PCK), using quantitative methods. A model of PCK from mathematics was utilized as a…

  9. 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.

  10. Pedagogical-Research Designs to Capture the Symbiotic Nature of Professional Knowledge and Learning about e-Learning in Initial Teacher Education in the UK

    Science.gov (United States)

    Turvey, Keith

    2010-01-01

    This paper argues that if new communications technologies and online spaces are to yield "new relationship[s] with learners" then research that is tuned to recognize, capture and explain the pedagogical processes at the center of such interactions is vital. This has implications for the design of pedagogical activities within Initial…

  11. 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.

  12. 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.

  13. Exploring the Reasons for Using Electric Books and Technologic Pedagogical and Content Knowledge of Taiwanese Elementary Mathematics and Science Teachers

    Science.gov (United States)

    Chen, Ho-Yuan; Jang, Syh-Jong

    2013-01-01

    This study highlights trends and features of E-books and their versatility of this tool in elementary educational settings. There has been little quantitative research employed to examine teachers' reasons for using or not using E-books. The purpose of this study was to examine elementary school mathematics and science teachers' reasons for using…

  14. Exploring the Use of Lesson Study to Develop Elementary Preservice Teachers' Pedagogical Content Knowledge for Teaching Nature of Science

    Science.gov (United States)

    Akerson, Valarie L.; Pongsanon, Khemmawadee; Park Rogers, Meredith A.; Carter, Ingrid; Galindo, Enrique

    2017-01-01

    This study explored a modified version of Japanese Lesson Study to determine whether and how it influenced preservice elementary teachers in their abilities to deliver science lessons that included nature of science (NOS) to their own students. We used a case study approach that focused on one subset of a cohort of preservice elementary teachers…

  15. A Technology Integration Education (TIE) Model: Millennial Preservice Teachers' Motivations about Technological, Pedagogical, and Content Knowledge (TPACK) Competencies

    Science.gov (United States)

    Holland, Denise D.; Piper, Randy T.

    2014-01-01

    Nobel laureates Schultz (1971) and Becker (1964, 1993) reinvigorated the analysis of education investments. Human capital investments that improve cognitive skills for elementary and secondary students have important economic implications. An interdisciplinary, 12-construct technology integration education (TIE) model was developed. The sample…

  16. Exploring Teachers' Technological Pedagogical Content Knowledge (TPACK) in an Online Course: A Mixed Methods Study

    Science.gov (United States)

    Varguez, Ricardo

    2012-01-01

    The constant expansion of Web 2.0 applications available on the World Wide Web and expansion of technology resources has prompted the need to better prepare current and future educators to make more effective use of such resources in their classrooms. The purpose of this embedded mixed methods case study was to describe the experiences and changes…

  17. Curricular Space Allocated for Dance Content in Physical Education Teacher Education Programs: A Literature Review

    Science.gov (United States)

    Marquis, Jenée Marie; Metzler, Mike

    2017-01-01

    This literature review examines curricular space allocated to activity based/movement content courses in Physical Education Teacher Education (PETE) pre-service programs, specifically focusing on how dance content knowledge and pedagogical content knowledge are addressed within those programs. This review includes original empirical research…

  18. 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.

  19. 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

  20. 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...

  1. 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.

  2. PCK: How Teachers Transform Subject Matter Knowledge.

    Science.gov (United States)

    Veal, William R.; van Driel, Jan; Hulshof, Hans

    2001-01-01

    Review of book on the concept of pedagogical content knowledge (PCK), including chapters reviewing an extensive body of research on the knowledge base for teaching, especially science, and the application of PCK to the design of elementary and secondary school science teacher-education programs. (PKP)

  3. Preservice Secondary Mathematics Teachers' Knowledge of Students

    Science.gov (United States)

    Kilic, Hulya

    2011-01-01

    The aim of this paper is to present the nature of preservice secondary mathematics teachers' knowledge of students as emerged from a study investigating the development of their pedagogical content knowledge in a methods course and its associated field experience. Six preservice teachers participated in the study and the data were collected in the…

  4. Quality and Knowledge Content in Music Activities in Preschool: The Impact of Human Materiality Combinations

    Science.gov (United States)

    Zimmerman Nilsson, Marie-Helene; Holmberg, Kristina

    2017-01-01

    Traditionally, pedagogical research has been child centered, where materialities often have been considered as objects and tools. However, in recent posthuman research, attempts have been made to consider human materiality combinations to have impact on pedagogical activities in preschool, but to a large extent music as an issue has been…

  5. 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,

  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. 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.

  8. 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…

  9. 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…

  10. 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…

  11. 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…

  12. 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…

  13. 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

  14. 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…

  15. 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…

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

    NARCIS (Netherlands)

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

    2012-01-01

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

  17. 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.

  18. 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.

  19. Pedagogical processes in healthcare: an exploratory study of pedagogic work with patients and next of kin.

    Science.gov (United States)

    Hult, Håkan; Lindblad Fridh, Marianne; Lindh Falk, Annika; Thörne, Karin

    2009-12-01

    Care and education have much in common, and work in the healthcare sector is closely associated with learning and teaching. It is felt that many in the healthcare and medical services are not aware of their pedagogic skills and how they can be developed. FRAME OF REFERENCE: Belonging to a community of practice means that you share perspectives, methods and language. The aim is to describe the pedagogical discourse by identifying pedagogical processes and studying the staff's awareness of such processes or situations in which a pedagogical approach would be useful in their work with patients and next of kin. A qualitative study based on individual and group interviews. The analysis is directed by grounded theory. The pedagogical processes varied in length and quality. Most were unplanned and were usually embedded in treatment. The pedagogical process is linear (planning, goal setting, teaching and evaluating) in an educational setting but we found that the beginning and end can be unclear and the goals can be vague or non-existent. The pedagogical process is best described using the concepts Read, Guide and Provide learning support. The pedagogical discourse in healthcare is almost silent. Data indicate that at the collective level there is very little support for professional development of pedagogical ability. Tacit knowledge may therefore remain silent even though it may be possible to formulate and describe it. There is a strong need to focus on the pedagogical parts of the work and to encourage and support the development of professional pedagogical knowledge.

  20. 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.

  1. 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)

  2. Teacher Directed Design: Content Knowledge, Pedagogy and Assessment under the Nevada K-12 Real-Time Seismic Network

    Science.gov (United States)

    Cantrell, P.; Ewing-Taylor, J.; Crippen, K. J.; Smith, K. D.; Snelson, C. M.

    2004-12-01

    Education professionals and seismologists under the emerging SUN (Shaking Up Nevada) program are leveraging the existing infrastructure of the real-time Nevada K-12 Seismic Network to provide a unique inquiry based science experience for teachers. The concept and effort are driven by teacher needs and emphasize rigorous content knowledge acquisition coupled with the translation of that knowledge into an integrated seismology based earth sciences curriculum development process. We are developing a pedagogical framework, graduate level coursework, and materials to initiate the SUN model for teacher professional development in an effort to integrate the research benefits of real-time seismic data with science education needs in Nevada. A component of SUN is to evaluate teacher acquisition of qualified seismological and earth science information and pedagogy both in workshops and in the classroom and to assess the impact on student achievement. SUN's mission is to positively impact earth science education practices. With the upcoming EarthScope initiative, the program is timely and will incorporate EarthScope real-time seismic data (USArray) and educational materials in graduate course materials and teacher development programs. A number of schools in Nevada are contributing real-time data from both inexpensive and high-quality seismographs that are integrated with Nevada regional seismic network operations as well as the IRIS DMC. A powerful and unique component of the Nevada technology model is that schools can receive "stable" continuous live data feeds from 100's seismograph stations in Nevada, California and world (including live data from Earthworm systems and the IRIS DMC BUD - Buffer of Uniform Data). Students and teachers see their own networked seismograph station within a global context, as participants in regional and global monitoring. The robust real-time Internet communications protocols invoked in the Nevada network provide for local data acquisition

  3. Preservice Secondary Mathematics Teachers’ Knowledge of Students

    OpenAIRE

    Kılıç, Hülya

    2011-01-01

    The aim of this paper is to present the nature of preservice secondary mathematics teachers’ knowledge of students as emerged from a study investigating the development of their pedagogical content knowledge in a methods course and its associated field experience. Six preservice teachers participated in the study and the data were collected in the forms of observations, interviews and written documents. Knowledge of students is defined as teachers’ knowledge of what mathematical concepts are ...

  4. Opening up education - some pedagogical considerations

    DEFF Research Database (Denmark)

    Bang, Jørgen; Dalsgaard, Christian; Kjær, Arne

    2016-01-01

    would we need universities? Libraries could do the job!” In order to open up education, we need to develop a pedagogical framework for knowledge building to supplement the tradition for knowledge acquisition in higher education. In this article we present our strategic considerations for organising......In the “Communication from the Commission to the European Parliament, the Council, the European Economic and Social Committee and the Committee of the Regions” from September 25, 2013 the Commission advocated strongly to ‘Opening up Education’ through ‘Innovative teaching and learning for all...... through new Technologies and Open Educational Resources’. We strongly support this vision for the future and aim at realising it within a Danish context with a population of five million. However, we also retain a certain scepticism and remember the saying of David Wiley: “If content is all we need, why...

  5. 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.

  6. 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.

  7. Pedagogical Beliefs and Attitudes of Computer Science Teachers in Greece

    Science.gov (United States)

    Fessakis, Georgios; Karakiza, Tsampika

    2011-01-01

    Pedagogical beliefs and attitudes significantly determine the professional skills and practice of teachers. Many professional development programs for teachers aim to the elaboration of the pedagogical knowledge in order to improve teaching quality. This paper presents the study of pedagogical beliefs of computer science teachers in Greece. The…

  8. Public Pedagogical Portfolio

    DEFF Research Database (Denmark)

    Andersen, Shuang Ma

    • formulate my own understanding of fundamental pedagogical view derived from both theoretical and practical education up to now (there might be change in the future) • create my own recipe for a good lecture • recommend a few teaching methods optimized for engineering students • identify my own SWOT...... as tool to analyze teaching practice and thereafter improve teaching outcome. • motivate engineer students, really achieve deep learning, and gain knowledge at high SOLO level. • At the same time, hope colleagues of similar field can find some points useful as well....

  9. 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...

  10. 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.

  11. 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.

  12. 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.

  13. 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.

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

    Science.gov (United States)

    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.

  15. 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…

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

    Science.gov (United States)

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

    2015-01-01

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

  17. 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.…

  18. Knowledge Distribution and Power Relations in HIV-Related Education and Prevention for Gay Men: An Application of Bernstein to Australian Community-Based Pedagogical Devices

    Science.gov (United States)

    McInnes, David; Murphy, Dean

    2011-01-01

    This paper seeks to make a theoretical and analytic intervention into the field of HIV-related education and prevention by applying the pedagogy framework of Basil Bernstein to a series of pedagogical devices developed and used in community-based programmes targeting gay men in Australia. The paper begins by outlining why it is such an…

  19. Linking Student Achievement and Teacher Science Content Knowledge about Climate Change: Ensuring the Nations 3 Million Teachers Understand the Science through an Electronic Professional Development System

    Science.gov (United States)

    Niepold, F.; Byers, A.

    2009-12-01

    The scientific complexities of global climate change, with wide-ranging economic and social significance, create an intellectual challenge that mandates greater public understanding of climate change research and the concurrent ability to make informed decisions. The critical need for an engaged, science literate public has been repeatedly emphasized by multi-disciplinary entities like the Intergovernmental Panel on Climate Change (IPCC), the National Academies (Rising Above the Gathering Storm report), and the interagency group responsible for the recently updated Climate Literacy: The Essential Principles of Climate Science. There is a clear need for an American public that is climate literate and for K-12 teachers confident in teaching relevant science content. A key goal in the creation of a climate literate society is to enhance teachers’ knowledge of global climate change through a national, scalable, and sustainable professional development system, using compelling climate science data and resources to stimulate inquiry-based student interest in science, technology, engineering, and mathematics (STEM). This session will explore innovative e-learning technologies to address the limitations of one-time, face-to-face workshops, thereby adding significant sustainability and scalability. The resources developed will help teachers sift through the vast volume of global climate change information and provide research-based, high-quality science content and pedagogical information to help teachers effectively teach their students about the complex issues surrounding global climate change. The Learning Center is NSTA's e-professional development portal to help the nations teachers and informal educators learn about the scientific complexities of global climate change through research-based techniques and is proven to significantly improve teacher science content knowledge.

  20. 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.

  1. 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...

  2. Higher Education Librarians Are Comfortable and Confident With their Teaching Responsibilities and Pedagogical Knowledge. A Review of: Bewick, L., & Corrall, S. (2010. Developing librarians as teachers: A study of their pedagogical knowledge. Journal of Librarianship and Information Science, 42(2, 97-110.

    Directory of Open Access Journals (Sweden)

    Mê-Linh Lê

    2011-06-01

    Full Text Available Objective – The primary objective of this study was to gather quantitative information on the need, development, acquisition, and application of pedagogical knowledge by academic librarians with teaching responsibilities.Design – Online survey questionnaire.Setting – Higher-education (HE institutions (i.e., post-secondary institutions such as colleges and universities in the United Kingdom.Subjects – Subject librarians from 82 HE libraries (one from each.Methods – Of the 191 HE institutions in the United Kingdom (determined via a now-unavailable directory, 137 supplied an online staff directory with contact information. One subject librarian from each HE institution was contacted; librarians were selected from the online directory by taking a name systematically from a different point in each listing (i.e., first, second, third, etc. Each librarian was sent an email that contained an introductory message as well as a link to the questionnaire. The online questionnaire was created using Survey Monkey and piloted before and after input. It employed mostly multiple-choice tick boxes as well as open-ended questions and comment boxes. The 35-question survey questionnaire was developed in part through email interviews with two leading researchers in the field (identified via the literature. Responses were received from 82 librarians (60%. The answers were analyzed and cross-tabulated using SPSS. Komogorov-Smirnov tests were done to determine the significance of some results. Open-ended questions and comment boxes were placed into categories using Microsoft Excel to identify patters and themes.Main Results – The 82 librarians who responded to the survey came from a wide variety of backgrounds: the majority were subject librarians from Arts & Humanities (31%, had spent more than ten years in their position (38%, worked full-time (71%, were members of pre-1992 HE institutions (59%, and went by the job title of Subject Librarian (30% (or a

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

    Science.gov (United States)

    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.

  4. Effects of a Research-Infused Botanical Curriculum on Undergraduates’ Content Knowledge, STEM Competencies, and Attitudes toward Plant Sciences

    Science.gov (United States)

    Clarke, H. David; Horton, Jonathan L.

    2014-01-01

    In response to the American Association for the Advancement of Science's Vision and Change in Undergraduate Biology Education initiative, we infused authentic, plant-based research into majors’ courses at a public liberal arts university. Faculty members designed a financially sustainable pedagogical approach, utilizing vertically integrated curricular modules based on undergraduate researchers’ field and laboratory projects. Our goals were to 1) teach botanical concepts, from cells to ecosystems; 2) strengthen competencies in statistical analysis and scientific writing; 3) pique plant science interest; and 4) allow all undergraduates to contribute to genuine research. Our series of inquiry-centered exercises mitigated potential faculty barriers to adopting research-rich curricula, facilitating teaching/research balance by gathering publishable scholarly data during laboratory class periods. Student competencies were assessed with pre- and postcourse quizzes and rubric-graded papers, and attitudes were evaluated with pre- and postcourse surveys. Our revised curriculum increased students’ knowledge and awareness of plant science topics, improved scientific writing, enhanced statistical knowledge, and boosted interest in conducting research. More than 300 classroom students have participated in our program, and data generated from these modules’ assessment allowed faculty and students to present 28 contributed talks or posters and publish three papers in 4 yr. Future steps include analyzing the effects of repeated module exposure on student learning and creating a regional consortium to increase our project's pedagogical impact. PMID:25185223

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

    Science.gov (United States)

    Kahn-Horwitz, Janina

    2016-04-01

    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.

  6. Linking Serious Game Narratives with Pedagogical Theories and Pedagogical Design Strategies

    Science.gov (United States)

    De Troyer, Olga; Van Broeckhoven, Frederik; Vlieghe, Joachim

    2017-01-01

    Narrative-based serious games present pedagogical content and interventions through an interactive narrative. To ensure effective learning in such kind of serious games, designers are not only faced with the challenge of creating a compelling narrative, but also with the additional challenge of incorporating suitable pedagogical strategies.…

  7. Understanding the Influence of Two Mathematics Textbooks on Prospective Secondary Teachers' Knowledge

    Science.gov (United States)

    Davis, Jon D.

    2009-01-01

    This study examines the influence of reading and planning from two differently organized mathematics textbooks on prospective high school mathematics teachers' pedagogical content knowledge and content knowledge of exponential functions. The teachers completed a pretest and two posttests. On the pretest, the teachers possessed an incomplete…

  8. Exploring the Relationship between Secondary Science Teachers' Subject Matter Knowledge and Knowledge of Student Conceptions While Teaching Evolution by Natural Selection

    Science.gov (United States)

    Lucero, Margaret M.; Petrosino, Anthony J.; Delgado, Cesar

    2017-01-01

    The fundamental scientific concept of evolution occurring by natural selection is home to many deeply held alternative conceptions and considered difficult to teach. Science teachers' subject matter knowledge (SMK) and the pedagogical content knowledge (PCK) component of knowledge of students' conceptions (KOSC) can be valuable resources for…

  9. 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.

  10. 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

  11. TEDS-M 2008 User Guide for the International Database. Supplement 4: TEDS-M Released Mathematics and Mathematics Pedagogy Knowledge Assessment Items

    Science.gov (United States)

    Brese, Falk, Ed.

    2012-01-01

    The goal for selecting the released set of test items was to have approximately 25% of each of the full item sets for mathematics content knowledge (MCK) and mathematics pedagogical content knowledge (MPCK) that would represent the full range of difficulty, content, and item format used in the TEDS-M study. The initial step in the selection was to…

  12. Epistemological Beliefs of Prospective Preschool Teachers and Their Relation to Knowledge, Perception, and Planning Abilities in the Field of Mathematics: A Process Model

    Science.gov (United States)

    Dunekacke, Simone; Jenßen, Lars; Eilerts, Katja; Blömeke, Sigrid

    2016-01-01

    Teacher competence is a multi-dimensional construct that includes beliefs as well as knowledge. The present study investigated the structure of prospective preschool teachers' mathematics-related beliefs and their relation to content knowledge and pedagogical content knowledge. In addition, prospective preschool teachers' perception and planning…

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

    Science.gov (United States)

    Barron, Paul E.

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

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

    Science.gov (United States)

    Livy, Sharyn

    2012-01-01

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

  15. Knowledge of teachers about teaching reading

    NARCIS (Netherlands)

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

    2012-01-01

    A test is developed for teachers' Pedagogical Content Knowledge in the field of reading. Items on phonological awareness, alphabetic principle and fluency were presented to a panel of 30 reading experts. This procedure resulted in a test consisting of 45 items that was completed by 215 elementary

  16. Pedagogized Muslimness

    DEFF Research Database (Denmark)

    Buchardt, Mette

    /himself, accepts being made into an object upon which knowledge can be generated. Particularly overexposed are the pupils, whom the teachers identify as ‘Muslim’, something which draws on decades of casting this group of children as special objects of – as well as obstacles to – schooling. By the late 1970s...

  17. Investigating the Dynamics of Formative Assessment: Relationships between Teacher Knowledge, Assessment Practice and Learning

    Science.gov (United States)

    Herman, Joan; Osmundson, Ellen; Dai, Yunyun; Ringstaff, Cathy; Timms, Michael

    2015-01-01

    This exploratory study of elementary school science examines questions central to policy, practice and research on formative assessment: What is the quality of teachers' content-pedagogical and assessment knowledge? What is the relationship between teacher knowledge and assessment practice? What is the relationship between teacher knowledge,…

  18. International Comparisons of Foundation Phase Number Domain Mathematics Knowledge and Practice Standards

    Science.gov (United States)

    Human, Anja; van der Walt, Marthie; Posthuma, Barbara

    2015-01-01

    Poor mathematics performance in schools is both a national and an international concern. Teachers ought to be equipped with relevant subject matter knowledge and pedagogical content knowledge as one way to address this problem. However, no mathematics knowledge and practice standards have as yet been defined for the preparation of Foundation Phase…

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

    Science.gov (United States)

    Menon, Deepika; Sadler, Troy D.

    2016-10-01

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

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

    Science.gov (United States)

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

    2016-10-03

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

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

    Science.gov (United States)

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

    2015-07-01

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

  2. A pedagogical analysis of science textbooks: How can we proceed?

    Science.gov (United States)

    Koulaidis, Vasilis; Tsatsaroni, Anna

    1996-03-01

    This paper discusses some of the available frameworks for the pedagogical analysis of school science textbooks. First, it distinguishes between (a) studies which focus on elements of textbooks, such as the content, vocabulary, illustrations used, and the teaching methods promoted; and (b) those which consider the principles that organize the content and the form of presentation. In attempting to consider the sorts of principles that may be used in the studies categorised under (b), two crucial issues are discussed. The first issue refers to the relationship between scientific knowledge and school knowledge, which, as the relevant literature suggests, might not be conceived merely as a simplified “casting” of the scientific structure, but rather should be understood as a complex social process. The second issue explicitly addresses the nature of the pedagogic relationship and the place of the pedagogic text within it. Recent views about the nature of knowledge, it is argued, would suggest a reconceptualisation of the teaching activity, and indicate a model according to which the three elements of the teaching situation-the content, the pupil and the teacher—are seen as being (re)constituted in their articulation within and through the text(book). Thus, for example, what is to be a competent pupil in this approach is a function of the text. On the basis of these considerations, three approaches to the analysis of science textbooks are discussed: the socio-cognitive, the sociolinguistic and the socio-epistemic. The relative merits of the third approach are considered, and some examples are used from Greek science textbooks.

  3. Proposal of a pedagogical model for mathematics teacher education

    Directory of Open Access Journals (Sweden)

    Alfonso Jiménez Espinosa

    2011-01-01

    Full Text Available This research-based article reflects on mathematics teacher education, and proposes a pedagogical model for this purpose, called Gradual Research Pedagogical Model (MPGI. This model considers the central curricular elements of any academic education process: student, teacher and contents, with evaluation as transversal element for analysis and feedback. The training of future teachers is constituted by three moments, each with its specific emphasis: the first is “contextualization”, which aims at having the student understand his or her new academic role, and identify and overcome his or her academic weak points, the second is “knowledge foundation”, which offers basic education in the fields of mathematics and pedagogy, as well as sensibilization towards social issues, opening up the student’s possibilities as leader and agent of change, and lastly, “knowledge immersion”, which is centered on research and the identification and study of topics and problems of the mathematical discipline as well as the pedagogical field.

  4. [Different configurations of violence in pedagogical relationships between teachers and students of higher education].

    Science.gov (United States)

    Cruz, Gênesis Vivianne; Pereira, Wilza Rocha

    2013-01-01

    The aim of this study was to investigate the different settings of violence in pedagogical relations between teachers and students in a higher education from the theory of violence symbolic power. Twelve interviews were conducted with students from six courses of graduation from a higher educational institution; it was used the content analysis to interpret the data. It was found that violence is configured from the most subtle to the most noticeable way and that, although violence was present in the pedagogical processes of the context studied, this was not fully realized, probably because of the reproduction of the symbolic order, socially constructed and internalized by teachers and students. It is considered that the teaching practice needs to be improved in order to make the classroom democratic spaces and to make the students share responsibility for the pursuit of knowledge. We conclude that violence in relationships pedagogical produces certain effects, changes and consequences both, immediate and delayed, which can be minimized.

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

    Science.gov (United States)

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

    2016-11-01

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

  6. The Subject of Mentoring: Towards a Knowledge and Practice Base for Content-Focused Mentoring of New Teachers

    Science.gov (United States)

    Achinstein, Betty; Davis, Emily

    2014-01-01

    While new teacher mentoring has traditionally focused on socio-emotional support and professional socialization, understanding mentors' role in developing novices' content teaching is needed given new educational reforms. Few researchers have explored a knowledge/practice base for content-focused mentoring. Therefore, we ask: what do content…

  7. Developing Content Knowledge in Struggling Readers: Differential Effects of Strategy Instruction for Younger and Older Elementary Students

    Science.gov (United States)

    Elleman, Amy M.; Olinghouse, Natalie G.; Gilbert, Jennifer K.; Spencer, Jane Lawrence; Compton, Donald L.

    2017-01-01

    This study compared the effects of 2 strategy-based comprehension treatments intended to promote vocabulary and content knowledge for elementary students at risk for developing reading difficulties (N = 105) with a traditional content approach. The study examined the effectiveness of strategy versus nonstrategy instruction on reading…

  8. Pedagogical innovation in teacher teams

    DEFF Research Database (Denmark)

    Weitze, Charlotte Lærke

    2015-01-01

    This paper presents findings from a longitudinal design-based research project examining how to enable reflection and pedagogical innovation in teacher teams. The article identifies and analyses the teachers’ learning trajectories and innovative strategies when working together in the IT...... learning designs, the research aims to clarify what kind of knowledge is being developed and shared in the teacher teams, and how this contributes to the organisational learning process. The context is Global Classroom, an innovative synchronous hybrid videoconference concept, where adult students can......-pedagogical Think Tank for Teacher Teams (after this: ITP4T) (Weitze, 2014a), a competence development model, which was developed in an earlier phase of the research project. By using theoretical lenses from innovative knowledge development frameworks to examine the teachers’ utterances, interactions and new...

  9. Using Best Practices to Extract, Organize, and Reuse Embedded Decision Support Content Knowledge Rules from Mature Clinical Systems.

    Science.gov (United States)

    DesAutels, Spencer J; Fox, Zachary E; Giuse, Dario A; Williams, Annette M; Kou, Qing-Hua; Weitkamp, Asli; Neal R, Patel; Bettinsoli Giuse, Nunzia

    2016-01-01

    Clinical decision support (CDS) knowledge, embedded over time in mature medical systems, presents an interesting and complex opportunity for information organization, maintenance, and reuse. To have a holistic view of all decision support requires an in-depth understanding of each clinical system as well as expert knowledge of the latest evidence. This approach to clinical decision support presents an opportunity to unify and externalize the knowledge within rules-based decision support. Driven by an institutional need to prioritize decision support content for migration to new clinical systems, the Center for Knowledge Management and Health Information Technology teams applied their unique expertise to extract content from individual systems, organize it through a single extensible schema, and present it for discovery and reuse through a newly created Clinical Support Knowledge Acquisition and Archival Tool (CS-KAAT). CS-KAAT can build and maintain the underlying knowledge infrastructure needed by clinical systems.

  10. Using Best Practices to Extract, Organize, and Reuse Embedded Decision Support Content Knowledge Rules from Mature Clinical Systems

    Science.gov (United States)

    DesAutels, Spencer J.; Fox, Zachary E.; Giuse, Dario A.; Williams, Annette M.; Kou, Qing-hua; Weitkamp, Asli; Neal R, Patel; Bettinsoli Giuse, Nunzia

    2016-01-01

    Clinical decision support (CDS) knowledge, embedded over time in mature medical systems, presents an interesting and complex opportunity for information organization, maintenance, and reuse. To have a holistic view of all decision support requires an in-depth understanding of each clinical system as well as expert knowledge of the latest evidence. This approach to clinical decision support presents an opportunity to unify and externalize the knowledge within rules-based decision support. Driven by an institutional need to prioritize decision support content for migration to new clinical systems, the Center for Knowledge Management and Health Information Technology teams applied their unique expertise to extract content from individual systems, organize it through a single extensible schema, and present it for discovery and reuse through a newly created Clinical Support Knowledge Acquisition and Archival Tool (CS-KAAT). CS-KAAT can build and maintain the underlying knowledge infrastructure needed by clinical systems. PMID:28269846

  11. From a Content Delivery Portal to a Knowledge Management System for Standardized Cancer Documentation.

    Science.gov (United States)

    Schlue, Danijela; Mate, Sebastian; Haier, Jörg; Kadioglu, Dennis; Prokosch, Hans-Ulrich; Breil, Bernhard

    2017-01-01

    Heterogeneous tumor documentation and its challenges of interpretation of medical terms lead to problems in analyses of data from clinical and epidemiological cancer registries. The objective of this project was to design, implement and improve a national content delivery portal for oncological terms. Data elements of existing handbooks and documentation sources were analyzed, combined and summarized by medical experts of different comprehensive cancer centers. Informatics experts created a generic data model based on an existing metadata repository. In order to establish a national knowledge management system for standardized cancer documentation, a prototypical tumor wiki was designed and implemented. Requirements engineering techniques were applied to optimize this platform. It is targeted to user groups such as documentation officers, physicians and patients. The linkage to other information sources like PubMed and MeSH was realized.

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

    Directory of Open Access Journals (Sweden)

    Anne Kristine Byhring

    2014-10-01

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

  13. Effects of a research-infused botanical curriculum on undergraduates' content knowledge, STEM competencies, and attitudes toward plant sciences.

    Science.gov (United States)

    Ward, Jennifer Rhode; Clarke, H David; Horton, Jonathan L

    2014-01-01

    In response to the American Association for the Advancement of Science's Vision and Change in Undergraduate Biology Education initiative, we infused authentic, plant-based research into majors' courses at a public liberal arts university. Faculty members designed a financially sustainable pedagogical approach, utilizing vertically integrated curricular modules based on undergraduate researchers' field and laboratory projects. Our goals were to 1) teach botanical concepts, from cells to ecosystems; 2) strengthen competencies in statistical analysis and scientific writing; 3) pique plant science interest; and 4) allow all undergraduates to contribute to genuine research. Our series of inquiry-centered exercises mitigated potential faculty barriers to adopting research-rich curricula, facilitating teaching/research balance by gathering publishable scholarly data during laboratory class periods. Student competencies were assessed with pre- and postcourse quizzes and rubric-graded papers, and attitudes were evaluated with pre- and postcourse surveys. Our revised curriculum increased students' knowledge and awareness of plant science topics, improved scientific writing, enhanced statistical knowledge, and boosted interest in conducting research. More than 300 classroom students have participated in our program, and data generated from these modules' assessment allowed faculty and students to present 28 contributed talks or posters and publish three papers in 4 yr. Future steps include analyzing the effects of repeated module exposure on student learning and creating a regional consortium to increase our project's pedagogical impact. © 2014 J. R. Ward et al. CBE—Life Sciences Education © 2014 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http

  14. The role of physical content in piagetian spatial tasks: Sex differences in spatial knowledge?

    Science.gov (United States)

    Golbeck, Susan L.

    Sex-related differences on Piagetian horizontality (water level) and verticality (plumb line) tasks were examined in 64 college students. It was hypothesized that females' difficulties on these Euclidean spatial problems are due not to differences in underlying spatial competence, but rather to differences in knowledge of task specific information about the physical properties of water levels and plumb lines. This was tested by presenting subjects with the standard water level and plumb line problems and also modified problems not requiring knowledge of physical principles (i.e., drawing straight up and down or straight across lines inside tipped rectangles). While males were expected to outperform females on the standard tasks, no sex differences were expected on the modified tasks. Results of an ANOVA on scores for horizontality and verticality each showed main effects for sex and task version but failed to reveal the hypothesized interaction. However, performance on the Euclidean spatial tasks was also considered in terms of overall success versus failure. While males were more successful than females in the standard format, males and females were equally successful in the modified, nonphysical, format. Hence, college aged males and females generally do not differ in spatial competence although they may be differentially influenced by task content. Findings are discussed in terms of their implications for theory and practice. It is emphasized that science educators must be especially aware of such task influences for females so that performance deficits are not mistaken for competence deficits.

  15. 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

  16. Pedagogic Project and Evaluation: considering affection on youth and adult education

    Directory of Open Access Journals (Sweden)

    Maria Peregrina de Fátima Rotta Furlanetti

    2009-11-01

    Full Text Available This article aims to encourage educators to consider aspects related to the timing and scope on the planning of pedagogic activities regarding to evaluate student´s attitudes, skills and knowledge. Evaluation, in this context, means embracing other beings within their intrinsic manners, bounding to decide about educational aspects derived from the previous assessment. Speculating about potential activities that emerge from current daily actions, extracting from these experiences the real sense of reality and language-thought may provide the need for new ways of expression. The pedagogic process starts when there is an interaction between the community and the educator generating knowledge about communitarian characteristics and aims, therefore the class schedule and theme and matters of the class survey may emerge from the dialogs held among educators and students. The curricular contents will be based on the sociocultural knowledge developed by humanity according to it´s historical needs.

  17. Using concept mapping for faculty development in the context of pedagogic frailty

    Directory of Open Access Journals (Sweden)

    Bárbara de Benito

    2017-09-01

    Full Text Available The quality of teaching does not depend exclusively on the knowledge and experience of teachers, but also on the contextual variables that go along with the teaching (attitude, objectives, students, resources, etc. or dimensions of pedagogic frailty (regulative and instructional discourse, pedagogy and discipline, research teaching nexus and locus of control. Identifying these variables may help to enhance teaching. A procedure for the capture, representation and transfer of knowledge between peers regarding active didactic methodologies supported by Information and Communication Technologies (ICT was applied in a case study research. The data were represented by concept maps. The aim was to identify variables that affect Technological Pedagogical Content Knowledge (TPACK, the use of technology in teaching and pedagogic frailty, through the analysis of the interrelations among the concept maps.The analysis of the maps shows the implementation of many innovations with ICT (project-based learning, service-learning, collaborative learning, their positive aspects and the difficulties in carrying them out. The teachers involved pointed out some factors that contribute to the development of pedagogic frailty, including the number of students in each class, the organization of teaching, the motivation, among others, and as conditions for a greater progress in innovative educational experiments using ICT.

  18. The construction process of pedagogical knowledge among nursing professors Proceso de construcción del conocimiento pedagógico del docente universitario de enfermería Processo de construção do conhecimento pedagógico do docente universitário de enfermagem

    Directory of Open Access Journals (Sweden)

    Vânia Marli Schubert Backes

    2011-04-01

    Full Text Available Didactic knowledge about contents is constructed through an idiosyncratic synthesis between knowledge about the subject area, students’ general pedagogical knowledge and the teacher’s biography. This study aimed to understand the construction process and the sources of Pedagogical Content Knowledge, as well as to analyze its manifestations and variations in interactive teaching by teachers whom the students considered competent. Data collection involved teachers from an undergraduate nursing program in the South of Brazil, through non-participant observation and semistructured interviews. Data analysis was submitted to the constant comparison method. The results disclose the need for initial education to cover pedagogical aspects for nurses; to assume permanent education as fundamental in view of the complexity of contents and teaching; to use mentoring/monitoring and the value learning with experienced teachers with a view to the development of quality teaching.El conocimiento didáctico del contenido se construyó mediante una síntesis idiosincrática entre el conocimiento de la disciplina, el conocimiento pedagógico general y el conocimiento de los alumnos y también la biografía del profesor. El estudio tuvo como objetivos comprender el proceso de construcción y las fuentes del Conocimiento Didáctico del Contenido y analizar sus manifestaciones y variaciones en la enseñanza interactiva de docentes considerados competentes por los estudiantes. Los datos fueron recolectados junto a docentes de un curso de graduación en Enfermería de la Región Sur de Brasil, por medio de observación no participativa y entrevista semiestructurada. El análisis de los datos fue sometido al método de comparaciones constantes. Los resultados evidencian la necesidad de contemplar, en la formación inicial, aspectos pedagógicos para los enfermeros; considerar la formación permanente como esencial delante de la complejidad del contenido y de la ense

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

    CERN Document Server

    Keyes, Jessica

    2006-01-01

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

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

    Science.gov (United States)

    Peters, Erin E.

    2012-01-01

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

  1. 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…

  2. Moving Evolution Education Forward: A Systematic Analysis of Literature to Identify Gaps in Collective Knowledge for Teaching

    Science.gov (United States)

    Ziadie, M. A.; Andrews, T. C.

    2018-01-01

    Evolution is a unifying theory in biology and is challenging for undergraduates to learn. An instructor's ability to help students learn is influenced by pedagogical content knowledge (PCK), which is topic-specific knowledge of teaching and learning. Instructors need PCK for every topic they teach, which is a tremendous body of knowledge to…

  3. Bringing University Pedagogical Approach into Companies

    DEFF Research Database (Denmark)

    Kofoed, Lise B.; S. Stachowicz, Marian

    2013-01-01

    This paper describes and discusses how the university pedagogical approach used in engineering education can be applied in a corporate setting. Problem Based and Project Organised Learning (PBL) pedagogical approach has been used in engineering education at Aalborg University for 30 years...... and this PBL structure was implemented in a Danish company which wanted to establish a learning environment, so that their employees would share their knowledge and understanding of the work processes across different departments. The pedagogical approach is described and two workshops are used as examples...... a project and found solutions for for problems related to their work. Several of the problem solutions were implemented. The participants evaluated the process and the outcome of the workshops very as very good. Furthermore the results show that the pedagogical method which has been used within engineering...

  4. Development of an Openmath Content Dictionary for Mathematical Knowledge of Materials Science and Engineering

    Directory of Open Access Journals (Sweden)

    Toshihiro Ashino

    2012-12-01

    Full Text Available Many relationships between parameters and physical properties in materials science and engineering are represented as mathematical expressions, such as empirical equations and regression expressions. Some materials databases handle such information with indirect methods: as a table of sets of parameters, as a list of statements of programming languages, and other ways. There is no standardized way to represent mathematical relationships, and that makes it difficult to exchange, process, and display such information. The AIST (National Institute of Advanced Industrial Science and Technology in Japan thermophysical property database manages sets of parameter values for expressions and Fortran statements that represent relationships between physical parameters, e.g., temperature, pressure, etc. and thermophysical properties. However, in this method, it is not easy to add new parameters, to process expressions, and exchange information with other software tools. In this paper, we describe the current implementation of representing mathematical knowledge in the AIST thermophysical property database, and we also discuss its problems, sample implementations, and definitions of the OpenMath content dictionary for materials science and engineering.

  5. FORMING THE READINESS OF UNIVERSITY TEACHERS TO WORK IN POSTGRADUATE PEDAGOGICAL EDUCATION

    Directory of Open Access Journals (Sweden)

    Iryna Trubavina

    2017-04-01

    Full Text Available The problem of teaching adult students in the system of postgraduate pedagogical education should be considered not only from the point of view of the students, but also from the point of teachers’ view. Training is a two-way process. In this article national studies on this problem are initially summarized. The methodology of research of postgraduate pedagogical education is singled out. These are such scientific approaches as synergetics and andragogics. The author proves the need for universities to train teachers specially for interaction with adult students who already work as teachers in schools, have very much motivation for study, their own personal and professional experience, may be older than their university teachers, require subject-subject communication. This all affects the specifics of teaching and requires a different willingness to work with such students and correspondent courses at universities. The article is devoted to forming modern university teachers’ readiness to work in postgraduate pedagogical education. The features of such readiness content are first determined by the author as the content, value and operational components of teacher readiness for work. This gives the article practical significance. The results can be extended to the training of all teachers of higher pedagogical educational institutions, that indicate the social significance of the article. The originality of the article is determining the specific content of the components of the teachers’ readiness to work in postgraduate pedagogical education. Forming the teacher’s readiness for training adult students in the system of postgraduate teacher education should include knowledge, skills and values of work. The prospects for research are building and implementing a model of forming the university teachers’ readiness for such work on the basis of andragogy and synergetics, taking into account the specified content of the components of teacher

  6. Teacher - the central figure of the pedagogical process (the historical and pedagogical aspects.

    Directory of Open Access Journals (Sweden)

    Kolesnik I.A.

    2011-07-01

    Full Text Available The article based on the study of historical and educational literature and creative heritage of teachers of classic grounded theory of the formation and development of the individual teacher in accordance with the social ideals are summarized psycho-pedagogical model of Ukrainian teachers, defined its characteristics and requirements for the implementation of their professional duties. It is defined that psychological pedagogical model of Ukrainian teacher demand a high level of national consciousness, basic knowledge of the history of Ukraine and Ukrainian psycho-pedagogical thought.

  7. Leveraging the Affordances of YouTube: The Role of Pedagogical Knowledge and Mental Models of Technology Functions for Lesson Planning with Technology

    Science.gov (United States)

    Krauskopf, Karsten; Zahn, Carmen; Hesse, Friedrich W.

    2012-01-01

    Web-based digital video tools enable learners to access video sources in constructive ways. To leverage these affordances teachers need to integrate their knowledge of a technology with their professional knowledge about teaching. We suggest that this is a cognitive process, which is strongly connected to a teacher's mental model of the tool's…

  8. Zwischen Gesetz und Fall. Mutmassungen uber Typologien als Padagogische Wissensform (Between General Law and the Individual Case. Conjectures Concerning Typologies as a Form of Pedagogical Knowledge).

    Science.gov (United States)

    Herzog, Walter

    2003-01-01

    Considers the mediation between scientific knowledge and practical action as a crucial feature of professional teaching. Investigates the assumption that typologies represent a form of knowledge which can bridge the gap between theory and practice. Differentiates between two forms of typological thinking and discusses reservations concerning…

  9. An Exploration of EFL Teachers' Awareness of the Sources of Pedagogical Knowledge in a Teacher Education Program (Una exploración del nivel de conciencia de docentes de inglés como lengua extranjera respecto a las fuentes del conocimiento pedagógico en un programa de formación de docentes)

    Science.gov (United States)

    Macías, Diego Fernando

    2013-01-01

    This project set out to investigate the extent to which the sources of English as a foreign language teachers' pedagogical knowledge are acknowledged and addressed in a teacher education program in a public university in Colombia. It involved the participation of teacher educators and novice teachers as well as the analysis of documents. This…

  10. Difficult Knowledge and the English Classroom: A Catholic Framework Using Cormac McCarthy's "The Road"

    Science.gov (United States)

    Jarvie, Scott; Burke, Kevin

    2015-01-01

    In this article, the authors explore the generative possibilities of risk-taking in the Catholic school English classroom. They associate pedagogical risk with what Deborah Britzman (1998) has called "difficult knowledge"--content that causes students to consider social trauma. Incorporating difficult knowledge meaningfully requires…

  11. Relationships between Teacher Knowledge, Assessment Practice, and Learning--Chicken, Egg, or Omelet? CRESST Report 809

    Science.gov (United States)

    Herman, Joan; Osmundson, Ellen; Dai, Yunyun; Ringstaff, Cathy; Timms, Mike

    2011-01-01

    Drawing from a large efficacy study in upper elementary science, this report had three purposes: First to examine the quality of teachers' content-pedagogical knowledge in upper elementary science; second, to analyze the relationship between teacher knowledge and their assessment practice; and third, to study the relationship between teacher…

  12. Pedagogical practices in VET

    DEFF Research Database (Denmark)

    Louw, Arnt Vestergaard

    2013-01-01

    This article deals with pedagogical practices on the basic carpentry VET programme in Denmark. On the basis of an anthropologically inspired study among carpentry students at two VET schools, the prime objective of analysis is to understand the various pedagogical practices from the students...

  13. Teachers' Pedagogical Mathematical Awareness in Swedish Early Childhood Education

    Science.gov (United States)

    Björklund, Camilla; Barendregt, Wolmet

    2016-01-01

    Revised guidelines for Swedish early childhood education that emphasize mathematics content and competencies in more detail than before raise the question of the status of pedagogical mathematical awareness among Swedish early childhood teachers. The purpose of this study is to give an overview of teachers' current pedagogical mathematical…

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

    Science.gov (United States)

    Abbas, Andrea; Ashwin, Paul; McLean, Monica

    2016-01-01

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

  15. CRISIS OF PEDAGOGICAL CULTURE AND SOME PROBLEMS OF THE MODERN PEDAGOGICAL THOUGHT

    Directory of Open Access Journals (Sweden)

    R. M. Asadullin

    2017-01-01

    Full Text Available The evolution of content and forms of the dominating social relations caused the crisis of education; one of negative consequences of that crisis has become a gradual loss of the spiritual and moral bases of pedagogical culture. The possibilities of formation and realization of standards of behavior and work of teachers are discussed in the present publication based on culturological and axiological approaches to a phenomenon of this type of culture.The aim of the article is to determine the nature of the changes in the pedagogical culture of the teacher, reflected on the content of the theoretical and practical pedagogy.Methodology and research methods. The study is based on the philosophical-cultural analysis of the problems of formation and realization of pedagogical culture of norms in the context of the destabilization of modern axiological standards of professional teaching. We used the methods of theoretical research, including interdisciplinary analysis and synthesis of information from the philosophical, sociological, psychological and educational literature; empirical methods: the study of the experience of professional educational activities in a cultural context, questioning, interview.Results. The pedagogical culture of the teacher is characterized as the anthropomorphous practice which is putting forward a Person as the leading carrier of content of education and the main value. Research thesis on the declared range of problems of the Russian and foreign authors are presented. The changes in cultural practice and discursive formations in education are established; the difference of classical and modern understanding of pedagogical culture is stated. The role and value of pedagogical science in formation of a new view on essence of professional culture of the teacher in the conditions of crisis of the anthropocentric absolutes are considered.The authors set changes in cultural practices and discursive formations that distinguish the

  16. Physical Education in the context of rural education: the reality of the content ‘game’ in school

    Directory of Open Access Journals (Sweden)

    Nair Casagrande

    2017-07-01

    Full Text Available This paper presents the results of the research "Physical Education in the Landless Workers' Movement (MST: pedagogical experiences". The study was conducted in agrarian reform areas of the MST in the Recôncavo region, State of Bahia, Brazil. Its overall aim was was to analyze the reality of the pedagogical practice of the content game in Physical Education classes at the School of the Settlement New Panema, between the years 2009 until 2011. Data collection instruments used in this research consisted of the literature review, participant observation, analysis and semi-structured interviews.The results reveal that despite the physical education not having appear as a curricular component in the political-pedagogical project of the school, the content "game" was present in the pedagogical practice of multisseriate class. However, this was used only as a teaching tool for other fields of knowledge or as a recreational activity; not as a content of Physical Education classes.

  17. 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...

  18. Identify Web-page Content meaning using Knowledge based System for Dual Meaning Words

    OpenAIRE

    Sinha, Sukanta; Dattagupta, Rana; Mukhopadhyay, Debajyoti

    2012-01-01

    Meaning of Web-page content plays a big role while produced a search result from a search engine. Most of the cases Web-page meaning stored in title or meta-tag area but those meanings do not always match with Web-page content. To overcome this situation we need to go through the Web-page content to identify the Web-page meaning. In such cases, where Webpage content holds dual meaning words that time it is really difficult to identify the meaning of the Web-page. In this paper, we are introdu...

  19. Social network ties beyond nonredundancy: an experimental investigation of the effect of knowledge content and tie strength on creativity.

    Science.gov (United States)

    Perry-Smith, Jill E

    2014-09-01

    Social network research emphasizes the access to nonredundant knowledge content that network ties provide. I suggest that some content is more beneficial than others and that tie strength may affect creativity for reasons other than the associated structure. That is, tie strength may affect how individuals process nonredundant knowledge. I investigate 2 types of knowledge content--information (i.e., facts or data) and frames (i.e., interpretations or impressions)--and explore whether tie strength influences their effect on creativity. Drawing on creativity theory, I employ an experimental design to provide greater theoretical clarity and to isolate causality. According to the results from 2 studies, distinct frames received from contacts facilitate creativity, but the effect of distinct information is more complex. When individuals receive distinct information from strong ties, it constrains creativity compared to distinct frames. Content from weak ties appears to facilitate creativity across all scenarios. The results of mediated moderation analysis indicate the effect of framing versus information for strong ties is driven by decision-making time, as an indicator of cognitive expansion. PsycINFO Database Record (c) 2014 APA, all rights reserved.

  20. Pedagogical Studies in Teacher Education: Reintroducing methodology as the core of pedagogical studies

    Directory of Open Access Journals (Sweden)

    Marianne Vinje

    2016-04-01

    profession. The findings show an inconsistent use of concepts in pedagogical studies and varying concepts describing didactic categories of classroom activities and prac­tices, if they are present. The role of pedagogy in teacher education has varied, from being the main subject to a subject of reflection, and from a base for knowledge and tools to a base for reflection and formation. This article suggests that pedagogical studies must primarily include basic concepts concerning central activities or practices of the teaching profession as a way to reintroduce methodology and bring teacher education closer to the profession. With classroom activities as the foundation and framework, combined with the science of education, a pedagogy of teacher education can constitute itself. This approach also brings pedagogical studies back to the curricula covering the 1837–1939 period with teaching as their core content, and teaching methodology and didactics as the real pedagogy of teacher education.Keywords: student teachers, pedagogical studies, methodology, national curricula, reflection, pedagogy of teacher education

  1. Does an Observer's Content Knowledge Influence the Feedback Offered about Mathematics Lessons?

    Science.gov (United States)

    Peck, Duane C.

    2016-01-01

    The purpose of this study was two-fold. First, feedback from 3 different groups of observers: math content specialists, content specialists in areas other than mathematics, and building principals, was analyzed using an inductive approach to identify themes within the feedback. Second, differences in the feedback offered by participants of the 3…

  2. 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…

  3. HIV/AIDS Content Knowledge and Presentation Strategies in Biology for Effective Use in Everyday Life

    Science.gov (United States)

    Mnguni, Lindelani; Abrie, Mia

    2012-01-01

    HIV/AIDS education should empower students to create knowledge using everyday life experiences. Such knowledge should then be used to construe experience and resolve social problems such as risk behaviour that leads to infection. In South Africa, attempts to reduce the spread of HIV include incorporating HIV/AIDS education in the biology…

  4. 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…

  5. Preparation for College General Chemistry: More than Just a Matter of Content Knowledge Acquisition

    Science.gov (United States)

    Cracolice, Mark S.; Busby, Brittany D.

    2015-01-01

    This study investigates the potential of five factors that may be predictive of success in college general chemistry courses: prior knowledge of common alternate conceptions, intelligence, scientific reasoning ability, proportional reasoning ability, and attitude toward chemistry. We found that both prior knowledge and scientific reasoning ability…

  6. Weaving Indigenous Agricultural Knowledge with Formal Education to Enhance Community Food Security: School Competition as a Pedagogical Space in Rural Anchetty, India

    Science.gov (United States)

    Shukla, Shailesh; Barkman, Janna; Patel, Kirit

    2017-01-01

    Like many socially and economically disadvantaged farming communities around the world, the Anchetty region of Tamil Nadu, India, has been experiencing serious food security challenges mainly due to the loss of traditional foods such as small millets and associated crops (SMAC) and associated indigenous agricultural knowledge (IAK). Drawing on…

  7. Students' Consent to a Teacher's Pedagogical Authority

    Science.gov (United States)

    Harjunen, Elina

    2011-01-01

    In this paper student comments are examined to identify a typology of demands for granting their consent to a teacher's pedagogical authority. The data for this study (136 written responses and 66 interviews) have been collected from students in a Finnish comprehensive school and examined by means of a theory-bounded content analysis. The results…

  8. Pedagogical Relationship in Secondary Social Science Classrooms

    Science.gov (United States)

    Girard, Brian James

    2010-01-01

    This study investigates two high school social science classrooms in order to better understand the pedagogical relationships among teachers, students, and disciplinary content, and how teachers can influence students' opportunities to learn disciplinary literacy. Drawing on conceptual resources from sociocultural theories of learning and…

  9. 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.

  10. 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.

  11. [The room of errors, fun and pedagogical].

    Science.gov (United States)

    Oriol, Pascale; Fortier, Élise; Grenier, Dominique

    2016-05-01

    Simulation in health care opens the way for innovative pedagogical developments particularly well suited to the training of nursing teams. It is ideal for acquiring or reinforcing knowledge, without any risk to patients, in a climate which facilitates exchanges. In this article, users share their experiences. Copyright © 2016 Elsevier Masson SAS. All rights reserved.

  12. Application of conceptual maps as didactic and pedagogical tools in the area of resources and information services

    Directory of Open Access Journals (Sweden)

    Maria Giovanna Guedes Farias

    2016-07-01

    Full Text Available Objective. Analyze the use of concept maps as didactic and pedagogical tools, from an experiment conducted in the classroom, in the disciplines Specialized Sources and Information Services of the graduation in Librarianship. Method. The methodological approach is characterized by its applied nature, exploratory and observation. Data were collected from the students by applying a questionnaire, and analysis took place with the help of content analysis techniques. Results. The most students see the conceptual maps as facilitators of knowledge construction, and view the use of these in different contexts, like the librarian activities. Conclusions. The use of concept maps as didactic and pedagogical tools can foster in students the enhancement of learning and reflection on the establishment of a route for the shared construction of new knowledge, adding previous knowledge and transforming them for use in cognitive fill gaps.

  13. A Study of Strengthening Secondary Mathematics Teachers' Knowledge of Statistics and Probability via Professional Development

    Science.gov (United States)

    DeVaul, Lina

    2017-01-01

    A professional development program (PSPD) was implemented to improve in-service secondary mathematics teachers' content knowledge, pedagogical knowledge, and self-efficacy in teaching secondary school statistics and probability. Participants generated a teaching resource website at the conclusion of the PSPD program. Participants' content…

  14. Individual differences in preschoolers' emotion content memory: the role of emotion knowledge.

    Science.gov (United States)

    Channell, Marie Moore; Barth, Joan M

    2013-07-01

    This study examined the relation between preschool children's emotion knowledge and their ability to recall emotionally salient information. In total, 42 participants (ages 35-65months) viewed a brief video in which a child played with different toys and expressed one of four basic emotions (happy, sad, angry, or afraid) or a neutral expression in each of 10 vignettes. Children were tested on memory accuracy from the vignettes, and their emotion knowledge was also measured. Results indicated that preschoolers' emotion knowledge was significantly related to memory accuracy for emotion information above and beyond the effect of age or receptive language skills. Tests of a mediation model revealed that emotion knowledge fully mediated the effect of age (or general developmental level) on memory accuracy. Copyright © 2013 Elsevier Inc. All rights reserved.

  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. Analogy as a means of theoretical adoption of pedagogical disciplines

    Directory of Open Access Journals (Sweden)

    Solovcova Irina A.

    2006-01-01

    Full Text Available The paper considers an application of analogy in the initial-teacher training as a tool of approaching pedagogical disciplines. The author proposes a classification of pedagogical analogies which provides choices of the most efficient model for a specific didactic situation. The article clarifies the model of the theoretical approach to pedagogical disciplines through active use of analogy, which contributes to a higher efficiency in a teacher and student interaction. The model consists of three stages: training (the stage of acquiring analogy model, the analytical stage (acquisition of pedagogical concepts, phenomena and systems through the application of analogy, and the stage of self-realization (the application of analogy method in students’ scientific-research activities considering external and internal didactic conditions which transform analogy from a teaching method into a tool for the acquisition of pedagogical disciplines. The author demonstrates that the application of analogy has a positive effect not only on the acquisition of pedagogical knowledge (especially methodic and the development of heuristic skills in students, but also on motivation for the study of pedagogical disciplines (cognitive aspect and professional pedagogical activity (formation of an individual-pedagogical attitude. .

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

    Science.gov (United States)

    Peters, Erin E.

    2012-06-01

    Knowledge about the nature of science has been advocated as an important component of science because it provides a framework on which the students can incorporate content knowledge. However, little empirical evidence has been provided that links nature of science knowledge with content knowledge. The purpose of this mixed method study was to determine if both nature of science knowledge and content knowledge could be increased with an explicit, reflective nature of science intervention utilizing self-regulation over an implicit group. Results showed that the explicit group significantly outperformed the implicit group on both nature of science and content knowledge assessments. Students in the explicit group also demonstrated a greater use of detail in their inquiry work and reported a higher respect for evidence in making conclusions than the implicit group. Implications suggest that science educators could enhance nature of science instruction using goal setting and self-monitoring of student work during inquiry lessons.

  18. Evaluation of need for ontologies to manage domain content for the Reportable Conditions Knowledge Management System.

    Science.gov (United States)

    Eilbeck, Karen L; Lipstein, Julie; McGarvey, Sunanda; Staes, Catherine J

    2014-01-01

    The Reportable Condition Knowledge Management System (RCKMS) is envisioned to be a single, comprehensive, authoritative, real-time portal to author, view and access computable information about reportable conditions. The system is designed for use by hospitals, laboratories, health information exchanges, and providers to meet public health reporting requirements. The RCKMS Knowledge Representation Workgroup was tasked to explore the need for ontologies to support RCKMS functionality. The workgroup reviewed relevant projects and defined criteria to evaluate candidate knowledge domain areas for ontology development. The use of ontologies is justified for this project to unify the semantics used to describe similar reportable events and concepts between different jurisdictions and over time, to aid data integration, and to manage large, unwieldy datasets that evolve, and are sometimes externally managed.

  19. New experiences in pedagogical lexicography

    DEFF Research Database (Denmark)

    Tarp, Sven

    2012-01-01

    The Santiago-based Centro de Lingüística Aplicada has produced two school dictionaries, the Diccionario Escolar Ilustrado and the Diccionario Básico Escolar, which together cover the 12 grades from Primary School over Secondary Basic School to High School. They are in various ways innovating in t......, the Internet and the Cuban national Intranet (soon). The article analyses the two dictionaries in terms of their methodology, functions, content, structure, and layout and presents some suggestions for future editions as well as for pedagogical lexicography in general...... in terms of the solid preparatory work, the design and content of the articles, the cheap production methods, and the work that has been carried out with a view to effectively reaching the target user group with an output of until now more than 100 000 printed copies as well as their accessibility on CD...

  20. Designing Tasks to Examine Mathematical Knowledge for Teaching Statistics for Primary Teachers

    Science.gov (United States)

    Siswono, T. Y. E.; Kohar, A. W.; Hartono, S.

    2018-01-01

    Mathematical knowledge for teaching (MKT) is viewed as fuel resources for conducting an orchestra in a teaching and learning process. By understanding MKT, especially for primary teachers, it can predict the success of a goal of an instruction and analyze the weaknesses and improvements of it. To explore what teachers think about subject matters, pedagogical terms, and appropriate curriculum, it needs a task which can be identified the teachers’ MKT including the subject matter knowledge (SMK) and pedagogical content knowledge (PCK). This study aims to design an appropriate task for exploring primary teachers’ MKT for statistics in primary school. We designed six tasks to examine 40 primary teachers’ MKT, of which each respectively represents the categories of SMK (common content knowledge (CCK) and specialised content knowledge (SCK)) and PCK (knowledge of content and students (KCS), knowledge of content and teaching (KCT), and knowledge of content and curriculum (KCC)). While MKT has much attention of numbers of scholars, we consider knowledge of content and culture (KCCl) to be hypothesized in the domains of MKT. Thus, we added one more task examining how the primary teachers used their knowledge of content (KC) regarding to MKT in statistics. Some examples of the teachers’ responses on the tasks are discussed and some refinements of MKT task in statistics for primary teachers are suggested.

  1. Pedagogical Posters in Nurse Education

    DEFF Research Database (Denmark)

    Kelly, Hélène; Bagger, Bettan

    2009-01-01

    education away from focusing upon formal qualifications towards the concept of developing nurse competences. These recommendations have resulted in challenges to traditional pedagogical approaches away from the teacher’s role as the disseminator of knowledge towards the role of facilitator of learning....... Working with posters forces students to organize, evaluate and reflect upon information and develops their abilities to communicate health knowledge. Students have learned to present their ideas in an A4 poster format that resembles the types of posters one normally sees at professional conferences...... was integrated in a Nordic network’s intensive course held in the autumn of 2008. The network received funding for a research project with the goal of making recommendations with respect to best practice curriculum guidelines in prevention and health promotion education for students of nursing in the Nordic...

  2. Impact of a Student-Teacher-Scientist Partnership on Students' and Teachers' Content Knowledge, Attitudes toward Science, and Pedagogical Practices

    Science.gov (United States)

    Houseal, Ana K.; Abd-El-Khalick, Fouad; Destefano, Lizanne

    2014-01-01

    Engaging K-12 students in science-based inquiry is at the center of current science education reform efforts. Inquiry can best be taught through experiential, authentic science experiences, such as those provided by Student-Teacher-Scientist Partnerships (STSPs). However, very little is known about the impact of STSPs on teachers' and…

  3. Identifying the Gaps of Fourth Year Degree Pre-Service Teachers' Pedagogical Content Knowledge in Teaching Engineering Graphics and Design

    Science.gov (United States)

    Khoza, Samuel Dumazi

    2017-01-01

    Engineering Graphics and Design is a technological subject which is offered in the Bachelor of Education degree from third to fourth year of the degree course. Fourth year pre-service teachers find EGD difficult to teach because of various reasons. Therefore the aim of the paper was to investigate fourth year pre-service teachers' pedagogical…

  4. Graduate Student Attitudes toward Professor Pedagogical Content Knowledge, Transformational Teaching Practices, Student-Professor Engagement in Learning, and Student Deep Learning in Worldwide Business and Education Programs

    Science.gov (United States)

    Economos, Jennifer Lynn

    2013-01-01

    Some professors are expected to remain competitive research scholars, as well as teach, particularly in research-intensive universities. It has been argued that some professors spend too much time on research to obtain institutional incentives or promotion, and not enough time on teaching. Consequently, some adjuncts assume the responsibility for…

  5. Designing Optical Spreadsheets-Technological Pedagogical Content Knowledge Simulation (S-TPACK): A Case Study of Pre-Service Teachers Course

    Science.gov (United States)

    Thohir, M. Anas

    2018-01-01

    In the 21st century, the competence of instructional technological design is important for pre-service physics teachers. This case study described the pre-service physics teachers' design of optical spreadsheet simulation and evaluated teaching and learning the task in the classroom. The case study chose three of thirty pre-service teacher's…

  6. The impact of an intensive yearlong staff development program on science teachers' perceptions of pedagogical change

    Science.gov (United States)

    Hueni, Joneen A. Stone

    The purpose of this study was to increase the understanding of how teachers perceive their implementation of pedagogical change during and after their involvement in a yearlong staff development project in the Rice Model Lab (RML). The following questions were used to guide the inquiry: (1) How do participants of the RML describe their involvement with pedagogical change? (2) How do participants of the RML perceive their ability to handle a different pedagogical approach to classroom instruction? (3) How do participants describe their usage of different pedagogical approaches once they leave the RML and return to their own classrooms? The RML is a joint venture between Rice University and the Houston Independent School District. Annually, eight middle school science teachers spend a year's sabbatical in the RML engaged in learning about educational research and pedagogy. The teachers have opportunities to prepare and teach lessons to one class using their new knowledge and skills. Operational for seven years, the RML was chosen as the context and provided the fifteen participants. Participants chosen included previous and current RML program members with varying amounts of teaching experience. This inquiry was an ethnographic study in which the participants responded to open-ended questions about their experiences with pedagogical change. Data, collected during the 1997--1998 school year, included formal and informal interviews; portfolio and reflective journal entries; and observations of group interactions during meetings, social events, workshops, and activities at the RML. The collected data were analyzed by the qualitative procedures of unitization and constant comparative methods to reveal categories of similarity. The categories of collaboration, learner-centered instruction, grounding in classroom practice, feelings of stress, time, support, and increased content knowledge emerged from the analysis of unitized data. The emergent categories interlocked with

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

    Science.gov (United States)

    Kingsley, Tara L.; Grabner-Hagen, Melissa M.

    2015-01-01

    This article showcases the use of gamification as a means to turn an existing curriculum into a game-based learning environment. The purpose of this article is to examine how gamification, coupled with effective pedagogy, can support the acquisition of 21st-century skills. Gamifying content allows students to earn experience points, badges, and…

  8. Interdisciplinary Content, Contestations of Knowledge and Informational Transparency in Engineering Curriculum

    Science.gov (United States)

    Barnard, Sarah; Hassan, Tarek; Dainty, Andrew; Bagilhole, Barbara

    2013-01-01

    With the introduction of key information sets (KIS) for all university programmes in the UK from 2012, the character, content and delivery of university degrees may be increasingly used by potential students to differentiate between degree programmes. Therefore, developments in curricula and the relationship to the profession are of growing…

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

    African Journals Online (AJOL)

    PROF.MIREKU

    on their mathematical knowledge for teaching basic school mathematics .... and packaged for instruction in texts, programs, media, workbooks, other forms of practice, and the like ... they began a close examination of the actual work of teaching elementary school mathematics. ..... The Statistical Package for Social. Sciences ...

  10. Secondary School Pre-Service Mathematics Teachers' Content Knowledge of Algebraic Word Problem in Nigeria

    Science.gov (United States)

    Usman, Ahmed Ibrahim

    2015-01-01

    Knowledge and understanding of mathematical operations serves as a pre-reequisite for the successful translation of algebraic word problems. This study explored pre-service teachers' ability to recognize mathematical operations as well as use of those capabilities in constructing algebraic expressions, equations, and their solutions. The outcome…

  11. The Preparation Experiences of Elementary Mathematics Specialists: Examining Influences on Beliefs, Content Knowledge, and Teaching Practices

    Science.gov (United States)

    Swars, Susan L.; Smith, Stephanie Z.; Smith, Marvin E.; Carothers, Jody; Myers, Kayla

    2018-01-01

    Many in the field of mathematics education call for elementary schools to have elementary mathematics specialists (EMSs) who provide needed mathematical expertise and support for children and teachers. EMSs serve as a reasonable, immediate alternative to the challenges generated by elementary teachers needing improved mathematical knowledge for…

  12. On the role of object knowledge in reference production : Effects of color typicality on content determination

    NARCIS (Netherlands)

    Westerbeek, H.G.W.; Koolen, R.M.F.; Maes, A.A.; Bello, Paul; Guarini, Marcello; McShane, Marjorie; Scassellati, Brian

    2014-01-01

    In two language production experiments, we investigated whether stored knowledge of the typical color of objects affects spoken reference. In experiment 1, human speakers referred to objects with colors ranging from very typical (e.g., red tomato) to very atypical (e.g., blue pepper). The

  13. Wikis: Developing Pre-Service Teachers' Leadership Skills and Knowledge of Content Standards

    Science.gov (United States)

    Reid-Griffin, Angelia; Slaten, Kelli M.

    2016-01-01

    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,…

  14. Contents

    Directory of Open Access Journals (Sweden)

    Editor IJRED

    2012-11-01

    Full Text Available International Journal of Renewable Energy Development www.ijred.com Volume 1             Number 3            October 2012                ISSN 2252- 4940   CONTENTS OF ARTICLES page Design and Economic Analysis of a Photovoltaic System: A Case Study 65-73 C.O.C. Oko , E.O. Diemuodeke, N.F. Omunakwe, and E. Nnamdi     Development of Formaldehyde Adsorption using Modified Activated Carbon – A Review 75-80 W.D.P Rengga , M. Sudibandriyo and M. Nasikin     Process Optimization for Ethyl Ester Production in Fixed Bed Reactor Using Calcium Oxide Impregnated Palm Shell Activated Carbon (CaO/PSAC 81-86 A. Buasri , B. Ksapabutr, M. Panapoy and N. Chaiyut     Wind Resource Assessment in Abadan Airport in Iran 87-97 Mojtaba Nedaei       The Energy Processing by Power Electronics and its Impact on Power Quality 99-105 J. E. Rocha and B. W. D. C. Sanchez       First Aspect of Conventional Power System Assessment for High Wind Power Plants Penetration 107-113 A. Merzic , M. Music, and M. Rascic   Experimental Study on the Production of Karanja Oil Methyl Ester and Its Effect on Diesel Engine 115-122 N. Shrivastava,  , S.N. Varma and M. Pandey  

  15. Assessment Of The Effect Of Participation In Zooniverse Projects On Content Knowledge

    Science.gov (United States)

    Cormier, Sebastien; Prather, E. E.; Brissenden, G.; Lintott, C.; Gay, P. L.; Raddick, J.; Collaboration of Astronomy Teaching Scholars CATS

    2011-01-01

    The citizen science projects developed by Zooniverse afford volunteers the opportunity to contribute to scientific research in a meaningful way by interacting with actual scientific data. We created two surveys to measure the impact that participation in the Galaxy Zoo and Moon Zoo citizen science projects has on user conceptual knowledge. The Zooniverse Astronomy Concept Survey (ZACS) was designed to assess Galaxy Zoo user understanding of concepts related to galaxies and how their understanding changed through participation in classifying galaxies. The Lunar Cratering Concept Inventory (LCCI) was designed to measure the impact of the Moon Zoo activities on user knowledge about lunar craters and cratering history. We describe how the surveys were developed and validated in collaboration with education researchers and astronomers. Both instruments are administered over time to measure changes to user conceptual knowledge as they gain experience with either Galaxy Zoo or Moon Zoo. Data collection has already begun and in the future we will be able to compare survey answers from users who have classified, for example, a thousand galaxies with users who have only classified ten galaxies. This material is based upon work supported by the National Science Foundation under Grant No. 0715517, a CCLI Phase III Grant for the Collaboration of Astronomy Teaching Scholars (CATS). Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation and the Sloan Digital Sky Survey III Education and Public Outreach Program.

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

    Science.gov (United States)

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

    2016-11-01

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

  17. Pedagogical integration and regionalisation

    Directory of Open Access Journals (Sweden)

    Jan Gustafsson

    2010-12-01

    Full Text Available Abstract: The purpose of this research is concerned with the intentions of pedagogical integration and the notion of an expanded concept of teaching as described in the National School Curriculum of Sweden. In the analysis a theoretical synthesis comprising critical discourse analysis and sociological theories of institutional identities and processes is used through a policy ethnography approach. Purpose has been focus on the relationship between the formal, written curriculum and specific, local, classroom practices. The analysis shows that the Pedagogical dimensions of integration were transformed toward economic interests and control at the local political level. Education work is distinctly regionalising into two so-called safety zones, and a hybrid zone. Four different pedagogical identities are also identified in the analysis. The analysis thus suggests that the creation of safety zones restricts education work to pre-existing patterns. Only the hybrid zone is presently carrying a potential to significantly renew education and encourage and social change.

  18. Results of experimental testing of system of future physical culture teachers’ training for art pedagogic means’ application in pedagogic functioning

    Directory of Open Access Journals (Sweden)

    T.V. Nizhevska

    2015-10-01

    Full Text Available Purpose: the research is devoted to seeking of ways to rising of quality of future physical culture teachers. Material: in experiment 436 students and 29 teachers participated. Results: it was found that readiness of future physical culture teachers for application of art pedagogic means in professional functioning is achieved through realization of appropriate block system. Such system ensures mastering by students of the following: theoretical principles of art pedagogic; mastering of art pedagogic skills in teaching and quasi professional functioning; acquiring of practical experience of art means’ application in period of pedagogic practice at schools. It was also determined that training system of future teachers includes the following three blocks: conceptual-target, knowledge-procedural; control-correcting. Conclusions: it is recommended to use such criteria of students’ readiness for application of art means in pedagogic functioning: motivation-axiological, cognitive-active, personality’s-reflexive.

  19. Pedagogical entrepreneurship in learning tasks

    Directory of Open Access Journals (Sweden)

    Marit Engum Hansen

    2016-11-01

    Full Text Available Background: The action plan "Entrepreneurship in Education – from primary to higher education "(2009-2014, proposed to establish a site for digital learning materials within entrepreneurship in basic education. PedEnt (Pedagogical Entrepreneurship was launched in autumn of 2014, and both the authors have contributed to the professional development of the site. Two of the learning assignments published on PedEnt constitute the research objects of this study. Methods: Based on pedagogical entrepreneurship we present a case study of learning work carried out by students at lower and upper secondary level. Using an analysis of assignment texts and as well as with video recordings we have identified the characteristics of entrepreneurial learning methods as they were expressed through each case. Results: The analysis showed that learning assignments can be characterized as entrepreneurial because they promoted the actor role and creativity of the students. We found that the relationship between the relevance of the assignments and the context in which they are given pose an important prerequisite for the students in order to experience the learning work as meaningful. Conclusions: Entrepreneurial learning methods challenge the traditional view that theory tends to take primacy over practice. To orient learning assignments within relevant contexts gives students opportunities to experience by themselves the need for increased knowledge.

  20. Differences in Pre-Service Teachers' Knowledge and Readiness to Use ICT in Education

    Science.gov (United States)

    Valtonen, Teemu; Kukkonen, Jari; Kontkanen, Sini; Mäkitalo-Siegl, Kati; Sointu, Erkko

    2018-01-01

    The aim of this paper is to provide insights into differences between pre-service teachers based on the areas of technological pedagogical content knowledge (TPACK) and the areas of theory of planned behaviour (TPB) in the context of using information and communication technology in education. The target group consisted of 267 first-year…