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Sample records for technological knowledge pedagogical

  1. 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

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

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    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

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

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

    2013-01-01

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

  4. A Technological, Pedagogical, Arts Knowledge Framework

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    Jensen, Amy Petersen

    2016-01-01

    This article invites media arts and technology educators to find synergies in their classroom curriculum and practice. Encouraging the use of the National Media Arts Standards it summons teachers to develop a useful framework for technological practice that utilizes arts knowledge and pedagogies.

  5. Measuring teachers' pedagogical content knowledge in primary technology education

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    Wim Jochems; dr. Ellen J. J Rohaan; Ruurd Taconis

    2009-01-01

    Pedagogical content knowledge is found to be a crucial part of the knowledge base for teaching. Studies in the field of primary technology education showed that this domain of teacher knowledge is related to pupils' increased learning, motivation,and interest. The common methods to investigate

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

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    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.

  7. Teachers' Technological Pedagogical Content Knowledge Self-Efficacies

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    Kazu, Ibrahim Yasar; Erten, Pinar

    2014-01-01

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

  8. DEVELOPING TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE OF ENGLISH LANGUAGE TEACHERS

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    CARBOVÁ, Anna

    2013-12-01

    Full Text Available Integration of information and communication technology into other than Information Technology subjects taught at schools of all levels in the Czech Republic has become of great importance. As schools are equipped with information and communication technology (ICT much better than ever before researchers have focused on the way they are used in the classes. Development of technology is fast and not all teachers from schools have undergone education on how to integrate technology into the teaching process. These are the reasons why it is necessary to find a system for training teachers in this field. We provided such a training course for secondary school English teachers. This article brings information about the impact of this course on one model teacher’s lessons. A questionnaire, which was specially developed for the purpose of evaluating technological pedagogical content knowledge (TPACK, is introduced in this article. It assesses the TPACK development perceived by the teacher. We describe in detail how the new knowledge and skills reflect in her teaching. The results are demonstrated on the Technological pedagogical content knowledge framework.

  9. A Review of Gamification in Technological Pedagogical Content Knowledge

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    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.

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

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    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…

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

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    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…

  12. A Critical Examination of the Technological Pedagogical Content Knowledge Framework: Secondary School Mathematics Teachers Integrating Technology

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    Stoilescu, Dorian

    2015-01-01

    This study explores the Technological Pedagogical Content Knowledge (TPACK) for three experienced mathematics secondary teachers from a Toronto public school. By using a multiple case study, teachers' attitudes, skills, and approaches toward the use of Information and Communications Technology (ICT) in classrooms are described. By being aware of…

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

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    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.

  14. Studying Challenges in Integrating Technology in Secondary Mathematics with Technological Pedagogical and Content Knowledge (TPACK)

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    Stoilescu, Dorian

    2014-01-01

    This paper describes challenges encountered by two secondary mathematics teachers when they try to integrate ICT devices in their classes. These findings are based on using the Technological Pedagogical and Content Knowledge (TPACK) context, the four dimension framework developed by Niess: 1) overarching conceptions of integrating ICT, 2)…

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

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

    2013-06-01

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

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

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    Tee, Meng Yew; Lee, Shuh Shing

    2011-01-01

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

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

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    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…

  18. Assessing New Zealand High School Science Teachers' Technological Pedagogical Content Knowledge

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    Owusu, Kofi Acheaw; Conner, Lindsey; Astall, Chris

    2015-01-01

    Technological pedagogical content knowledge (TPACK) is the knowledge required for effective technology integration in teaching. In this study, New Zealand high school science teachers' TPACK was assessed through an online survey. The data and its analysis revealed that New Zealand's high school science teachers in general had a high perception of…

  19. 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

  20. 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

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

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    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…

  2. Teaching Geometry in the 21st Century: Investigating Teachers' Technological Pedagogical Content Knowledge Levels

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    Tatar, Enver; Aldemir, Ruhsen; Niess, Margaret L.

    2018-01-01

    This qualitative case study investigated teachers' Technological Pedagogical Content Knowledge (TPACK) for teaching high school geometry in Turkey. Four TPACK components and their corresponding five TPACK level descriptions were used for examining three geometry teachers' TPACK through their technological instructional plans, microteaching…

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

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    Ersanli, Ceylan Yangin

    2016-01-01

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

  4. 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

  5. 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

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

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    Alayyar, Ghaida M.; Fisser, Petra; Voogt, Joke

    2012-01-01

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

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

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    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.

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

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    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…

  9. The Effect of Instructional Technology and Material Design Course to Teacher Candidates' Gaining of Technological Pedagogical Content Knowledge Competencies

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    Tozkoparam, Süleyman Burak; Kiliç, Muhammet Emre; Usta, Ertugrul

    2015-01-01

    The aim of this study is to determine Technological Pedagogical Content Knowledge (TPACK) Competencies of teacher candidates in Turkish Teaching department of Mevlana (Rumi) University and the effect of Instructional Technology and Material Design (ITMD) Course on TPACK. The study is a study of quantitative type and single-group pretest-posttest…

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

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

    2017-01-01

    This study examined the relations of preservice science teachers' attitudes towards technology use, technology ownership, technology competencies, and experiences to their self-efficacy beliefs about technological pedagogical content knowledge (TPACK). The present study also investigated interrelations among preservice teachers' attitudes towards…

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

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    Betül Timur

    2011-12-01

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

  12. A Technological Pedagogical Content Knowledge Based Instructional Design Model: A Third Version Implementation Study in a Technology Integration Course

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    Lee, Chia-Jung; Kim, ChanMin

    2017-01-01

    This paper presents the third version of a technological pedagogical content knowledge (TPACK) based instructional design model that incorporates the distinctive, transformative, and integrative views of TPACK into a comprehensive actionable framework. Strategies of relating TPACK domains to real-life learning experiences, role-playing, and…

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

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    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

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

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    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.

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

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    Anat OSTER-LEVINZ

    2010-10-01

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

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

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    Verona Leendertz

    2013-09-01

    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.

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

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    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.

  18. An Investigation of Technological Pedagogical Content Knowledge, Self-Confidence, and Perception of Pre-Service Middle School Mathematics Teachers towards Instructional Technologies

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    Karatas, Ilhan; Tunc, Mutlu Piskin; Yilmaz, Nurbanu; Karaci, Gulzade

    2017-01-01

    Technology provides new methods and approaches for educational activities. Therefore, teachers should improve their ability and knowledge to integrate technology into instruction. The use of technology-based learning environment which is effectively used to improve the technological pedagogical content knowledge of pre-service teachers has a…

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

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    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

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

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    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.

  1. A Comparison of Pre-Service, In-Service and Formation Program for Teachers' Perceptions of Technological Pedagogical Content Knowledge (TPACK) in English Language Teaching (ELT)

    Science.gov (United States)

    Turgut, Yildiz

    2017-01-01

    In view of the rapid advancement of technology, technological pedagogical content knowledge (TPACK) has been extensively studied. However, research on technological pedagogical content knowledge (TPACK) in teaching English appear to be scarce and addressed either pre-service or in-service teachers, but not their comparison. Additionally, although…

  2. 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.

  3. Technological Pedagogical Content Knowledge (TPCK, A Conceptual Framework for an Increasingly Technology Driven Higher Education?

    Directory of Open Access Journals (Sweden)

    A. Unwin

    2007-09-01

    Full Text Available Higher Education (HE professionals generally work in an ICT rich environment. There are expectations that the existence of ICT benefits them, their students and the overall learning environment. These assumptions are often left unchallenged due to a lack of developed theoretical frameworks. This paper introduces and critiques the TPCK framework by reviewing the origins of the concepts used in its formulation and by experimenting with the model in the context of a HE course. Although the TPCK framework raises and focuses the debate about technologies in education this paper suggests some key issues are potentially missing. The paper suggests that pedagogic design needs a clear focus on the role of the learner in the process and that HE requires collaborative communities of practice that include ICT ‘enthusiasts’ within any course team. The paper suggests these are key factors in enhancing the capacity of the HE staff to engage positively, collaboratively and critically with the growth of learning technologies and in turn design appropriate and successful online components within their courses.

  4. 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…

  5. 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

  6. Wikipedia as a Teaching Tool for Technological Pedagogical Content Knowledge (TPCK) Development in Pre-Service History Teacher Education

    Science.gov (United States)

    Ozturk, Ibrahim Hakki

    2012-01-01

    This paper seeks to explore a web-based teaching activity designed for technological pedagogical content knowledge (TPCK) development in pre-service history teacher education in Turkey. The study is conducted by action research methodology. Using a project-based learning (PBL) approach, the designed activity aims to provide the necessary…

  7. A Longitudinal Examination of Preservice Teachers' Technological Pedagogical Content Knowledge in the Context of Undergraduate Teacher Education

    Science.gov (United States)

    Mouza, Chrystalla; Nandakumar, Ratna; Yilmaz Ozden, Sule; Karchmer-Klein, Rachel

    2017-01-01

    This study used longitudinal data to investigate the development of preservice teachers' Technological Pedagogical Content Knowledge (TPACK) throughout their initial teacher education program in the United States. Quantitative and qualitative data were collected at four different points in time. Findings indicated that teacher preparation…

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

    Directory of Open Access Journals (Sweden)

    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.

  9. 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…

  10. 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…

  11. 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…

  12. Teachers' Technological Pedagogical Content Knowledge and Learning Activity Types: Curriculum-Based Technology Integration Reframed

    Science.gov (United States)

    Harris, Judith; Mishra, Punya; Koehler, Matthew

    2009-01-01

    In this paper we critically analyze extant approaches to technology integration in teaching, arguing that many current methods are technocentric, often omitting sufficient consideration of the dynamic and complex relationships among content, technology, pedagogy, and context. We recommend using the technology, pedagogy, and content knowledge…

  13. 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.

  14. 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.

  15. 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?’

  16. 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…

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

    Science.gov (United States)

    Yalley, Clarke Ebow

    2017-01-01

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

  18. 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.

  19. The Influence of Gender on Beginning Teachers' Perceptions of Their Technological Pedagogical Content Knowledge (TPACK)

    Science.gov (United States)

    Jordan, Kathy

    2013-01-01

    TPACK is emerging as an influential framework for conceptualising teacher knowledge in regards to integrating ICT and is generating considerable international research interest. To date, the question of whether gender plays a role in how teachers self-assess their TPACK knowledge has not figured greatly in this research. This paper seeks to…

  20. 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.

  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. Technological pedagogical content knowledge in teacher education: in search of a new curriculum

    NARCIS (Netherlands)

    Tondeur, Jo; Pareja Roblin, N.N.; 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

  3. 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…

  4. 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…

  5. 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.

  6. 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…

  7. 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.

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

    Directory of Open Access Journals (Sweden)

    Bayram AKARSU

    2014-12-01

    Full Text Available 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 whether the relationship between TPACK items exist. For this purpose, data were collected from 157 teacher candidates. Erciyes University, Department of Science Education was selected for the study. The results of the study revealed that there exists a relationship among technological pedagogical knowledge, technological content knowledge, pedagogical content knowledge and pedagogical content knowledge. In addition, there is no correlation between teacher candidates’ technological knowledge and pedagogical knowledge and also between technological pedagogical and content knowledge

  9. 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…

  10. 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

  11. 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…

  12. 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…

  13. 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…

  14. Exploring Kindergarten Teachers' Pedagogical Content Knowledge of Mathematics

    Science.gov (United States)

    Lee, Joohi

    2010-01-01

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

  15. Socio-Pedagogical Complex as a Pedagogical Support Technology of Students' Social Adaptation

    Science.gov (United States)

    Sadovaya, Victoriya V.; Simonova, Galina I.

    2016-01-01

    The relevance of the problem stated in the article is determined by the need of developing technological approaches to pedagogical support of students' social adaptation. The purpose of this paper is to position the technological sequence of pedagogical support of students' social adaptation in the activities of the socio-pedagogical complex. The…

  16. 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)

  17. 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…

  18. 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…

  19. Building Blocks: Enmeshing Technology and Creativity with Artistic Pedagogical Technologies

    Science.gov (United States)

    Janzen, Katherine J.; Perry, Beth; Edwards, Margaret

    2017-01-01

    Using the analogy of children's building blocks, the reader is guided through the results of a research study that explored the use of three Artistic Pedagogical Technologies (APTs). "Building blocks" was the major theme that emerged from the data. Sub-themes included developing community, enhancing creativity, and risk taking. The…

  20. 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.

  1. 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)

  2. Innovative Pedagogical Processes Involving Educational Technology

    DEFF Research Database (Denmark)

    Weitze, Charlotte Lærke

    This design-based research project investigates the elements, methods, processes and practices that can contribute to the creation of reflected, innovative and motivating learning designs for teachers and students in a hybrid synchronous video-mediated teaching context, with a focus on how...... about how design and learning processes can support continuous pedagogical innovation and competence development. The objective of the learning designs was to create motivating learning experiences for the students in the hybrid synchronous video-mediated learning environment, to which end...... it experimented with gamified learning designs. This involved the students designing digital games while implementing learning goals from their curriculum. The project thus created knowledge about which learning designs and competence development models were possible in this environment, which learning designs...

  3. 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.

  4. 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,

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

    African Journals Online (AJOL)

    kofi.mereku

    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 ...

  6. Describing Preservice Instrumental Music Educators' Pedagogical Content Knowledge

    Science.gov (United States)

    Millican, J. Si

    2016-01-01

    In this descriptive study, I investigated the pedagogical content knowledge of 206 undergraduate music education students by presenting video recordings of beginning band students playing excerpts from their class method books. I asked these preservice educators to identify performance problems and offer potential solutions to the causes of those…

  7. Universities, Knowledge and Pedagogical Configurations: Glimpsing the Complex University

    Science.gov (United States)

    Guzmán-Valenzuela, Carolina

    2018-01-01

    This paper elaborates a typology of universities in which each university is characteristically associated with (i) diverse missions, (ii) different ways of producing knowledge and (iii) contrasting pedagogical configurations. Four university forms are identified, analysed and illustrated, namely the expert university, the non-elite university,…

  8. 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 ...

  9. 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…

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

    Science.gov (United States)

    Widodo, Ari

    2017-05-01

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

  11. 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.

  12. Health protecting technologies in the context of pedagogic investigations

    Directory of Open Access Journals (Sweden)

    Yefimova V.M.

    2010-01-01

    Full Text Available The analysis of concept "health protecting technologies" is presented in the system of education. An analysis is shown by the necessity of selection of health protecting of educational technologies from hygienical, medical and rehabilitation contexts. Perfection of the pedagogical filling of this concept is also required. A problem is considered in the context of pedagogical researches. A concept "health protecting technologies" can be examined as part of pedagogical science. Also as a method of organization, models of process of education, tool of process of education. It must provide efficiency and teaching effectiveness. Also together and maintainance of health of students.

  13. 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.

  14. Mathematics university teachers' perception of pedagogical content knowledge (PCK)

    Science.gov (United States)

    Khakbaz, Azimehsadat

    2016-02-01

    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 paper is to make explicit the perception of mathematics university teachers about PCK. For this purpose, a phenomenological study was done. Data resources included semi-structured interviews with 10 mathematics university teachers who were in different places of the mathematics university teaching experience spectrum. Data analysis indicated a model consisting of four cognitive themes which are mathematics syntactic knowledge, knowledge about mathematics curriculum planning, knowledge about students' mathematics learning and knowledge about creating an influential mathematics teaching-learning environment. Besides, it was found out that three contextual themes influenced on PCK for teaching mathematics in university levels which were the nature of mathematics subjects, university teachers' features and terms of learning environment.

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

    Directory of Open Access Journals (Sweden)

    Nora eHarr

    2015-06-01

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

  16. BUILDING BLOCKS: ENMESHING TECHNOLOGY AND CREATIVITY WITH ARTISTIC PEDAGOGICAL TECHNOLOGIES

    Directory of Open Access Journals (Sweden)

    Katherine J.JANZEN

    2017-01-01

    Full Text Available Using the analogy of children’s building blocks, the reader is guided through the results of a research study that explored the use of three Artistic Pedagogical Technologies (APTs. ‘Building blocks’ was the major theme that emerged from the data. Sub-themes included developing community, enhancing creativity, and risk taking. The discourse of the paper centers on how selected APTs stimulate interaction, create social presence, and help develop community in the online post-secondary classroom. Additional findings are discussed and implications are presented.

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

    Science.gov (United States)

    Oh, Phil Seok; Kim, Kyoung Suk

    2013-06-01

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

  18. Examining pedagogical knowledge content on mitosis in a University context

    Directory of Open Access Journals (Sweden)

    N. González

    2016-10-01

    Full Text Available Mitosis is a process of cell division occurring in eukaryotic organisms. Students from many countries experience difficulties learning this science topic, and its teaching demands substantial effort. Effective teachers develop a wide range of knowledge types to successfully transform science matter for students; this transformation of knowledge has been conceptualized as pedagogical content knowledge (PCK. In this study the PCK of two University teachers on mitosis was explored. As informed by the instruments employed (Content Representation and Pedagogical (CoRe, and Professional experiences Repertoires, analytical rubric (PaP-eR, and semi-structured interviews both participants’ PCK on mitosis can be characterized as incomplete, however not identical. PCK evolves throughout the professional practice so, in a context mostly limited to a traditional teacher-centered transmission of knowledge such as the university, development of teachers’ PCK emerges as a strategy to re-orient the teaching of mitosis to modalities based on the construction of scaffoldings to facilitate students’ learning.

  19. 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…

  20. Learning Process in Teaching and Bio-pedagogical Knowledge Building

    Directory of Open Access Journals (Sweden)

    Luz Emilia Flores-Davis

    2012-08-01

    Full Text Available Bio-pedagogy is built on praxis, i.e. the interrelationship between reflection and innovative action where these two merge in the construction of senses to generate knowledge. Then, the following question arises: How is teaching understood? How can practice be renovated from the action-reflection-action in a recurring manner and in life itself? A way to search for those answers is the systematization of experiences –a modality of qualitative research. It promotes the transformation of a common practice, based on knowledge building by holistic approaches to the educational process complexity. The systematization of bio-pedagogical experiences involves self-organization, joy, uncertainty and passion; it respects freedom and autonomy, and generates relational spaces, which promote creative processes in learning.

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

    Science.gov (United States)

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

    2014-04-01

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

  2. Relathionship between pedagogical content knowledge and coaching methods

    Directory of Open Access Journals (Sweden)

    Mar\\u00EDa Ca\\u00F1adas

    2013-01-01

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

  3. 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.

  4. 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.

  5. 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.

  6. 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…

  7. Technology, Innovation and Knowledge

    DEFF Research Database (Denmark)

    Andersson, Ulf; Dasi, Angels; Mudambi, Ram

    2016-01-01

    The relevance of ideas is at the core of the IB field and has been captured in concepts like technology, innovation and knowledge. While these concepts have evolved over the last decades, the point that the ideas and the international connectivity are central for IB remains genuine. This paper...... is an attempt to take stock of the evolution of the concepts technology, innovation and knowledge in IB literature along the past five decades with a particular focus on the role of the Columbia Journal of World Business (CJWB) and the Journal of World Business (JWB) in this evolution. Likewise, our objective...

  8. CULTURE, CULTURE LEARNING AND NEW TECHNOLOGIES: TOWARDS A PEDAGOGICAL FRAMEWORK

    Directory of Open Access Journals (Sweden)

    Mike Levy

    2007-02-01

    Full Text Available This paper seeks to improve approaches to the learning and teaching of culture using new technologies by relating the key qualities and dimensions of the culture concept to elements within a pedagogical framework. In Part One, five facets of the culture concept are developed: culture as elemental; culture as relative; culture as group membership; culture as contested; and culture as individual (variable and multiple. Each perspective aims to provide a focus for thinking about culture, and thereby to provide a valid and useful point of departure for thinking about the practice of culture learning and teaching with new technologies. The referenced literature draws from a broad range of disciplines and definitions of culture. In Part Two, five projects are chosen to represent relevant technologies currently in use for culture learning: e-mail, chat, a discussion forum and a Web-based project. Each project is used to illustrate facets of the culture concept discussed in Part One with a view to identifying key elements within a pedagogical framework that can help us respond effectively to the challenge of culture learning and teaching utilising new technologies. Thus the goal is to align fundamental qualities of the culture concept with specific pedagogical designs, tasks and technologies.

  9. Creativity, Technology, Art, and Pedagogical Practices

    Science.gov (United States)

    Tillander, Michelle

    2011-01-01

    Creativity serves an important role in culture, education, and the workforce as it "provides the impetus for any act, idea, or product that changes an existing domain or discipline into a new entity." In the 21st century, information technology is forming a powerful alliance with creative practices in the arts and design to establish new domains…

  10. High Possibility Classrooms as a Pedagogical Framework for Technology Integration in Classrooms: An Inquiry in Two Australian Secondary Schools

    Science.gov (United States)

    Hunter, Jane

    2017-01-01

    Understanding how well teachers integrate digital technology in learning is the subject of considerable debate in education. High Possibility Classrooms (HPC) is a pedagogical framework drawn from research on exemplary teachers' knowledge of technology integration in Australian school classrooms. The framework is being used to support teachers who…

  11. 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…

  12. Pedagogical and technological challenges in on/off campus education

    DEFF Research Database (Denmark)

    Borch, Ole; Knudsen, Morten Haack; Rokkjær, Ole

    2004-01-01

    Supporting the learning process for off-campus and on-line students is needed to establish a structured and motivated competence development. New pedagogical format - i.e. pedagogical resources, scenarios, composing, activities and technological support - has been developed to strengthen...... the individual learning process. Experiences from distance education in individual learning are fine since individual learning responsibilities are natural leaving out alternative learning options. On-campus students did not benefit from the new method and especially the challenges expected to support...... and development. This requires new competences in the learning organization, and the problem is if the willingness for changes exists among staff and in the organization as long as competition from the educational market is small...

  13. Investigating Informatics Teachers’ Initial Pedagogical Content Knowledge on Modeling and Simulation

    NARCIS (Netherlands)

    Grgurina, Natasa; Barendsen, Erik; Suhre, Cor; van Veen, Klaas; Zwaneveld, Bert

    2017-01-01

    Computational science, comprised of modeling and simulation, is a new theme in the new 2019 Dutch secondary education informatics curriculum. To investigate the pedagogical content knowledge (PCK) on modeling and simulation, we interviewed ten informatics teachers and analyzed their PCK,

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

    Directory of Open Access Journals (Sweden)

    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.

  15. How Technology Teachers Understand Technological Knowledge

    Science.gov (United States)

    Norström, Per

    2014-01-01

    Swedish technology teachers' views of technological knowledge are examined through a written survey and a series of interviews. The study indicates that technology teachers' understandings of what constitutes technological knowledge and how it is justified vary considerably. The philosophical discussions on the topic are unknown to them. This lack…

  16. Мethods for Revealing Incomplete Topical Fragments of Pedagogical Knowledge

    Directory of Open Access Journals (Sweden)

    Andrey V. Korzhuyev

    2017-09-01

    Full Text Available Introduction: the process of “motion” of pedagogy to “gnoseologic ideal” implies the necessity of systema-tisation of theoretic and practical results produced in scientific community and revealing those scientific fragments which are not completed yet. It is mostly important for experienced researchers as well as beginners to be orientated in the field of pedagogic problems to determine problems topical for modern research. The purpose of the article is to discover and present “mechanisms” which give to pedagogical researchers the possibility to find fragments of knowledge requiring content revamping, detailing, reworking and thus furthering. Materials and Methods: content analysis and logical interpretation of philosophic and pedagogic texts, analysis of results of educational practice, analysis of specifics of methodological principles application in pedagogic theory and practice; hypotheses and their theoretic interpretation; theoretical expanding of results obtained, heuristic synthesis and reflection of the results obtained. The conception of completion of scientific knowledge developed by R. Descartes and M. Montaigne including presentation of the process of increasing volume of knowledge accompanied by the same volume of unknowledge is the methodologic foundation of our research. Results: “white spots” of modern pedagogical theory and practice are discussed in the article; the attention is focused on the methods used by researches to find out pedagogical problems which are not completed yet and on the role of those fragments in pedagogic development. The readers’ attention is mainly focused on application of symmetric principal in pedagogical knowledge and research. Classification including 3 types of “mechanisms” of finding topical fragments of noncomplete kno wledge is presented – this classification may be used by researches choosing field and topic of topical r esearch. Discussion and Conclusions: the fragment

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

    African Journals Online (AJOL)

    Research has shown that even when students complete a fine art-degree programme and pedagogical course requirements necessary for teacher professionalism, they may still graduate and begin teaching without a firm grasp of how to teach specific painting concepts. Realizing this fact, this paper attempts to utilize those ...

  18. CONCERNING CORRELATION BETWEEN METHODOLOGY AND TECHNOLOGY IN PEDAGOGICAL RESEARCH

    Directory of Open Access Journals (Sweden)

    Vladimir I. Zagvyazinsky

    2015-01-01

    Full Text Available The purpose of the paper is the continuation of a cycle of the methodological articles, called to help work of young researchers.The general dissatisfaction with quality and results of research work in an education sphere and pedagogics has been largely caused not only insufficient level of methodological culture of competitors of scientific degrees and researchers-experts, but also their inability to choose a work technology of procedure of research that will be adequate to the purposes, problems and a plan of it. The present article is also devoted to this problem.Methods. The methods of the analysis, synthesis, idealisation, generalisation of author’s experience, a concrete definition and modelling are used.Results and scientific novelty. The general technology of scientific search in an education sphere is presented; the technology is developed on the basis of long-term experience of the Tyumen scientific and pedagogical school, and justified in practice. The author doesn’t take into consideration the rigid technology of algorithmic type which is hardly useful in works of creative character; but in the present case – frame technology that defines the expedient organisation, sequence of stages of work and its corresponding maintenance. The following technology components are described: self-determination of the researcher or research group on the basis of creation and the statement of the developed project of all procedures of search; statement of questions on initial allocation of the problem conducting ideas, a plan-way of its realisation; project performance, its ascertaining and a reformative part, research procedures (the basic stage; summarising, generalisation of the research performed, a writing of the text of report documents, preparation of total publications. Examples of typical errors of the young scientists who do not own the technology of scientific activity are given.Practical significance. Proposed recommendations stated

  19. Pedagogical context knowledge: Toward a fuller understanding of what good science teachers know

    Science.gov (United States)

    Barnett, John; Hodson, Derek

    2001-07-01

    A codified model of teacher knowledge, situated in school science teaching, is proposed as a synthesis of a number of models, metaphors, and notions already described in the literature about teachers' knowledge. This model, called pedagogical context knowledge, suggests that in discussion of their classroom practice, exemplary science teachers utilize four kinds of knowledge: academic and research knowledge, pedagogical content knowledge, professional knowledge, and classroom knowledge. The model is used to examine data collected through interviews with science teachers about the ways in which they design and implement science lessons. Analysis of the data shows that the model is sufficiently robust to provide a simple and rapid, yet effective and efficient way of examining teachers' views and the knowledge base in which they are embedded.

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

    Science.gov (United States)

    Marshman, Emily Megan

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

  1. Development of pedagogical design in technology-rich environments for language teaching and learning

    OpenAIRE

    Jalkanen, Juha

    2015-01-01

    This study explores the development of pedagogical design for language teaching and learning in increasingly technology-rich environments. More specifically, it focuses on the process of design, enactment and analysis of language and literacy pedagogies in technology-rich environments. Two substudies are reported in five articles, each of which approaches pedagogical design from a different perspective. The first substudy examined (a) what pedagogical choices language studen...

  2. From Information Technologies to Knowledge Technologies?

    OpenAIRE

    Auzelle, Jean-Philippe; Mayer, Frédérique; Lhoste, Pascal

    2006-01-01

    In spite of the large variety of technological means available today to obtain and share knowledge needed by the progress of our Society, the relation between the knowledge produced and the knowledge required is not sufficiently facilitated. This paper aims to provide a partial answer to this issue. It proposes a NIAM/ORM formalization of exchanges between producers and users of knowledge. The resulting model is used to analyse and to discuss the deficiencies of the current technologies as we...

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

    Science.gov (United States)

    Bozkurt, Orçun; Kaya, Osman Nafiz

    2008-04-01

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

  4. Integrated learning: ways of fostering the applicability of teachers’ pedagogical and psychological knowledge

    Science.gov (United States)

    Harr, Nora; Eichler, Andreas; Renkl, Alexander

    2015-01-01

    In teacher education, general pedagogical and psychological knowledge (PPK) 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 (PCK) and general PPK 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 PPK and greater simultaneous application of PPK and PCK. 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. PMID:26082740

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

    DEFF Research Database (Denmark)

    Clausen, Søren Witzel

    2016-01-01

    This study examines the self-reported, topic-specific professional knowledge (TSPK) of Danish geography teachers seen as an aspect of their pedagogical content knowledge (PCK) when teaching weather formation and climate change. This topic is considered representative of geography teaching...

  6. 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…

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

    Science.gov (United States)

    Akkas, Elif Nur; Türnüklü, Elif

    2014-01-01

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

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

    Directory of Open Access Journals (Sweden)

    Ömer Şahin

    2014-12-01

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

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

    Science.gov (United States)

    Sande, Mary Elizabeth

    2010-01-01

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

  10. 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.

  11. Music Technology Competencies for Education: A Proposal for a Pedagogical Architecture for Distance Learning

    Science.gov (United States)

    Rosas, Fátima Weber; Rocha Machado, Leticia; Behar, Patricia Alejandra

    2016-01-01

    This article proposes a pedagogical architecture (PA) focused on the development of competencies for music technology in education. This PA used free Web 3.0 technologies, mainly those related to production and musical composition. The pedagogical architecture is geared for teachers and those pursing a teaching degree, working in distance…

  12. CURRENT DIRECTIONS OF RESEARCH IN INFORMATION- COMMUNICATION TECHNOLOGIES IN THE FIELD OF PEDAGOGICAL SCIENCE.

    Directory of Open Access Journals (Sweden)

    O.N. Spirin

    2010-11-01

    Full Text Available In the publication modern research areas of information-communication technologies in pedagogical science are identified. The basic requirements of the new passport for the specialty 13.00.10 - Information and Communication Technologies in Education are described. On this specialty the defence of the degree of doctor and candidate of pedagogical science may be carried out.

  13. Developing company training by making use of new pedagogical ideas and technology

    International Nuclear Information System (INIS)

    Latva, T.M.; Piirto, A.

    2003-01-01

    In today's society success is based on applying new technological inventions in both training and work. From the point of view of learning and training this means that more attention needs to be paid on the ways knowledge and information technology can be used in teaching. The primary goal is to create a continuous and gradually deepening process of learning that motivates and is meaningful for the learner. The teacher should support the student in his independent knowledge structuring. What would be the right way to approach the employees so that they would gain confidence on themselves as the guides of their own learning. What are the pedagogical ways that help the teacher in creating an efficient and a meaningful learning environment. The trainers of the technical field usually have a strong knowledge on their own area of know-how, but the pedagogical points of view have been left aside during their time of education. The main challenge is, how to integrate the theoretical know-how and the didactic skills of the trainer into a working whole. (orig.)

  14. 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…

  15. 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

  16. SYNERGY OF HUMANITARIAN AND MATHEMATICAL KNOWLEDGE AS A PEDAGOGICAL CONDITION FOR SOLVING INTERDISCIPLINARY PROBLEMS

    Directory of Open Access Journals (Sweden)

    Svetlana N. Dvoryatkina

    2017-03-01

    Full Text Available Introduction: the article is concerned with the topical problem of the humanitarian and mathematical knowledge synergy in the context of solving important crosscutting issues. Since the authors have given a theoretical justification of mathematical integration of humanitarian and information knowledge and its implementation in the educational activities of universities. There is a description of the genesis and the main aspects of synergy. It is shown that the synergy of mathematical and humanitarian knowledge with using information technology is the complex educational environment dominant approach to many inter¬disciplinary problems. Materials and Methods: the synergetic approach is a conceptual framework for solving cross-cutting problems. The initial, exploratory and training options of the experimental research method are used to identify synergies problems of humanitarian and mathematical knowledge; mathematical modeling method is applied in solving professional problems for the development of a probabilistic model of analysis and comparison of styles of text works. Results: the complex of pedagogical conditions is defined, substantiated and tested, taking into account the dominant synergy of humanitarian and mathematical knowledge through the developed integrative course. The draft of the integrative course “Mathematical Methods in Linguistics” is presented; the optimum modular structure of the course is defined (“Formation of Modern Mathematics as a New Cultural Paradigm”, “Basic Mathematical Concepts in Linguistics”, “Mathematical Methods in Linguistics”; the essential elements of every mathematical module are practice-oriented tasks of philol ogical contents. Discussion and Conclusions: the synergy of mathematics and humanities is highly productive thing in scientific and research activities of students and in the learning process. The submitted materials can be included in lectures, practical exercises, integrative

  17. TECHNOLOGIES AND PEDAGOGICAL MEDIATION IN DISTANCE HIGHER EDUCATION

    Directory of Open Access Journals (Sweden)

    Vilma Geni Slomsk

    2016-04-01

    Full Text Available This study investigated of the limits and possibilities of the pedagogical use of technologies in distance higher education according to the perceptions of professors working um a regular accounting course. Qualitative-descriptive research was done, with data collected by means of an online questionnaire with open-questions and then analyzed by means of content analysis. The following benefits of Distance Higher Education, according to the professors, were found: “the access to higher education”, “flexibility of time and physical space”, “student´s self-discipline and self-learning”. As critical points, they mentioned “lack of an online educational background of professors and students” and the “difficulty promoting professor/student interaction”. As a challenge, the professors mentioned “dealing with the absence of a direct relationship professor/student”, that is, the “face-toface situation", which is common in a classroom; the use of strategies and resources that promote the exchange of experiences and interaction”, the “student´s profile”, “lack of student´s maturity”, “self-discipline”. Therefore, it is concluded that digital media are also regarded by professors as mere instructional tools, which a fact that makes a more critical understanding of technologies and the use of their full potential, especially as a way of cultural expression and production.

  18. Knowledge management technologies

    Science.gov (United States)

    2000-08-01

    This report presents recommendations for technologies that have potential to contribute to future development and management of Kansas Department of Transportation (KDOT) information systems. The recommendations are accomplished by examples of design...

  19. Membangun Pedagogical Content Knowledge Calon Guru Fisika Melalui Praktek Pengalaman Lapangan Berbasis Lesson Study

    Directory of Open Access Journals (Sweden)

    Lia Yuliati

    2017-03-01

    Full Text Available The article is a study about the importance of pedagogical content knowledge (PCK for prospective physics teachers of through teaching practice based on lesson study. PCK is an important aspect in the process of equipping prospective teachers are influenced by various factors. Teaching practice based on lesson study is an alternative model of PCK briefing on prospective physics teachers. It is supported by the results of studies  that PCK of prospective physics teachers may be affected by their experience of learning and teaching for a college education. Keywords: pedagogical content knowledge, teaching practice, lesson study Artikel merupakan kajian tentang pentingnya pedagogical content knowledge (PCK untuk calon guru Fisika melalui praktek pengalaman lapangan (PPL berbasis lesson study. PCK merupakan aspek penting dalam proses pembekalan calon guru yang dipengaruhi oleh berbagai faktor. PPL berbasis lesson study menjadi salah satu alternatif model pembekalan PCK pada calon guru. Hal ini didukung hasil-hasil penelitian yang menunjukkan bahwa PCK calon guru dapat dipengaruhi oleh pengalaman melaksanakan pembelajaran dan proses palatihan selama pendidikan di perguruan tinggi. Kata Kunci: pedagogical content knowledge, praktek pengalaman lapangan, lesson study

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

    Science.gov (United States)

    Bektas, Oktay

    2015-01-01

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

  1. 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…

  2. 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…

  3. The Distribution of Pedagogical Content Knowledge in Cambodia: Gaps and Thresholds in Math Achievement

    Science.gov (United States)

    Ngo, Federick J.

    2013-01-01

    Increasing teacher quality is a major objective of recent Cambodian education policy. In mathematics education literature, pedagogical content knowledge (PCK) has emerged as a critical component of teacher quality that is strongly linked to student achievement. In this study I use data from a large survey of Cambodian schools to investigate the…

  4. 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…

  5. 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…

  6. 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…

  7. 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…

  8. 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…

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

    Science.gov (United States)

    Millican, J. Si

    2017-01-01

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

  10. 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…

  11. Voices and Values in Shaping the Subjectivity of Pedagogical Content Knowledge

    Science.gov (United States)

    Ozmantar, Mehmet Fatih; Akkoç, Hatice

    2017-01-01

    Pedagogical content knowledge involves subjective decisions on the parts of teachers in making the content comprehensible to learners. This paper is concerned with the formation of this subjectivity and asks: how do (pre-service) teachers come to know and decide upon the best approach to making the content instructional for learners? In answering…

  12. 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…

  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. 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

  15. 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…

  16. 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…

  17. 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…

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

    NARCIS (Netherlands)

    Wongsopawiro, Dirk Soenario

    2012-01-01

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

  19. Approaching Pedagogical Language Knowledge through Student Teachers: Assessment of Second Language Writing

    Science.gov (United States)

    Aalto, Eija; Tarnanen, Mirja

    2015-01-01

    The article examines student teachers' pedagogical language knowledge. The analysis is based on data from an applied task in which Finnish student teachers (n = 221) of 16 school subjects assessed second language (SL) learners' writing skills. First, we briefly discuss subject teachers' role in language and literacy teaching in the multilingual…

  20. 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:

  1. Relations Between the Knowledge of Education and Training (Pedagogy, and the Knowledge of Humankind (Anthropology in Comenius, Rousseau and Kant: Contributions of Pedagogical Anthropology

    Directory of Open Access Journals (Sweden)

    Andrés Klaus Runge Peña

    2016-05-01

    Full Text Available The article proposes that there is no education without anthropological considerations, and there is not anthropology without pedagogical considerations. Through the reading of three classic authors  —Comenius, Rousseau and Kant— the authors analyze the links between anthropological knowledge and pedagogical knowledge that would have arisen in modern times, a period in which the education became a matter of systematic reflection which led to the pedagogical thinking into anthropological reflections.

  2. Theoretical reflections on the construction of pedagogical content knowledge of prospective teachers

    Directory of Open Access Journals (Sweden)

    Daniel Marcon

    2012-01-01

    Full Text Available The pedagogical content knowledge (PCK is used by the teacher to transform his/her knowledge about the content in knowledge comprehensible and teachable forstudents. For the construction of PCK, literature indicates that prospective teachers should come across to issues inherent to carrying out teaching since their entrance in pre-service formation, and not only during the curricular training. In view of the above, this essay is aimed at reflecting on the relationship between the contexts of preservice formation and teacher practice in the Basic Education, as well as possible reflections of the experiences of pedagogical practices in the curricular training for prospective teachers and to build their PCK. Consulted literature suggests that: the context of formation needs to permeate and be permeated by social and educational contexts which surround the courses, with the relation between initial formation and Basic Education being ruled by harmony, complementarity, and reciprocity; the participation of pedagogical practices in the construction of PCK allows prospective teachers to get to the curricular training in better conditions to take responsibilities inherent to this stage of their teaching formation; and even though literature does not make strategies evident for the implementation of pedagogical practices, it has been increasing the consensus that they need to be distributed horizontally in courses of formation of prospective teachers.

  3. Using Voice Boards: pedagogical design, technological implementation, evaluation and reflections

    Directory of Open Access Journals (Sweden)

    Elisabeth Yaneske

    2010-12-01

    Full Text Available We present a case study to evaluate the use of a Wimba Voice Board to support asynchronous audio discussion. We discuss the learning strategy and pedagogic rationale when a Voice Board was implemented within an MA module for language learners, enabling students to create learning objects and facilitating peer-to-peer learning. Previously students studying the module had communicated using text-based synchronous and asynchronous discussion only. A common criticism of text-based media is the lack of non-verbal communication. Audio communication is a richer medium where use of pitch, tone, emphasis and inflection can increase personalisation and prevent misinterpretation. Feedback from staff and students on the affordances and constraints of voice communication are presented. Evaluations show that while there were several issues with the usability of the Wimba Voice Board, both staff and students felt the use of voice communication in an online environment had many advantages, including increased personalisation, motivation, and the opportunity to practice speaking and listening skills. However, some students were inhibited by feelings of embarrassment. The case study provides an in-depth study of Voice Boards, which makes an important contribution to the learning technology literature.

  4. Information technologies in carrying out monitoring comparisons of pedagogical higher education institutions

    Directory of Open Access Journals (Sweden)

    Вадим Валерьевич Гриншкун

    2014-12-01

    Full Text Available In article various approaches to use of information technologies when carrying out monitoring researches of higher educational institutions are described. Results of researches are considered on the example of indicators of pedagogical university.

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

    Science.gov (United States)

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

    2015-05-01

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

  6. The importance of pedagogical content knowledge in curriculum development for illumination engineering

    Science.gov (United States)

    Pompea, Stephen M.; Walker, Constance E.

    2017-08-01

    An understanding of pedagogical content knowledge (PCK) and educative materials has been critical to our teaching programs in illumination engineering. We will discuss the PCK basis of a number of innovative curriculum efforts at the National Optical Astronomy and how we develop "educative materials" that improve educator content knowledge, pedagogical knowledge, and contextual knowledge. We also describe the process and team approach required to create these "educative materials." The foundation of our work at NOAO were two previous projects at the NASA Classroom of the Future. These projects created educative curricular materials with sophisticated science content integrated with a deep, authentic understanding of science process. Additional curricula with these attributes were developed at NOAO for the NSF-sponsored Hands-On Optics project (SPIE, OSA, and NOAO), for the citizen science project Globe at Night (NOAO), and for the Quality Lighting Teaching Kits (NOAO, International Astronomical Union, OSA Foundation, SPIE, CIE, and the International Dark Sky Association). These projects all strove to create educative instructional materials that can enhance the pedagogical content knowledge of educators.

  7. Learning Process in Teaching and Bio-pedagogical Knowledge Building

    OpenAIRE

    Flores-Davis, Luz Emilia

    2012-01-01

    Bio-pedagogy is built on praxis, i.e. the interrelationship between reflection and innovative action where these two merge in the construction of senses to generate knowledge. Then, the following question arises: How is teaching understood? How can practice be renovated from the action-reflection-action in a recurring manner and in life itself? A way to search for those answers is the systematization of experiences –a modality of qualitative research. It promotes the transformation of a commo...

  8. Indigenous knowledges driving technological innovation

    Science.gov (United States)

    Lilian Alessa; Carlos Andrade; Phil Cash Cash; Christian P. Giardina; Matt Hamabata; Craig Hammer; Kai Henifin; Lee Joachim; Jay T. Johnson; Kekuhi Kealiikanakaoleohaililani; Deanna Kingston; Andrew Kliskey; Renee Pualani Louis; Amanda Lynch; Daryn McKenny; Chels Marshall; Mere Roberts; Taupouri Tangaro; Jyl Wheaton-Abraham; Everett. Wingert

    2011-01-01

    This policy brief explores the use and expands the conversation on the ability of geospatial technologies to represent Indigenous cultural knowledge. Indigenous peoples' use of geospatial technologies has already proven to be a critical step for protecting tribal self-determination. However, the ontological frameworks and techniques of Western geospatial...

  9. 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.

  10. 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…

  11. The knowledge of pedagogic students on suicidal behaviors in adolescents.

    Science.gov (United States)

    Sacharewicz, A; Maciorkowska, E

    2005-01-01

    Suicide, taking one's own life, seems to be in contradiction with the will to live. However, it is not so obvious, as there is not the same patterns of behavior for all people. People differ from one another as far as reactions, behavior, and actions are concerned. Some are mobilized, others are discouraged by failures. It is often thought that suicidal behavior occurs due to a mental disorder. The purpose of the study was to check the knowledge of IV-year-students of Pedagogy and Psychology of The University in Bialystok concerning suicidal behavior. Danger of suicidal phenomenon among young people was also to be noticed and discussed. The examination was conducted in the group of 50 students of the IV year of Pedagogy and Psychology of The University in Bialystok in 2002. Students, 21-25 years of age, comprised the most numerous group. Women were the majority (84%) while men were 16%. The examination tool was the questionnaire of 29 open and closed questions. The analysis of the results points to the fact that making a decision of suicide is a result of long reflections expanded in time. Personal and family problems are most common causes of suicidal behavior given by the responders. Social isolation and bad mental condition were behaviors indicating the will to commit suicide. Lonely people, chronically ill, emotionally immature and the young people were those of the high risk groups. According to the examined students, pain connected with physical suffering may influence suicidal behavior.

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

    Directory of Open Access Journals (Sweden)

    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.

  13. 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

  14. Pre-Service Science Teachers’ Pedagogical Content Knowledge in The Physics, Chemistry, and Biology Topics

    OpenAIRE

    Bektas, Oktay

    2015-01-01

    This study investigated pre-service science teachers’ pedagogical content knowledge in the physics, chemistry, and biology topics. These topics were the light and sound, the physical and chemical changes, and reproduction, growth, and evolution. Qualitative research design was utilized. Data were collected from 33 pre-service science teachers (PSTs) by using open-ended questions. Data analysis was performed using descriptive analysis. The results indicated that some PCTs have sufficient infor...

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

    OpenAIRE

    Francisco Kennedy Silva dos Santos

    2014-01-01

    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; FAZE...

  16. The professional pedagogical praxis of teachers in technical and vocational education and the contextualization of science, technological innovation and environment

    Directory of Open Access Journals (Sweden)

    Mayra Elena Salas-Vinent

    2017-07-01

    Full Text Available The work reveals an epistemological approach, from which it is understood that the postgraduate education of teachers of Technical and Vocational Education as an intentional process has to become a conscious action of systematized development of pedagogical professional knowledge that is tempered with the demands of the Contemporaneity, its product is constituted in a transforming agent of the social reality of the context of its development, in this particular, with a suggestive look at the appropriation and application of science, technological innovation, as a substantive broth of the theoretical activity and Practice of the most up-to-date task in this knowledge.

  17. 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

  18. PEDAGOGICAL PRACTICES AND PRODUCTION OF SUBJECTIVITIES: ATTENTION AND NEW TECHNOLOGIES

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    Cristina Maria Toledo Massadar Morel

    2017-01-01

    Full Text Available This paper aims to discuss the way as pedagogical practices have been configured due the impact of changes provoked by current information and media approaches. We analyzed, as an illustration, two educational experiences: class inversée and video-class, as proposed by Salman Khan. The educational approaches that are presented as innovative were understood as an expression of a tangled network involving: school institution, contemporary world and subjectivity production processes. To deal specifically with the attention schemes we based on writings from cognitive psychology area, and on papers from communication and education fields. Considering school as a social institution, shaped by changes on going, and at the same time as an actor in this process, we identify as relevant analyze pedagogical experiences that present themselves as innovative, taking into account the possible risk of standardize subjectivity and its creative potential desirable.

  19. Pedagogical Content Knowledge in Organic Chemistry: A Case Study of the University Teacher

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    Diana Lineth Parga-Lozano

    2017-08-01

    Full Text Available From Science Education, the Pedagogical Content Knowledge (PCK is making an important contribution to the analysis of teacher training and the improvement of professionals. As such, a study was conducted to characterise the PCK of a teacher holding a degree in chemistry teaching; he teaches organic chemistry concepts at a higher education institution. The research involved a case study and was qualitative in nature; document analysis was also used as an analytical technique; besides, information was collected by use of Representations of Content (ReCo, Pedagogical and Professional Experience Repertoires (PaP-eR, document analysis of the participating teacher’s work, classroom observation, and interviews. With these tools, we were able to determine the strengths and weaknesses of the participating teacher, and from there, to infer aspects that needed improving in training undergraduates in chemistry. I found that, in this case, the teacher sees himself as chemist and not as chemistry teacher (i.e. there is a lack of professional identity; perhaps, because it is the dominant factor in his disciplinary knowledge at the expense of topics related to the knowledge of school context, as well as historical-epistemological and psycho-pedagogical knowledge. The latter indicates, as a characteristic of the participant’s PCK, that this PCK is incipient due to the disarticulation of its components, which weakens the teaching of organic chemistry concepts. This suggests the need to strengthen the initial training of teachers in their role as teaching professionals, and to integrate components of the PCK.

  20. ANALISIS PEDAGOGICAL CONTENT KNOWLEDGE (PCK TERHADAP BUKU GURU SD KURIKULUM 2013

    Directory of Open Access Journals (Sweden)

    Gaguk Resbiantoro

    2016-09-01

    Full Text Available Analisis buku pegangan guru SD dalam implementasi kurikulum 2013 perlu dilakukan karena buku ini menjadi acuan guru dalam mengajar. Guru SD harus menguasai konten materi dan cara penyampaian (pengajarannya kepada peserta didik atau yang dikenal sebagai PCK (Pedagogical Content Knowledge. Buku pegangan guru harus sesuai dengan kaidah-kaidah PCK. Penelitian ini merupakan penelitian deskriptif yang bertujuan untuk memperoleh informasi mengenai ruang lingkup Pedagogical Content Knowledge pada buku pegangan guru SD. Populasi pada penelitian ini adalah semua bab pada buku pegangan guru SD yang digunakan dalam implementasi kurikulum 2013. Sedangkan sampel pada penelitian ini adalah beberapa bab pada buku yang dianalisis, diambil sebanyak 20% dengan cara purposive random dari sebuah buku yang menjadi acuan mengajar SD yang digunakan dalam implementasi kurikulum 2013, khususnya muatan IPA. Hal tersebut atas pertimbangan bahwa karakteristik materi IPA sangat sesuai dengan teori konstruktivisme anak SD dan pendekatan saintifik. Data dijaring dengan lembar observasi berupa instrumen evaluasi buku guru yang berisi perpaduan indikator PCK dari lima komponen PCK yang dikembangkan oleh Magnusson et al. dalam Newsome dan Lederman (2002 dan instrumen yang telah dikembangkan Swanepoel (2010. Identifikasi dilakukan pada dua sampel buku guru SD kurikulum 2013 pada satu sub tema. Rata-rata prosentase masing-masing sub komponen PCK dalam buku guru SD kurikulum 2013 yaitu capaian pembelajaran 82%, pengetahuan inti 44%, hakekat ilmu pengetahuan 52%, kegiatan pembelajaran 74%, penilaian 50%, contoh dan penjelasan 67%, kerangka metakognisi 58%, perbedaan perlakuan siswa 58%, serta pemberian motivasi pada siswa 79%. Sub komponen Content Knowledge perlu dilengkapi tentang pengetahuan miskonsepsi dan pengetahuan tambahan. Sedangkan sub komponen Pedagogical Knowledge perlu dilengkapi tentang kelengkapan penilaian dan kerangka metakognisi. Beberapa permasalahan tersebut dapat

  1. Teacher education and pedagogical practice: analysis on the nature of teacher knowledge

    Directory of Open Access Journals (Sweden)

    Camila Macenhan

    2016-05-01

    Full Text Available This paper deals with teacher knowledge, with the aim of unveiling, through inferential interpretations, the teacher knowledge of the early childhood teacher when facing pedagogical practice. The investigation involved four early childhood education teachers, employed observations and interviews as data collection and relied on content analysis (BARDIN, 2011 to treat the empirical information. The foundations used in the research involve studies of Tardif (2002, Gauthier et al. (2006 and Gimeno Sacristán (1999. The results show that teacher knowledge originates both from teacher education courses and their personal and professional experiences. The aforementioned moments provide elements that constitute knowledge learning sources that, in turn, go through development processes and are mobilized during teaching practice so as to influence their practice and receive interference from it.

  2. Animated Pedagogical Agents: A Review of Agent Technology Software in Electronic Learning Environments

    Science.gov (United States)

    Govindasamy, Malliga K.

    2014-01-01

    Agent technology has become one of the dynamic and most interesting areas of computer science in recent years. The dynamism of this technology has resulted in computer generated characters, known as pedagogical agent, entering the digital learning environments in increasing numbers. Commonly deployed in implementing tutoring strategies, these…

  3. Overcoming Pedagogical, Social/Cultural, and Attitudinal Barriers to Technology Integration in K-5 Schools

    Science.gov (United States)

    Durff, Lisa

    2017-01-01

    Technology engages and increases academic achievement for K-5 students, but teachers face attitudinal, social/cultural, and pedagogical barriers when they integrate technology for student learning. Although some teachers overcome these barriers, it remains unclear how they do so. The purpose of this qualitative multiple case study was to analyze…

  4. Comparative Review of Pedagogical Technologies in the Educational Process of Higher Educational Institutions

    Science.gov (United States)

    Kulmagambetova, Svetlana S.; Iskindirova, Saltanat K.; Kazhiakparova, Zhadyra S.; Bainiyeva, Kulyash T.; Pandya, Chimay

    2016-01-01

    The present rapid technological progress and the post-crisis period determine the increasing demand for revision of existing concepts and strategies aimed at maintaining global development. This article describes pedagogical technologies, indicates the need to reform the outdated education systems or to reject them completely in order to improve…

  5. Moral Education Technologies in Pedagogical Theory and Practice of Poland and Ukraine

    Science.gov (United States)

    Yankovych, Iryna

    2014-01-01

    The comparative analysis of theoretical bases and the practice of moral education technologies implementation in Polish and Ukrainian pedagogy has been made. There has been stated that moral education technology in Ukrainian pedagogical science can be interpreted as a moral education system, the constituent parts of which are the following: aims,…

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

    Science.gov (United States)

    Ward, Phillip; Ayvazo, Shiri; Lehwald, Harry

    2014-01-01

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

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

    Directory of Open Access Journals (Sweden)

    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

  8. 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.

  9. 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…

  10. 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…

  11. 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

  12. Pedagogical Technology of Improving the Students' Viability Levels in the Process of Mastering Foreign Language

    Science.gov (United States)

    Dmitrienko, Nadezhda; Ershova, Svetlana; Konovalenko, Tatiana; Kutsova, Elvira; Yurina, Elena

    2015-01-01

    The article points out that the process of mastering foreign language stimulates students' personal, professional and cultural growth, improving linguistic, communicative competences and viability levels. A proposed pedagogical technology of modeling different communicative situations has a serious synergetic potential for students' self organized…

  13. The Role of Commitment to Pedagogical Quality: The Adoption of Instructional Technology in Higher Education

    Science.gov (United States)

    Baia, Patricia L.

    2009-01-01

    This study examined the importance of faculty's commitment to pedagogical quality (CPQ) in predicting instructional technology adoption. A customized electronic survey of 27 questions was developed and implemented to four higher educational institutions and yielded 104 usable surveys. Data were analyzed with SPSS using correlation and backward…

  14. Empathy in Future Teachers of the Pedagogical and Technological University of Colombia

    Science.gov (United States)

    Herrera Torres, Lucía; Buitrago Bonilla, Rafael Enrique; Avila Moreno, Aida Karina

    2016-01-01

    This study analyzes cognitive and emotional empathy in students who started their training at the Education Science Faculty of the Pedagogical and Technological University of Colombia. The sample was formed by 317 students enrolled in the study programs of Preschool, Plastic Arts, Natural Sciences, Physical Education, Philosophy, Computer Science,…

  15. Information Communication Technology Pedagogical Integration in Mathematics Instruction among Teachers in Secondary Schools in Kenya

    Science.gov (United States)

    Wanjala, Martin

    2016-01-01

    This paper reports finding of the study that sought to ascertain the extent of ICT-pedagogical integration in mathematics instruction among secondary school teachers in Kenya. Information was sought on professional development experiences and needs in computer technology use in mathematics instruction, the type of computer software used in…

  16. 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.

  17. 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.

  18. 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.

  19. The Pedagogical Use of Information and Communication Technology in Education:

    NARCIS (Netherlands)

    Van Merriënboer, Jeroen; Brand-Gruwel, Saskia

    2007-01-01

    This special issue discusses Dutch research on Information and Communication Technology (ICT) in education. In this introduction, four broad research lines are distinguished: Policy-oriented research, research on learning technologies, research on computer-based instructional design tools, and

  20. Science Teacher Education in the Twenty-First Century: a Pedagogical Framework for Technology-Integrated Social Constructivism

    Science.gov (United States)

    Barak, Miri

    2017-04-01

    Changes in our global world have shifted the skill demands from acquisition of structured knowledge to mastery of skills, often referred to as twenty-first century competencies. Given these changes, a sequential explanatory mixed methods study was undertaken to (a) examine predominant instructional methods and technologies used by teacher educators, (b) identify attributes for learning and teaching in the twenty-first century, and (c) develop a pedagogical framework for promoting meaningful usage of advanced technologies. Quantitative and qualitative data were collected via an online survey, personal interviews, and written reflections with science teacher educators and student teachers. Findings indicated that teacher educators do not provide sufficient models for the promotion of reform-based practice via web 2.0 environments, such as Wikis, blogs, social networks, or other cloud technologies. Findings also indicated four attributes for teaching and learning in the twenty-first century: (a) adapting to frequent changes and uncertain situations, (b) collaborating and communicating in decentralized environments, (c) generating data and managing information, and (d) releasing control by encouraging exploration. Guided by social constructivist paradigms and twenty-first century teaching attributes, this study suggests a pedagogical framework for fostering meaningful usage of advanced technologies in science teacher education courses.

  1. Nigerian Pre-service Science Teachers' Self-Perceptions of Acquired Pedagogical Knowledge and Skills after Teaching Practice Exposure

    Directory of Open Access Journals (Sweden)

    A.E. Okanlawon

    2014-02-01

    Full Text Available The purposes of this study were to investigate the teaching competencies acquired and those not acquired by science teachers-in-training after exposure to teaching practice. The investigator used a fifty-six item questionnaire, labeled as Perception of the Acquired Pedagogical Knowledge and Skills Scale (PAPS, to elicit information from two hundred and ten pre-service science teachers in south-west geopolitical zone of Nigeria. A panel of five science educators determined the content validity of the questionnaire. The sample of science education undergraduates were drawn from three randomly selected universities using stratified random sampling technique. The pre-service teachers were required to rate their performance level on each teaching competence on a five-point Likert scale ranging from - high performance level - to - no performance level - with - average performance level - as the pivotal point of the scale. Following that, the mean of each competence item were computed. Any competence statement that had a mean rating of less than 3.00 was considered to be of low performance cadre, since the mean value of the scale was 3.00. The findings of the study indicate that most of the teaching competencies that teachers-in-training have not acquired fall under theme 1 (planning instruction, theme 2(implementing instruction, theme 3 (evaluating instruction, and theme 7 (integrating technology and media in the classroom. The study also revealed that pre-service science teachers demonstrated proficiency in reinforcing learning, managing classroom, building professional links with colleagues and understanding learners' development. Based on the findings of this study, it was recommended that the principle of collaborative approaches for teacher learning should be incorporated into the teacher training program and that regular follow-up workshops aiming at developing Pedagogical Content Knowledge (PCK of pre-service science teachers should be

  2. 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…

  3. 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…

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

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    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.

  5. Transformation of Teacher Practice Using Mobile Technology with One-to-One Classes: M-Learning Pedagogical Approaches

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    Lindsay, Lucie

    2016-01-01

    The rapid global uptake of mobile technology is reflected in pioneering New Zealand schools. Teachers of classes where each student uses a mobile device were surveyed on how frequently they use various mobile learning activities and asked to describe the new pedagogical opportunities it offers. The teachers' m-learning pedagogical approaches and…

  6. Pedagogic Content Knowledge (PCK in university Biotechnology teaching. The microbial specific growth rate (μ case

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    Mauro Ruberto, Lucas Adolfo

    2012-09-01

    Full Text Available In this work, a study based on the university student’s conception about microbial specific growth rate (μ is presented. The study was focused on last year students of the Biochemist career (Buenos Aires University, Argentina. It was developed considering the answers given anonymously by the students when they were spontaneously asked about the meaning of μ. The analysis was focused in the identification of factors which could be related with the students´ ideas about μ, such as the previous work with the subject, the tendency to the functional reduction, the pragmatisms and the possibility of alternative conceptions, but related with a specific field of applied sciences, such as biotechnology. Strategies aiming to the reconstruction of the μ concept were proposed considering these factors. The experiences presented in this work will contribute to the development of the Pedagogical Content Knowledge (PCK in applied sciences, particularly in biotechnology.

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

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    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.

  8. The Acquisition of Mathematics Pedagogical Content Knowledge in University Mathematics Education Courses: Results of a Mixed Methods Study on the Effectiveness of Teacher Education in Germany

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    Buchholtz, Nils Frederik

    2017-01-01

    This paper reports on a longitudinal mixed methods evaluation study on the acquisition and development of mathematical pedagogical content knowledge (MPCK) of future teachers at several German universities. The study is a German supplementary study to the international comparative TEDS-M 2008 study. Besides the pedagogical content knowledge that…

  9. Development of experienced science teachers’ pedagogical content knowledge of models of the solar system and the universe

    NARCIS (Netherlands)

    Henze, I.; van Driel, J.H.; Verloop, N.

    2008-01-01

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

  10. The Fitzroy Valley Numeracy Project: Assessment of Early Changes in Teachers' Self-Reported Pedagogic Content Knowledge and Classroom Practice

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    Jacob, Lorraine; McConney, Andrew

    2013-01-01

    The Fitzroy Valley Numeracy Project (FVNP) was designed to improve numeracy outcomes for Indigenous students by developing a systematic, co-ordinated approach to teaching primary school mathematics. In this study, using early project data, we examine FVNP teachers' self-reported pedagogic content knowledge and classroom practice from initial and…

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

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    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…

  12. Investigating Greek Biology Teachers' Attitudes towards Evolution Teaching with Respect to Their Pedagogical Content Knowledge: Suggestions for Their Professional Development

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    Stasinakis, Panagiotis K.; Athanasiou, Kyriacos

    2016-01-01

    Evolution Teaching (ET) among in-service teachers in Greece was examined in an attempt to evaluate their Pedagogical Content Knowledge. Evolution teaching is a problematic issue. For this purpose, we constructed a questionnaire that was distributed to the target population and to which 181 teachers responded. We used quantitative method to…

  13. Higher education technological knowledge and patterns of technology adoptions in undergraduate STEM courses

    Science.gov (United States)

    Ali, Zarka Asghar

    Identifying, examining, and understanding faculty members' technological knowledge development and the process of technology adoption in higher education is a multifaceted process. Past studies have used Rogers (1995, 2003) diffusion of innovation theoretical framework to delineate the technology adoption process. These studies, however, have frequently reported the influencing factors based on the statistical analysis such as regression analysis-based approach, and have not focused on the emerging process of technology adoptions or the developing process of technological knowledge and pedagogical knowledge. A mixed method study was designed to see how faculty members acquire different technologies and develop technological knowledge that might help them adopt technologies in their classrooms and online using different pedagogies. A sample of STEM teaching faculty members with different ranks, tenure, teaching experience, and varied degree of experience in the use of educational technologies participated in the study. A survey was designed to identify internal and external factors affecting technology adoption and its effective use in different teaching activities. To elaborate survey results, the study also included class observations as well as pre- and post-observation interviews. Online classrooms used by the faculty via Blackboard learning management system, online flipped classrooms, or other websites such as Piazza were also examined for data triangulation. The findings of the study indicate that faculty members are influenced by their own professional motivations and student learning to improve their teaching methods and to enhance student interactions and learning through the use of different educational technologies. The adoption process was identified as spreading over a period of time and it looked at how faculty members' developed their technological knowledge and pedagogical knowledge. With the recognition of the social, organizational, and

  14. Case-Based Learning, Pedagogical Innovation, and Semantic Web Technologies

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    Martinez-Garcia, A.; Morris, S.; Tscholl, M.; Tracy, F.; Carmichael, P.

    2012-01-01

    This paper explores the potential of Semantic Web technologies to support teaching and learning in a variety of higher education settings in which some form of case-based learning is the pedagogy of choice. It draws on the empirical work of a major three year research and development project in the United Kingdom: "Ensemble: Semantic…

  15. THE EFFECT OF TEACHER INSTRUCTIONS ON PRESERVICE TEACHER’S DEVELOPMENT OF PEDAGOGICAL CONTENT KNOWLEDGE

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    Brunno Carvalho Gastaldo

    2016-10-01

    Full Text Available Trying to understand the knowledge base for teaching, the Pedagogical Content Knowledge (PCK was proposed as the main teacher’s knowledge. It amalgamates the specific knowledge and it is the difference between a teacher and a specialist. It can be both personal, deriving from practice, and canonical, which is cultural accumulation of what makes a good teacher. To acquire the last, preservice teachers (PSTE take university classes, where theoretically their apprenticeship could be facilitated by the university teacher. Thus, it is important to understand how the university teacher best exerts his influence on PSTEs. In this paper, we show the impact of the university teacher’s interventions in the development of PCK based on analysis of a course taught to chemistry PSTE. The research was conducted in a qualitative approach, in a case study strategy. The classes from a chemistry teacher’s course from a federal university in São Paulo, Brazil were recorded for four months, to follow the development of the PCK. Qualitative forms of assessing the PCK, as CoRe, were used, and the tasks given by the teacher were collected to support the analysis. Our results show that the students’ knowledge integration responds to teacher interventions, particularly when those were customised to each individual. When the intervention was made by means of written exercises the influence on PSTE was lower than orally and when made by peers even lower or null. Being so, teacher’s interventions could be considered an INUS condition for the development of PCK in those students.

  16. THE METHODOLOGICAL UNIT OF SCIENTIFIC RESEARCH IN TERMS OF CONCEPTUALISATION OF PEDAGOGICAL KNOWLEDGE

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    Alfia F. Zakirova

    2015-01-01

    Full Text Available Aim. The contents and structure of the methodological unit ofscientific research on educational problems are defined. The present study is the continuation of methodological articles cycle appealed to support the work of newcomer researchers.Methods. The requirements to research justification are disclosed; logicstylistic and language features of the argument while designing the methodological unit are described from the standpoint of complete, panoramic and hermeneutic approaches.Results and scientific novelty. The characteristic of research hypotheses types and the functions realized by them is given. The scientific hypothesis is presented as the instrument of trans-level conceptualization of pedagogical knowledge. The author’s interpretation of a «through» stage-by-stage hypothesis-generating as process of a meaning-making and theoretical organization of research object is offered. Dual character of the hypothesis-generating is presented; it integrates logic-gnoseological and valuable-conceptual, rational and intuitively figurative principles. Typical mistakes in formation of the methodological research unit are analysed. The directions of a multiangle reflection implementation in the course of research activity are designated.Practical significance. The recommendations proposed in the study can by used by teachers-researchers, students, undergraduates, graduate students and doctoral candidates mastering practical methodology of scientific and pedagogical search; and also the materials are designed for research supervisors motivated to increase efficiency and tutorial activity content.

  17. Modern innovative pedagogical technologies in training primary care physicians

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    Ryaboshapko A.I.

    2011-03-01

    Full Text Available Training primary care physicians and general practitioners/family doctors is performed at different departments of Saratov State Medical University: Ambulatory Care, Polyclinic Therapy and Family Medicine. Since the foundation of department of Polyclinic Therapy, traditional training in polyclinic therapy has been carried out in different directions: outpatient therapy for the general practitioners/family doctors, for the 6th-year students of the Therapeutic faculty, for the 4th-year students of the Medico-prophylactic faculty, and for the 4th-year students of faculty of higher nursing professional education. In the recent years, the educational system is being reformed, so it has led to some changes in all fields of education in general. Innovative technologies, such as multimedia lectures, seminars, discussions, round tables, self-study with the use of different information resources, making out presentations of clinical cases, making reports and discussions in groups, carrying out mini-conferences, role model and business games for the primary care physicians, are introduced to the modern educational process. Therefore it is of high priority to use not only traditional education in the training of a general practitioner, but innovative technologies as well, which can guarantee high level of education and professional development

  18. Pedagogical Content Knowledge (PCK Representation in Vibration and Wave Teaching for Junior High School

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    Endang Purwaningsih

    2015-12-01

    Full Text Available Learning materials of vibrations and waves in physics involve abstract mathematical knowledge, not easy to be understood, and frequently generate misconceptions. However, the subject is fundamental prerequisite for mastering more complicated physical concepts. On the other hand, teachers´ materials comprehension itself can affect the way teachers teaching and giving learning experience to the students. Here, we use descriptive research to figure out teacher´s pedagogical content knowledge (PCK representation during teaching and learning process of vibrations and waves for junior high school grade VIII. Four professional junior high school teachers were chosen as sample. The PCK representation was focused on the content representation (CoRe which represents teachers´ materials comprehension and their special aspects. Data collections have been done by means documentation study, ongoing classroom activities observation and interviews with the teachers as well as the students. Outcome of this research are: 1 Basic ideas/concepts expected by teachers for students to learn are not yet covering the basic concept needed to understand the concept itself, 2 Teachers are not yet mastering the teaching materials comprehensively, 3 Classroom activities/learning experiences and the method given to the students are not varied.

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

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    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

  20. Ensuring the reliability of preserving knowledges through the use of modern information and communication technologies

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    Людмила Володимирівна Зубик

    2016-01-01

    Full Text Available The ways of solving the problem of ensuring the reliability of remembering of technical knowledges was defined. Comparative analysis of available modern software was completed for its involvement in the educational process. Innovation technologies of preserving knowledges were proposed, which based on analysis and synthesis of scientific achievements and pedagogical experience. The part of transformation of educational process by engaging of popular web services was considered

  1. Modelling physics teachers' pedagogical content knowledge through purposeful relationships between semiotic registers: KEPLER - "knowledge environment for physics learning and evaluation of relationships"

    Science.gov (United States)

    Mothersole, Peter John Michael

    Constructivism and considers that learning is greatly influenced by collaboration between active learners. Although learning has this social dimension, the individual learner builds a personalised version of relevant concepts. Ideas in science are not communicated solely through written and spoken language. Use is made of different types of context-sensitive, semiotic register (e.g. diagrams, graphs and equations). The science teacher expands the set of such artefacts by introducing other types pertinent to teaching and learning. The full set may be used by collaborating learners for the purpose of concept development, problem solving and knowledge construction. It is argued that in science pedagogy such semiotic registers are not used in isolation, but are interrelated by a tutor for pedagogical purposes. The teacher may wish to highlight more semantically rich, localized areas on a semiotic and exploited for pedagogical purposes. Although the concept of purposeful relationships may be of relevance to knowledge-based systems in general, this work considers the framework of such relationships to be a component in a teacher's pedagogical content knowledge (PCK). By investigating a representation in software of such a framework belonging to an experienced teacher, it is envisaged that pre-service teachers may gain an insight into how subject knowledge may be structured for pedagogical purposes.

  2. PEDAGOGICAL TECHNOLOGY AIMED AT STUDENTS’ ADAPTATION TO DISCIPLINE-BASED EDUCATION IN SECONDARY SCHOOLS

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    Ekaterina M. Cheprakova

    2015-01-01

    Full Text Available The aim of the study is to describe the educational technology aimed at students adaptation to discipline-based education in basic school; results discussion of the application practice to the educational process of the 5th grade.Methods. The methods involve learning experience, school documentation analysis, pedagogical experiment, study of students’ creativity and pedagogical experience on its organizational work. Systematic approach is used while structuring of the 5th grade students’ representations on the disciplines’ content of primary and basic general education on the methodological levelResults. The pedagogical technology of breaking the students’ educational disadaptation in the basic school is presented. The program of the course «All the subjects are good» is worked out. This program may allow students to adapt to the discipline content of the general education, to understand the essence of curriculum disciplines content and links between them, and the motivation development towards disciplinebased education evidence students’ adaptation. These objectives can be achieved through generation of skills based on the algorithmic of the concepts’ definitions mastering. The pilot implementation of the proposed technology in secondary school № 65 and in the Center «Giftedness and technology» of Yekaterinburg is presented.Scientific novelty. The effective way of neutralization and elimination of students’ discipline-educational disadaptation based on purposeful development of their conceptual thinking is proposed.Practical significance. The technology developed by authors allows teachers to form and develop the universal educational actions representing itself as a result of school training in the requirements of the educational standard. Timely use of this technology at transition age of children from primary school to secondary one provides the further success of their education.

  3. Female Education and the Cultural Transfer of Pedagogical Knowledge in the Eighteenth Century

    Science.gov (United States)

    Mayer, Christine

    2012-01-01

    In the eighteenth century, the German pedagogical discourse took place within the broader framework of an international circulation of pedagogical concepts and ideas. The trans-cultural nature of these intellectual exchanges is particularly evident in the thoughts and writings on female education. Translations of books and essays played a…

  4. Subjective perceptions of ESP (English for Specific Purposes university teachers’ professional beginnings: Quantitative research into pedagogical content knowledge

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    Jašková Jana

    2016-01-01

    Full Text Available The aim of this paper is to present methodology and results of a quantitative phase within a research into English for Specific Purposes university teachers and their subjectively perceived changes in pedagogical content knowledge from a retrospective view of their professional beginnings. The introduction describes the investigated issues and explains key concepts. The first chapter refers to the theoretical background of teacher professional development. Since the quantitative research phase is a part of a mixed research design, the second chapter deals with the whole research including the research objective and questions. The third chapter is devoted to the quantitative research phase during which an anonymous electronic questionnaire was sent to the whole population of Czech university teachers of English for Specific Purposes and processed statistically as well as descriptively. The fourth chapter presents the obtained quantitative data discussed within the individual components of pedagogical content knowledge - conceptions of purposes for teaching subject matter, curricular knowledge, knowledge of instructional strategies, and knowledge of students’ understanding. The conclusion summarises all the information and proposes some recommendations for pedagogical practice.

  5. Teaching geography and information technology: The use of GIS in innovative pedagogical experiences

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    María Cecilia Zappettini

    2007-01-01

    Full Text Available This paper accounts for an innovative pedagogical experience carried out within the terms of the DINIECE, MECYT - FAHCE, UNLP agreement, which calls for the use of Geographical Information Systems (GIS with pedagogical purposes. Such experience took place in the course called "Urban Itineraries Seminar" at the Colegio Nacional Rafael Hernández, UNLP. From a geographical and didactic critical belief, the students were encouraged to understand the socio-environmental reality they live in. In order to do this, environmental issues were identified in the area of La Plata by means of a territorial and spatial analysis. The students lived and experienced a new line of work in which innovation was signated by the use of new technologies (GIS together with the didactic methodology which encourages meaningful learning.

  6. INSTITUTIONAL AND PEDAGOGICAL CONDITIONS FOR TRAINING OF TEACHERS LABOUR TRAINING AND TECHNOLOGIES FOR POWER TOOLS

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    Gregory Tereshchuk

    2016-06-01

    Full Text Available Factors that indicate the feasibility depth study of power future teachers of labor studies and Technology (growth of market power, the development of new types of instrument; widespread use of power tools in home workshops and in terms of individual production, availability issues concerning the study of power programs of labor training and learning technologies, profile education high school students, students learning vocational education. Defined organizational and pedagogical conditions of formation of students' skills of power tools, self-organization; development and implementation of the educational process didactic support; implementation of training future teachers in terms of practice-based learning, making products using power tools.

  7. Notes for a pedagogical approach to skills training for entrepreneurship in technical and technological institutes of Ecuador

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    Rosa Roxana Chiquito-Chilán

    2016-10-01

    Full Text Available The enterprise value has increased with the passage of time; and today has special significance especially in countries as in the case of Ecuador; where efforts to changing the productive matrix, a process that involves a productive revolution through the development of knowledge and human talent develop. The achievement of the purposes of this strategy depends largely on the quality of the formation of enterprising professionals. A technical and technological institutes are in business technologists have a key role in such training, in this sense the author of this article as part of the doctoral studies performed in Cuba works, this article contains the fundamentals and Ideas around which develops a pedagogical approach to skills training for entrepreneurship.

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

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    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…

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

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    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.

  10. PERKEMBANGAN KEMAMPUAN PEDAGOGICAL CONTENT KNOWLEDGE (PCK CALON GURU BIOLOGI PADA PENDEKATAN KONKUREN

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    Yenny Anwar

    2016-10-01

    Full Text Available Abstrak: Tujuan penelitian ini adalah untuk memperoleh gambaran tahap perkembangan kemampuan PCK calon guru biologi yang mengikuti program konkuren. Perkembangan PCK diteliti selama  satu tahun setelah melalui semester ganjil dan praktik mengajar, dengan menggunakan metode Cross-sectional study. Data dikumpulkan dari CoRe dan PaP-eRs yang dibuat calon guru dan hasil wawancara. Sebagai data tambahan pelaksanaan pembelajaran oleh calon guru juga diobservasi. Data hasil penelitian dianalisis dengan teknik deskriptif kualitatif dan kuantitatif  menggunakan desain konkuren triangulasi (concurrent triangulation design. Hasil penelitian menunjukkan   Kemampuan PCK calon guru biologi yang mengikuti program pendidikan guru pada pendekatan konkuren mengalami peningkatan secara bertahap dari waktu ke waktu, mulai dari pra PCK menjadi growing PCK.  Dari hasil tersebut dapat disimpulkan bahwa perkembangan PCK calon guru ini bersifat kontinum, bertahap sesuai proses pada tiap tahapan.             Kata Kunci: Pendidikan Guru Biologi, Pedagogical Content Knowledge (PCK,      Pendidikan  Guru Konkuren, Calon Guru Biologi

  11. PENGEMBANGAN PCK (PEDAGOGICAL CONTENT KNOWLEDGE MAHASISWA CALON GURU BIOLOGI FKIP UNIVERSITAS MUHAMMADIYAH SURAKARTA MELALUI SIMULASI PEMBELAJARAN

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    Putri Agustina

    2015-11-01

    Full Text Available Teacher is one of the critical success factors of the learning process. Therefore, teachers need to master several categories realm of knowledge in order to carry out the study with either one of them Pedagogical Content Knowledge (PCK. PCK is the knowledge of teaching for specific content.The purpose of this study is to analyze the role of simulation learning in student teachers develop PCK. PCK is important for student teachers of biology as a provision in order to conform to the characteristics of biology. The experiment was conducted in February until August 2015 at the Department of Biology Education FKIP UMS. This research is a measure that aims to determine the effectiveness of simulation in developing PCK student learning. The study population was all students who take a course in 4th semester Learning Strategy Biologi amounted to 140 students. Samples were taken by random sampling are two parallel classes totaling 75 students. PCK Data taken from the assessment of learning scenarios, learning simulations, and stuffing questionnaire adopted from Schmidt, et al. (2010. The questionnaire was given twice: before the pretest and posttest simulation after simulation. Data analysis was performed using analysis of normalized gain score average. The results showed that PCK scores of students have increased before and after the simulation study. Results of the analysis showed score gains normalized gain value by an average of 0.38 (medium so that it can be said that the simulated learning effective enough to develop PCK studentsGuru merupakan salah satu faktor penentu keberhasilan proses pembelajaran. Oleh karena itu, guru perlu menguasai beberapa kategori ranah pengetahuan agar dapat melaksanakan pembelajaran dengan baik salah satunya Pedagogical Content Knowledge (PCK. PCKmerupakan pengetahuan tentang pengajaran untuk konten yang spesifik. Tujuan penelitian ini adalah untuk menganalisis peran simulasi pembelajaran dalam mengembangkan PCK

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

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    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. Continuous professional development of the Physics teachers through the pedagogical content knowledge on the electric field in High School

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    Lina Melo

    2017-05-01

    Full Text Available The study describes the progress of the pedagogical content knowledge through an intervention program, as an alternative for the training of high school physics teacher based on reflection. The research was conducted in Colombia with a teacher with an assumed name, Maria, for the 2010-2012 periods. The results show that categories such as knowledge of the curriculum, students and teaching strategies progress after the intervention program. However, knowledge of evaluation and the ideas that the teacher has about the electric field change a little. The results also suggest that approaches through reflection on teacher says, designs and does, allow her to teach based on a more constructivist approach.

  14. Management's knowledge of information technology

    NARCIS (Netherlands)

    Boersma, SKT; Stegwee, RA; Barta, BZ; Tatnall, A; Juliff, P

    1997-01-01

    Information Technology (IT) has always been the playground of technical specialists. In this paper we argue no changes in this respect, but rather that the management of an organisation becomes aware of what the technical specialists are actually doing. This cannot be achieved by teaching tomorrow's

  15. Knowledge in health technology assessment

    DEFF Research Database (Denmark)

    Tjørnhøj-Thomsen, Tine; Hansen, Helle Ploug

    2011-01-01

    Health systems are placing more and more emphasis on designing and delivering services that are focused on the patient, and there is a growing interest in patient aspects of health policy research and health technology assessment (HTA). Only a few HTA agencies use and invest in scientific methods...

  16. Technological Knowledge and Reasoning in Finnish and Estonian Technology Education

    Science.gov (United States)

    Autio, Ossi; Soobik, Mart

    2017-01-01

    The main idea of this research was to find out if there is a relationship between students' undertakings within Craft and Technology education and their ability to understand technological concepts. Study participants' technological knowledge and reasoning was measured with a questionnaire regarding mechanical systems connected with simple…

  17. Pedagogical Beliefs and Attitudes toward Information and Communication Technology: A Survey of Teachers of English as a Foreign Language in China

    Science.gov (United States)

    Liu, Haixia; Lin, Chin-Hsi; Zhang, Dongbo

    2017-01-01

    Though pedagogical beliefs have been identified as critical factors in the success of technology integration, very few studies have included them in technology-adoption models. The present study revises the Technology Acceptance Model (TAM) by adding teachers' pedagogical beliefs, and tests the revised model among university-level…

  18. Enterprise Knowledge Clouds: Architecture and Technologies

    Science.gov (United States)

    Delic, Kemal A.; Riley, Jeff A.

    This chapter outlines the architectural foundations of Enterprise Knowledge Clouds (EKC) (Delic & Riley, describing the underlying technological fabrics and then pointing at the key capabilities of the (hypothetical) intelligent enterprise operating in constantly evolving, dynamic market conditions. Our aim is to give readers of this chapter a better understanding of knowledge cloud architectural aims and practical insights into EKC technological components. Thanks to knowledge, the enterprise will know more, will act better and react sooner in changing environment conditions, ultimately improving its performance and enabling it to show better behaviour and measurable improvements.

  19. Guidelines for the development of scientific texts; path of pedagogical training to the medical technology teacher

    Directory of Open Access Journals (Sweden)

    Betty Jacqueline Gaibor-Donoso

    2017-03-01

    Full Text Available In general, the teacher who works in the process of training the medical technology professional receives training in a medical sense, with emphasis on the subjects related to patient care and from the cognitive perspectives of the human being in their physical and mental integrity. More is not always assured the content with a view to how to write different texts that throughout the exercise of their profession must do and that have a scientific nature and pedagogical basis. In this sense, this article is oriented from which propose guidelines that favor the training in writing scientific texts, with emphasis in the article, related to the work of the medical technology professional.

  20. Genesis of the problem of computer visualization of educational information in pedagogical knowledge

    Directory of Open Access Journals (Sweden)

    Анна Вячеславовна Полянская

    2013-12-01

    Full Text Available The analysis of the basic directions of the pedagogical studies of computer visualization of teaching information is presented in the article. The content and the cognitive-educational potential of the computer visualization of teaching information are opened in the context of vocational education within the framework each of the described theoretical approaches.

  1. 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…

  2. The Development and Validation of an Instrument for Assessing College Students' Perceptions of Faculty Knowledge in Technology-Supported Class Environments

    Science.gov (United States)

    Shih, Ching-Lin; Chuang, Hsueh-Hua

    2013-01-01

    Research in the area of educational technology has argued that the technological pedagogical content knowledge of faculty is crucial to addressing the challenge of teaching in higher education in the digital age, which is characterized by the common use of instructional technology in college classrooms and the ubiquitous presence of computing on…

  3. Reflections from the Lesson Study for the Development of Techno-Pedagogical Competencies in Teaching Fractal Geometry

    Science.gov (United States)

    Yildiz, Avni; Baltaci, Serdal

    2017-01-01

    Technological Pedagogical Content Knowledge (TPACK) is a model that explains how teachers use technology more effectively in the context of technological, pedagogical, and content knowledge. Teachers' TPACK competencies play great importance in this regard. Lesson study has also been playing significant roles in the development of teachers'…

  4. Clinicians' Knowledge and Perception of Telemedicine Technology.

    Science.gov (United States)

    Ayatollahi, Haleh; Sarabi, Fatemeh Zahra Pourfard; Langarizadeh, Mostafa

    2015-01-01

    Telemedicine is an application of information and communication technology in the healthcare environment. This study aimed to compare knowledge and perceptions of telemedicine technology among different groups of clinicians. This survey study was conducted in 2013. The potential participants included 532 clinicians who worked in two hospitals and three clinics in a northern province of Iran. Data were collected using a five-point Likert-scale questionnaire. The content validity of the questionnaire was checked, and the reliability was calculated using Cronbach's alpha coefficient (α = 0.73). The results showed that most of the clinicians (96.1 percent) had little knowledge about telemedicine. They perceived the advantages of telemedicine at a moderate level and its disadvantages at a low level. The knowledge of dentists about this technology was less than that of other groups, and as a result they were less positive about the advantages of telemedicine compared to nurses, general physicians, and specialists. The limited knowledge of clinicians about telemedicine seems to have influenced their perceptions of the technology. Therefore, providing healthcare professionals with more information about new technologies in healthcare, such as telemedicine, can help to gain a more realistic picture of their perceptions.

  5. 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.

  6. The accommodation of science pedagogical knowledge: The application of conceptual change constructs to teacher education

    Science.gov (United States)

    Stofflett, René T.

    The purposes of this study were to (a) determine whether the conditions of the accommodation of a science conception (IPDF) could be applied to pedagogical conceptions of science, and (b) using this application, determine whether a group of elementary teacher candidates in a conceptual change methods course accommodated their didactic preconceptions of science teaching. This research was based on the assumption that, for teachers to learn to teach for conceptual change, they must undergo a process of pedagogical conceptual change themselves. The teacher candidates in this study were interviewed and observed teaching. Their lesson plans and reflective papers were analyzed. The course was also videotaped to provide contextual descriptions. The teacher candidates, as expected, held primarily didactic pedagogical conceptions and were resistant to the conceptual change strategies. However, at posttest they found the new strategies to be intelligible, plausible, and fruitful. They also expressed implicit dissatisfaction with their preexisting views. Cooperating teachers had significant influence in the development of both plausibility and fruitfulness. Recommendations for improving the use of the conceptual change constructs in future teacher education research are made.Received: 22 June 1993; Revised: 19 April 1994;

  7. The Interaction of Pedagogical Approach, Gender, Self-Regulation, and Goal Orientation Using Student Response System Technology

    Science.gov (United States)

    Edens, Kellah M.

    2008-01-01

    This research compares a behaviorally based approach for using electronic student response system (SRS) technology with a metacognitive-oriented approach to determine effects on attendance, preparation for class, and achievement. Also examined are the interaction effects of pedagogical approach with self-regulatory and motivational characteristics…

  8. Using the Artistic Pedagogical Technology of Photovoice to Promote Interaction in the Online Post-Secondary Classroom: The Students' Perspective

    Science.gov (United States)

    Edwards, Margaret; Perry, Beth; Janzen, Katherine; Menzies, Cynthia

    2012-01-01

    This study explores the effect of the artistic pedagogical technology (APT) called photovoice (PV) on interaction in the online post-secondary classroom. More specifically, this paper focuses on students' perspectives regarding the effect of PV on student to student and student to instructor interactions in online courses. Artistic pedagogical…

  9. Technology Development and Implementation in the Public Health Institutions: A Strategic and Pedagogical Task for the Learning Organization

    DEFF Research Database (Denmark)

    Wentzer, Helle

    2004-01-01

    The article presents two overall problem issues for IT in the health sector. A strategic problem: Which organization structure and which work routines should be enhanced by technology? A pedagogical problem: How does the personnel learn to think, act and express work through IT-tools? The suggested...

  10. Public's Knowledge of Science and Technology

    Science.gov (United States)

    Pew Research Center, 2013

    2013-01-01

    The public's knowledge of science and technology varies widely across a range of questions on current topics and basic scientific concepts, according to a new quiz by the Pew Research Center and "Smithsonian" magazine. About eight-in-ten Americans (83%) identify ultraviolet as the type of radiation that sunscreen protects against. Nearly…

  11. globalization, technology transfer and the knowledge gap

    African Journals Online (AJOL)

    USER

    2011-06-10

    Jun 10, 2011 ... process. It includes basic process design or certain types of engineering designs. The peripheral components correspond to the body of knowledge that is needed for the application of core technologies in producing goods and service activities. (Junta del Acuerdo de categena, 1976). This component also ...

  12. 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

  13. Combining advanced networked technology and pedagogical methods to improve collaborative distance learning.

    Science.gov (United States)

    Staccini, Pascal; Dufour, Jean-Charles; Raps, Hervé; Fieschi, Marius

    2005-01-01

    Making educational material be available on a network cannot be reduced to merely implementing hypermedia and interactive resources on a server. A pedagogical schema has to be defined to guide students for learning and to provide teachers with guidelines to prepare valuable and upgradeable resources. Components of a learning environment, as well as interactions between students and other roles such as author, tutor and manager, can be deduced from cognitive foundations of learning, such as the constructivist approach. Scripting the way a student will to navigate among information nodes and interact with tools to build his/her own knowledge can be a good way of deducing the features of the graphic interface related to the management of the objects. We defined a typology of pedagogical resources, their data model and their logic of use. We implemented a generic and web-based authoring and publishing platform (called J@LON for Join And Learn On the Net) within an object-oriented and open-source programming environment (called Zope) embedding a content management system (called Plone). Workflow features have been used to mark the progress of students and to trace the life cycle of resources shared by the teaching staff. The platform integrated advanced on line authoring features to create interactive exercises and support live courses diffusion. The platform engine has been generalized to the whole curriculum of medical studies in our faculty; it also supports an international master of risk management in health care and will be extent to all other continuous training diploma.

  14. 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…

  15. 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.

  16. Inter-technology knowledge spillovers for energy technologies

    International Nuclear Information System (INIS)

    Nemet, Gregory F.

    2012-01-01

    Both anecdotal evidence and the innovation literature indicate that important advances in energy technology have made use of knowledge originating in other technological areas. This study uses the set of U.S. patents granted from 1976 to 2006 to assess the role of knowledge acquired from outside each energy patent's technological classification. It identifies the effect of external knowledge on the forward citation frequency of energy patents. The results support the claim above. Regression coefficients on citations to external prior art are positive and significant. Further, the effect of external citations is significantly larger than that of other types of citations. Conversely, citations to prior art that is technologically near have a negative effect on forward citation frequency. These results are robust across several alternative specifications and definitions of whether each flow of knowledge is external. Important energy patents have drawn heavily from external prior art categorized as chemical, electronics, and electrical; they cite very little prior art from computers, communications, and medical inventions.

  17. The Co-evolution of Internationalization and Technological Knowledge

    DEFF Research Database (Denmark)

    Geisler Asmussen, Christian; Hashai, Niron; Delios, Andrew

    2011-01-01

    but diminishing effect of technological knowledge on internationalization and vice versa. This relationship leads to equilibrium in the technological knowledge-internationalization space that dictates the patterns of technological and international evolution of MNEs. The model offers an integrative approach...

  18. 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.

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

    Science.gov (United States)

    Niess, Margaret L.; Gillow-Wiles, Henry

    2014-01-01

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

  20. 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

  1. 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

  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. RAISING INFORMATION AND COMMUNICATION TECHNOLOGIES COMPETENCE OF SCIENTIFIC AND PEDAGOGICAL EMPLOYEES - A KEY REQUIREMENT OF THE QUALITY OF EDUCATIONAL PROCESS

    Directory of Open Access Journals (Sweden)

    Nataliia V. Morze

    2017-06-01

    Full Text Available In the article it was analyzed one of the basic conditions of providing the quality of higher education according to the system of internal quality assurance standards ESG (European quality assurance standards and guidelines to increase the ICT competence of scientific-pedagogical staff of the University. It was described the modular system of training for scientific and pedagogical staff of the Borys Grinchenko Kyiv University. Special attention is paid to the description of the system of raising the level of formation the ICT competence as one of the key competences of the modern teacher. The system of professional development, which is based on creating mixed studying and technology of "flipped classroom", formative assessment, innovative educational and ICT technologies according to the specially designed informative module "Informational and communication technologies", which allows scientific-pedagogical staff to use modern ICT and educational technologies effectively for their further applying in the provision of educational services and the development of quality of open educational content and open educational e-environment available to the student at any convenient time, which will significantly improve the quality of the educational process.

  4. 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.

  5. 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.

  6. 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.

  7. 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.

  8. PEDAGOGICAL ASPECTS IMPLEMENTATION PERSONALLY ORIENTED APPROACH WHILE PREPARING TEACHERS FUTURE TECHNOLOGIES

    Directory of Open Access Journals (Sweden)

    Olena Shuryn

    2017-07-01

    Full Text Available The pedagogical aspects of the implementation of the personality oriented approach in training future technology teachers are considered. The theoretical analysis of scientific studies in the area of professional training of the future teacher, the technology teacher in particular, is carried out. The dictionary interpretation of the personality oriented approach is analyzed. The study of the substantiation of this method in scientific works has been carried out. The main positions for understanding of the essence of personality oriented education are outlined, namely ensuring the disclosure of the individuality of each student, his abilities, inclinations, interests, value orientations and subjective experience; Realization of the educational process taking into account personal abilities of students; Creation of conditions for self-development, self-expression and self-improvement of future specialists; Deeper, holistic understanding of the student's personality in the educational process. The features of personality oriented education are determined. The emphasis is made on the principle of natural conformity as the basic principle of personality oriented education. There have been determined the basic tasks and the initial provisions of the construction of the personality oriented system of education, which envisages the creation of a suitable educational environment, democratization of the teacher-student relations, as well as the activation of each student in order to develop his personal and professional abilities and qualities, strengthening his subjective functions. The criteria of effective organization of personality oriented education are outlined. The approaches of personality oriented education, namely individual, social-psychological, age, activity, system-psychological, multilevel, differentiated and subjective-personal, are defined. There have been highlighted the main methodical components of the personality oriented training

  9. Development, Evaluation, and Validation of a Paper-and-Pencil Test for Measuring Two Components of Biology Teachers' Pedagogical Content Knowledge Concerning the "Cardiovascular System"

    Science.gov (United States)

    Schmelzing, Stephan; van Driel, Jan H.; Jüttner, Melanie; Brandenbusch, Stefanie; Sandmann, Angela; Neuhaus, Birgit J.

    2013-01-01

    One main focus of teacher education research concentrates on teachers' pedagogical content knowledge (PCK). It has been shown that teachers' PCK correlates with teaching effectiveness as well as with students' achievement gains. Teachers' PCK should be analyzed as one of the main important components to evaluate professional…

  10. A New Role Change Approach in Pre-Service Teacher Education for Developing Pedagogical Content Knowledge in the Context of a Student Outreach Lab

    Science.gov (United States)

    Scharfenberg, Franz-Josef; Bogner, Franz X.

    2016-01-01

    How pre-service teachers (PST) develop pedagogical content knowledge (PCK) during science teacher education is an open research question. Our teacher education module, theoretically based on PCK, specifically combines biology PSTs' education with high school students' biology education and includes an innovative role change approach. Altogether,…

  11. Examining the Use of Video Study Groups for Developing Literacy Pedagogical Content Knowledge of Critical Elements of Strategy Instruction with Elementary Teachers

    Science.gov (United States)

    Shanahan, Lynn E.; Tochelli, Andrea L.

    2014-01-01

    This collective case study explored what nine elementary teachers' video study group discussions revealed about their understanding of pedagogical content knowledge for an explicit reading strategy instruction framework, Critical Elements of Strategy Instruction (CESI). Qualitative methods were used to inductively and deductively analyze…

  12. 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).…

  13. From Knowing-About to Knowing-To: Development of Engineering Pedagogical Content Knowledge by Elementary Teachers through Perceived Learning and Implementing Difficulties

    Science.gov (United States)

    Sun, Yan; Strobel, Johannes

    2014-01-01

    The present study sought to reveal how elementary teachers develop their engineering pedagogical content knowledge (PCK) after leaving professional development programs to practice engineering teaching in real classroom settings. Participants of this study were the elementary teachers who received one-week training of engineering education…

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

    Science.gov (United States)

    Kaya, Osman N.

    2009-01-01

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

  15. The Evolution of Student-Coach's Pedagogical Content Knowledge in a Combined Use of Sport Education and the Step-Game-Approach Model

    Science.gov (United States)

    Araújo, Rui Manuel Flores; Hastie, Peter Andrew; de Assunção Bessa Pereira, Cristiana Helena; Mesquita, Isabel Maria Ribeiro

    2017-01-01

    Background: One of the essential elements within Sport Education is the inclusion of student roles and responsibilities. While previous research has examined students' performance in officiating tasks, the examination of student-coaches' pedagogical content knowledge (PCK) within peer-assisted tasks of Sport Education has been scarce. Indeed, the…

  16. 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…

  17. 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…

  18. Understanding the Technological, Pedagogical, and Mathematical Issues That Emerge as Secondary Mathematics Teachers Design Lessons That Integrate Technology

    Science.gov (United States)

    Gonzalez, Marggie Denise

    2016-01-01

    This multiple case study examines four groups of secondary mathematics teachers engaged in a Lesson Study approach to professional development where they planned and taught lessons that integrate technology. Informed by current literature, a framework was developed to focus on the dimensions of teacher's knowledge to teach mathematics with…

  19. 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

  20. Analysing Teacher Knowledge for Technology Education in Primary Schools

    Science.gov (United States)

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

    2012-01-01

    Teacher knowledge guides a teacher's behaviour in the classroom. Teacher knowledge for technology education is generally assumed to play an important role in affecting pupils' learning in technology. There are an abundant number of teacher knowledge models that visualise different domains of teacher knowledge, but clear empirical evidence on how…

  1. 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

    2014-12-01

    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 progression trajectory criteria established in the literature. The data were collected using the PCK capturing approach, called Content Representations, or "CoRes" (twice), and two interviews with each preservice teacher during the semester. The results indicated that neither preservice teacher initially held an extensive repertoire of representations for all components of PCK in their knowledge base. However, these preservice teachers noticeably increased their number of representations over the course of the semester. The components of PCK did not progress to the same extent for each participant. Likewise, the constituent elements of each PCK component indicated relatively dissimilar features across the participants. Implications for science teacher education and the methodological contributions of the study to educational research are discussed.

  2. 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.

  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

    2016-06-01

    Research has shown that a high level of content knowledge (CK) is necessary but not sufficient to develop the special knowledge base of expert teachers known as pedagogical content knowledge (PCK). This study contributes towards research to quantify the relationship between CK and PCK in science. In order to determine the proportion of the variance in PCK accounted for by the variance in CK, instruments are required which are valid and reliable as well as being unidimensional to measure person abilities for CK and PCK. An instrument consisting of two paper-and-pencil tests was designed to assess Grade 12 teachers CK and PCK in organic chemistry. We used the Rasch measurement model to convert raw score data into interval measures and to provide empirical evidence for the validity, reliability and unidimensionality of the tests. The correlation between CK and PCK was estimated as r = .66 (p < .001). We found evidence to suggest that while topic-specific PCK (TSPCK) develops with increasing teaching experience, high levels of CK can be acquired with limited teaching experience. These findings support the hypothesis that CK is a requirement for the development of TSPCK; proficiency in CK is, however, not necessarily associated with high levels of TSPCK.

  4. 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…

  5. Exploring Differences in Practicing Teachers' Valuing of Pedagogical Knowledge Based on Teaching Ability Beliefs

    Science.gov (United States)

    Fives, Helenrose; Buehl, Michelle M.

    2014-01-01

    In this investigation, we assessed 443 teachers' beliefs with the "Teaching Ability Belief Scale" (TABS) and the "Importance of Teaching Knowledge Scale" (ITKS). Using cluster analysis, we identified four groups of teachers based on their responses to the TABS reflecting "Innate," "Learned,"…

  6. 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…

  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. Applying Funds of Knowledge Theory in a New Zealand High School: New Directions for Pedagogical Practice

    Science.gov (United States)

    Hogg, Linda

    2016-01-01

    In New Zealand teacher practice is expected to be inclusive and supportive of all learners (Ministry of Education, 2007). However, diverse evidence highlights inequitable school experiences for Maori and Pasifika students. This study explored the application of funds of knowledge (FoK) theory within a New Zealand high school, with a focus on…

  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. 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…

  11. Pedagogical Contend Knowledge about green chemistry: for university professors of chemistry

    OpenAIRE

    Diana Lineth Parga Lozano

    2015-01-01

    The search area of interesting to researcher in Science education is the green curricula of teaching of teacher. Therefor, the next consideration take into account the university teacher of chemistry teacher in relation to knowledge that they have to teach the sustainable chemistry, environmental chemistry and the green chemistry, like levels of green chemistry when teach to chemistry teacher. The methodology included a documental study, in the national congress in Brazil about of...

  12. Researching Design Practices and Design Cognition: Contexts, Experiences and Pedagogical Knowledge-in-Pieces

    Science.gov (United States)

    Kali, Yael; Goodyear, Peter; Markauskaite, Lina

    2011-01-01

    If research and development in the field of learning design is to have a serious and sustained impact on education, then technological innovation needs to be accompanied--and probably guided--by good empirical studies of the design practices and design thinking of those who develop these innovations. This article synthesises two related lines of…

  13. Pedagogized Muslimness

    DEFF Research Database (Denmark)

    Buchardt, Mette

    and the early 1980s, the children of migrants came to be defined by their parents’ relation to the labor market: as ‘foreign workers’ in often unskilled jobs, associated with rural life and ‘traditional family patterns’, and characterized by what was seen as their (lack of) language skills. In the course...... of several moral panics around ‘Muslims’ and ‘Muslim children’, this focus has translated into a knowledge formation of culture/religion. The book shows how school-produced Muslimness, in the pedagogized social economy of the classroom, becomes a parameter of social class, higher as well as lower....

  14. In-Service Professional Development on Supporting Elementary Teachers’ Pedagogical Content Knowledge and Efficacy through Inquiry-Based Teacher Training

    Directory of Open Access Journals (Sweden)

    Randy Fananta Muhammad

    2018-01-01

    Full Text Available This study was conducted to ascertain the role of inquiry in supporting teachers’ pedagogical content knowledge (PCK and efficacy based on the In-Service Profesional Development (INSEP findings. INSEP program has been conducted by Kelas Lentera Kuark in East Sumba Regency, East Nusa Tenggara Province. This program was conducted from January to July of 2016 within three stages such as: (1 Preliminary assessment (2 Teacher training (consist of two sessions: Motivational and leadership training, and Inquiry-Based Teacher Training; (3 Monitoring and Evaluation. This study was conducted using the qualitative approach of multiple cases study. The data were obtained from multiple sources and analyzed through the approach of constant comparative method. The findings show that inquiry plays an important role in constructing teachers’ PCK and efficacy. Inquiry does not only serves as an instructional teaching but also it develops their paradigm to understand more about Nature of Science thus they have the ability to develop PCK that can bring a direct impact to their efficacy.

  15. Return on Knowledge Assets: Rethinking Investments in Educational Technology.

    Science.gov (United States)

    Watkins, Karen E.; Callahan, Mary Wilson

    1998-01-01

    Presents various ways of understanding knowledge and intellectual capital and the assets they produce. Considers implications of assessing the return on educational technologies as organizational knowledge assets. Presents a case study to illustrate how an educational technology application might help capture the benefits of knowledge capital.…

  16. 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

  17. 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...... in teaching aspect (SWOT analysis) • generate improvement and future plan • share my pedagogical knowledge and understanding with others, and through supervision and exam, it will be inspected and improved • achieve a proof of a pedagogical education The goal of this work is to • use theoretical knowledge...

  18. Engineering Knowledge and Student Development: An Institutional and Pedagogical Critique of Engineering Education

    Science.gov (United States)

    Tang, Xiaofeng

    Educators have recommended the integration of engineering and the liberal arts as a promising educational model to prepare young engineers for global economic, environmental, sociotechnical, and ethical challenges. Drawing upon philosophy of technology, engineering studies, and educational psychology, this dissertation examines diverse visions and strategies for integrating engineering and liberal education and explores their impacts on students' intellectual and moral development. Based on archival research, interviews, and participant observation, the dissertation presents in-depth case studies of three educational initiatives that seek to blend engineering with the humanities, social sciences, and arts: Harvey Mudd College, the Picker Engineering Program at Smith College, and the Programs in Design and Innovation at Rensselaer Polytechnic Institute. The research finds that learning engineering in a liberal arts context increases students' sense of "owning" their education and contributes to their communication, teamwork, and other non-technical professional skills. In addition, opportunities for extensive liberal arts learning in the three cases encourage some students to pursue alternative, less technocentric approaches to engineering. Nevertheless, the case studies suggest that the epistemological differences between the engineering and liberal arts instructors help maintain a technical/social dualism among most students. Furthermore, the dissertation argues a "hidden curriculum," which reinforces the dominant ideology in the engineering profession, persists in the integrated programs and prevents the students from reflecting on the broad social context of engineering and critically examining the assumptions upheld in the engineering profession.

  19. Knowledge Management and Information Technology (Know-IT Encyclopedia)

    National Research Council Canada - National Science Library

    Pollock, Neal

    2002-01-01

    .... This encyclopedia is an attempt to create and distribute a knowledge-level tool. Much of it is tacit knowledge taken from the author's experience on-the-job at the Program Executive Office for Information Technology (PEO...

  20. Module Based on Pedagogical Content Knowledge to Increase the Engagement and Skills of the Future Teachers in Designing a Lesson Plan

    Directory of Open Access Journals (Sweden)

    Ika Maryani

    2017-02-01

    Full Text Available Lesson plans is the most important component in preparing a quality learning. Teachers’ low understanding on pedagogical content knowledge affects their skills in designing learning. It needs serious effort to equip future teachers with pedagogical content knowledge to produce professional teachers. The aim of this study is to increase the engagement and skills of future teachers in designing lesson plans using module based on pedagogical content knowledge. College-students engagement indicators are adopted from Students Engagement Instrument (SEI-Appleton, Christenson, Kim, and Reschly, consisting of affective and cognitive engagement. The skill in question are the ability to writing the subject’s identity, writing competencies, formulating indicators, compiling teaching materials, designing media, choosing learning method, compiling learning scenarios, as well as designing assessment. This research is a classroom action research that is designed in two cycles of learning with the number of respondents is 73 college-students. Each learning cycle is consisting of planning, implementation, observation, and reflection. The data collection techniques was self-report, observation, portfolios, interviews, field notes, and study documentation. Descriptive statistics were used to analyse the quantitative data, whereas qualitative data were analysed by qualitative analysis of Miles & Hubberman model. The results showed that the PCK-based module is able to increase college-students engagement and ability in designing a lesson plan.

  1. Pedagogical Praxis Surrounding the Integration of Photography, Visual Literacy, Digital Literacy, and Educational Technology into Business Education Classrooms: A Focus Group Study

    Science.gov (United States)

    Schlosser, Peter Allen

    2010-01-01

    This paper reports on an investigation into how Marketing and Business Education Teachers utilize and integrate educational technology into curriculum through the use of photography. The ontology of this visual, technological, and language interface is explored with an eye toward visual literacy, digital literacy, and pedagogical praxis, focusing…

  2. 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.

  3. Data mining and knowledge discovery technologies

    National Research Council Canada - National Science Library

    Taniar, David

    2008-01-01

    "This book presents researchers and practitioners in fields such as knowledge management, information science, Web engineering, and medical informatics, with comprehensive, innovative research on data...

  4. Information technology to support informal knowledge sharing

    NARCIS (Netherlands)

    Davison, R.M.; Ou, C.X.J.; Martinsons, M.G.

    2013-01-01

    The knowledge management (KM) literature largely focuses on the explicit and formal representation of knowledge in computer-based KM systems. Informal KM practices are widespread, but less is known about them. This paper aims to redress this imbalance by exploring the use of interactive information

  5. The innovative pedagogical technologies of the development of the personal and value attitude to the health among the visually impaired pupils.

    Directory of Open Access Journals (Sweden)

    Schelkunov D.A.

    2011-02-01

    Full Text Available The conducted research shows the necessity to make up the organizational and pedagogical conditions technologies of their realization in the providing with the formation of the personal and value attitude to the pupils` health. 125 pupils of the comprehensive secondary school for blind and visually impaired children of the I-III grades in the age of 14-15 took part in the research. It is stated that the quality of the educational, correction and rehabilitation activity of the pupils is determined by the effective technologies and pedagogical conditions of their realization.

  6. 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...

  7. KNOWLEDGE, TECHNOLOGY ADOPTION AND FINANCIAL INNOVATION

    OpenAIRE

    Ana Fernandes

    2004-01-01

    Why are new financial instruments created? This paper proposes the view that financial development arises as a response to the contractual needs of emerging technologies. Exogenous technological progress generates a demand for new financial instruments in order to share risk or overcome private information, for example. A model of the dynamics of technology adoption and the evolution of financial instruments that support such adoption is presented. Early adoption may be required for financial...

  8. Using information technology to support knowledge conversion processes

    Directory of Open Access Journals (Sweden)

    2001-01-01

    Full Text Available One of the main roles of Information Technology in Knowledge Management programs is to accelerate the speed of knowledge transfer and creation. The Knowledge Management tools intend to help the processes of collecting and organizing the knowledge of groups of individuals in order to make this knowledge available in a shared base. Due to the largeness of the concept of knowledge, the software market for Knowledge Management seems to be quite confusing. Technology vendors are developing different implementations of the Knowledge Management concepts in their software products. Because of the variety and quantity of Knowledge Management tools available on the market, a typology may be a valuable aid to organizations that are looking for answers to specific needs. The objective of this article is to present guidelines that help to design such a typology. Knowledge Management solutions such as intranet systems, Electronic Document Management (EDM, groupware, workflow, artificial intelligence-based systems, Business Intelligence (BI, knowledge map systems, innovation support, competitive intelligence tools and knowledge portals are discussed in terms of their potential contributions to the processes of creating, registering and sharing knowledge. A number of Knowledge Management tools (Lotus Notes, Microsoft Exchange, Business Objects, Aris Toolset, File Net, Gingo, Vigipro, Sopheon have been checked. The potential of each category of solutions to support the transfer of tacit and/or explicit knowledge and to facilitate the knowledge conversion spiral in the sense of Nonaka and Takeuchi (1995 is discussed.

  9. Knowledge and cognitive process dimensions of Technology ...

    African Journals Online (AJOL)

    Technology was introduced into the South African school curriculum in recognition of the need to produce more engineers, technicians and artisans and thus to be a vehicle to develop readiness for a competitive and technology-driven economy (Department of Basic Education, 2011). Bloch (2007) avers that it is due to the ...

  10. Ethics of Information Technologies in Knowledge Society

    DEFF Research Database (Denmark)

    Rendtorff, Jacob Dahl

    2016-01-01

    How should we define the ethics of information technology? It is not a new field of study in the sense that it requires an entirely new ethical thinking. Rather, it is a field where we can try to use our traditional philosophical notions and apply them to this field of computer technology...

  11. Knowledge Management Technology for Decision Support: an empirical examination

    Directory of Open Access Journals (Sweden)

    Meliha Handzic

    2001-11-01

    Full Text Available This paper reports the results of an empirical examination of the effectiveness of one type of knowledge management technology, namely 'contextual knowledge repository', for supporting individual decision makers in a predictive judgement task context. 31 volunteer subjects participated in the study. The results indicate that a given technology was fairly useful, but insufficient to maximally enhance individual decision making. On one hand, subjects were found to extract more knowledge and make significantly smaller decision errors than their notional naive counterparts. On the other hand, subjects tended to extract less knowledge and make significantly larger decision errors compared to notional optimal counterparts. These findings suggest that individuals could potentially benefit from those knowledge management technologies that would provide additional explicit analytical and procedural knowledge, or those that would facilitate sharing of tacit knowledge through interaction with others. Future research is necessary to address these issues.

  12. Historiographic Aspects of Studying the Phenomenon of Pedagogical Mastery (Analysis of Ukrainian and Foreign Scholars′ Views

    Directory of Open Access Journals (Sweden)

    Milto Liudmyla

    2017-06-01

    Full Text Available The article is devoted to scientific analysis of the phenomenon of pedagogical mastery. Research findings on pedagogical mastery, pedagogical creativity, pedagogical technologies have been studied in the light of historical and pedagogical paradigm. In addition, various scientific approaches and views of scholars on the essence of pedagogical mastery have been considered and the ambiguity of their scientific interpretations has been justified. The scientific category of pedagogical mastery is regarded as a social, cultural and historical phenomenon, caused by the challenges of society in line with the relevant social priorities and directions according to the goals and objectives of a particular historical period. Subsequently, complexity and multidimensionality of the notion of pedagogical mastery and presence of various scientific approaches (technological, creative, personality- and activitybased to interpreting the scientific category have been proved. Based on the current sociocultural situation, the relevance of researches on pedagogical mastery as a scientific category has been proved and its role in training future teachers, which can be considered as a certain teaching strategy and factor in forming their readiness for innovative activity has been defined. It has been found out that diversity and interdisciplinarity of pedagogical mastery in the system of scientific knowledge promote methodological strategies for its research, the need for their systematization and complex implementation.

  13. Nuclear technology and knowledge management in radioprotection

    International Nuclear Information System (INIS)

    Alonso, A.

    2007-01-01

    The cycle of life of nuclear power plant expands along seven well defined phases lasting about a century and therefore employing three successive generations. Each one of such phases is in need of specific knowledge on radiation protection matters. The nuclear moratorium introduced in Spain in 1983 suspended all those activities related to site selection, design and construction of new units and their commissioning. As it does not seem to be prudent to renounce to nuclear energy on a permanent basis, nuclear utilities, engineering and service companies, academic, research and state organizations agencies should establish programmes to recuperate the radiological knowledge and experience, among other subjects, acquired in the interrupted activities. Likewise, those responsible for the operation of nuclear power plants and the follow up activities should also establish knowledge management activities on radiation protection and other subject matters in line with the IAEA recommendations. (Author) 19 refs

  14. Localized knowledge spillover and the emergence of new technology

    DEFF Research Database (Denmark)

    Tanner, Anne Nygaard

    2010-01-01

    For the past 20 years scholars have found support for the thesis that knowledge spills over in geographical and technological proximity to the source of knowledge creation. It is the objective of this paper to examine whether this understanding of LKS can contribute to a greater understanding...... of emerging technologies and their geographical distribution. The paper examines this by studying the emergence of a generic technology with a very complex knowledge base, namely the fuel cell (FC) technology. The analysis is carried out on an OECD dataset on regionalized PCT patent applications (OECD REGPAT......-related technology fields. These findings corroborate the usefulness of the theory on LKS in explaining elements of the emergence of new technologies. Moreover, the analysis sheds new light on regional development and diversification along new technological trajectory....

  15. Social Technologies and Informal Knowledge Sharing within and across Organizations

    Science.gov (United States)

    Jarrahi, Mohammad Hosein

    2013-01-01

    This doctoral dissertation is focused on both empirical and conceptual contributions relative to the roles social technologies play in informal knowledge sharing practices, both within and across organizations. Social technologies include (a) traditional social technologies (e.g., email, phone and instant messengers), (b) emerging social…

  16. Developing a New Teaching Approach for the Chemical Bonding Concept Aligned with Current Scientific and Pedagogical Knowledge

    Science.gov (United States)

    Nahum, Tami Levy; Mamlok-Naaman, Rachel; Hofstein, Avi; Krajcik, Joseph

    2007-01-01

    The traditional pedagogical approach for teaching chemical bonding is often overly simplistic and not aligned with the most up-to-date scientific models. As a result, high-school students around the world lack fundamental understanding of chemical bonding. In order to improve students' understanding of this concept, it was essential to propose a…

  17. 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…

  18. Math Instruction Is Not Universal: Language-Specific Pedagogical Knowledge in Korean/English Two-Way Immersion Programs

    Science.gov (United States)

    Lee, Wona; Lee, Jin Sook

    2017-01-01

    Two-Way Immersion (TWI) programs have demonstrated positive outcomes in students' academic achievement in English, yet less is known about content teaching and learning in the non-English language in these programs. This study uses math instruction as a lens to identify pedagogical strategies and challenges in the teaching of math in Korean to…

  19. 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…

  20. Knowledge base technology: a developer view

    Directory of Open Access Journals (Sweden)

    G. Ginkul

    1996-09-01

    Full Text Available In present paper we have endeavoured to tell about some reasonings, conclusions and pricticals results, to which we have come being busy with one of most interesting problems of modern science. This paper is a brief report of the group of scientists from the Laboratory of Artificial Intelligence Systems about their experience of work in the field of knowledge engineering. The researches in this area was started in our Laboratory more than 10 years ago, i.e. about in the moment, when there was just another rise in Artificial Intelligence, caused by mass emerging of expert systems. The tasks of knowledge engineering were being varied, and focal point of our researches was being varied too. Certainly, we have not solved all the problems, originating in this area. Our knowledge still has an approximate nature, but nevertheless, the outcomes obtained by us seem rather important and interesting. So, we want to tell about our experience in building of knowledge-based systems, and expert systems, in particular.

  1. Semantic Technologies for Nuclear Knowledge Modelling and Applications

    International Nuclear Information System (INIS)

    Beraha, D.; Gladyshev, M.

    2016-01-01

    Full text: The IAEA has been engaged in working with Member States to preserve and enhance nuclear knowledge, and in supporting wide dissemination of safety related technical and technological information enhancing nuclear safety. The knowledge organization systems (ontologies, taxonomies, thesauri, etc.) provide one of the means to model and structure a given knowledge domain. The significance of knowledge organization systems (KOS) has been greatly enhanced by the evolution of the semantic technologies, enabling machines to “understand” the concepts described in a KOS, and to use them in a variety of applications. Over recent years semantic technologies have emerged as efficient means to improve access to information and knowledge. The Semantic Web Standards play an important role in creating an infrastructure of interoperable data sources based on principles of Linked Data. The status of utilizing semantic technologies in the nuclear domain is shortly reviewed, noting that such technologies are in their early stage of adoption, and considering some aspects which are specific to nuclear knowledge management. Several areas are described where semantic technologies are already deployed, and other areas are indicated where applications based on semantic technologies will have a strong impact on nuclear knowledge management in the near future. (author

  2. Can Mobile Technology Enable Knowledge Communication in a Learning Environment?

    DEFF Research Database (Denmark)

    Kampf, Constance; Islas Sedano, Carolina

    2008-01-01

    with technology in knowledge management systems.  So, is knowledge communication a process that can be technologically enabled?  In this presentation, we explore the possibilities of socio-technical interaction for knowledge communication through the use of a mobile phone game as a knowledge communication tool.......  Our research focuses in on use of this mobile phone game as a case study for a Project Management course given simultaneously at the Aarhus School of Business and the Helsinki School of Economics.  The students used knowledge communication and knowledge management theories as part of their project...... conception & project planning processes for situating the mobile game in a social knowledge communication context such as a museum exhibit.  We will discuss the HSE students' use of theories and the reception of their project ideas by clients, as well as the ASB students' response to the case of implementing...

  3. Technology and knowledge transfer for development

    CSIR Research Space (South Africa)

    Chakwizira, J

    2008-01-01

    Full Text Available -economic opportunities. It concludes by emphasing that a strategy to promnote technology innovation and transfer is required before tapping into, and adding value to, the local input in order that international co-operation and partnerships are adavanced and can...

  4. Information Technology Knowledge and Skills of Agricultural ...

    African Journals Online (AJOL)

    This study was conducted to determine the level of information technology use among all the 39 lecturers of Botswana College of Agriculture (BCA) and 24 researchers of the Department of Agricultural Research (DAR) in Botswana. The questionnaire administered was developed around the domains which literature has ...

  5. Surveying technologies for integrating indigenous knowledge ...

    African Journals Online (AJOL)

    ... systems (IKS) in mathematics education in Durban, South Africa. In the exploratory case study, the researchers examined the existing modern and traditional technologies that are used in teaching mathematics by pre-service and in-service teachers enrolled in teacher certification programs at a high-tech university in the ...

  6. globalization, technology transfer and the knowledge gap

    African Journals Online (AJOL)

    USER

    2011-06-10

    Jun 10, 2011 ... This paper, discusses the impact of oligopolistic research on transfer of global pharmaceutical manufacturing technology to the less developed countries of the South (Nigeria) in post globalism. On the basis of empirical evidence from the advanced industrialized world, it is argued that the growth of.

  7. The effect of knowledge decomposability on technological exploration in technological acquisitions

    NARCIS (Netherlands)

    Li, Zhengyu; Duysters, Geert; Gilsing, Victor

    2016-01-01

    We study how organizational variations in a firm's capability to decompose its internal knowledge elements affect the generation of exploratory technologies from technological acquisitions. We find that firms with a near-decomposable knowledge base will generate the most exploratory technologies

  8. Teaching Technological Knowledge: Determining and Supporting Student Learning of Technological Concepts

    Science.gov (United States)

    Compton, Vicki J.; Compton, Ange D.

    2013-01-01

    This paper reports on findings related to Technological Knowledge from Stage Two of the "Technological Knowledge and Nature of Technology: Implications for teaching and learning" ("TKNoT: Imps") research project undertaken in 2009. A key focus in Stage Two was the trialing of different teaching strategies to determine how…

  9. Development Principles of the Pedagogical System Aimed at Bachelor Training Based on Modern Information Technology

    Science.gov (United States)

    Kurymbayev, Sayat G.; Samashova, Gulfarida E.; Alshynbayeva, Zhuldyz E.; Mukhametzhanova, Aigul O.; Sharazdin, Adilzada M.; Kalybekova, Kalamkas S.; Kosybaeva, Umitzhan A.

    2016-01-01

    Modern education is aimed at training competent specialists, which requires modernizing the training process by implementing innovative technologies, especially information technologies. Information technologies allow quickly accessing necessary data, which speeds up the training process. This paper deals with issues related to training bachelors…

  10. Appropriating Technologies for Contextual Knowledge: Mobile Personal Learning Environments

    Science.gov (United States)

    Attwell, Graham; Cook, John; Ravenscroft, Andrew

    The development of Technology Enhanced Learning has been dominated by the education paradigm. However social software and new forms of knowledge development and collaborative meaning making are challenging such domination. Technology is increasingly being used to mediate the development of work process knowledge and these processes are leading to the evolution of rhizomatic forms of community based knowledge development. Technologies can support different forms of contextual knowledge development through Personal Learning Environments. The appropriation or shaping of technologies to develop Personal Learning Environments may be seen as an outcome of learning in itself. Mobile devices have the potential to support situated and context based learning, as exemplified in projects undertaken at London Metropolitan University. This work provides the basis for the development of a Work Orientated MoBile Learning Environment (WOMBLE).

  11. Pedagogical Basic Concept of Learning

    OpenAIRE

    Göhlich, Michael; Zirfas, Jörg

    2007-01-01

    The text displays the systematics of a genuinely pedagogical learning concept and is therefore aimed against reduced terms, which accompany the usage of psychological and in recent time neuroscientific learning theories. Pedagogically seen, learning is an experiential-refl ective process of gaining specific knowledge and skills affecting the learner. In this sense four pedagogical dimensions of learning are reconstructed: learning to know, learning to do, learning to live together and lear...

  12. The use of information technologies and communication assistive technology as applied in the construction of knowledge of students with visual disabilities who attend rooms multifunction resources

    Directory of Open Access Journals (Sweden)

    Raquel Rosan Christino Gitahy

    2016-04-01

    Full Text Available This research aimed to investigate the contribution brought by the use of information and communication technologies applied to assistive technology in the construction of knowledge of students with visual impairment who attended the multifunction capabilities room. Research subjects were two students with visual impairment in different school years attending the multifunctional room features two educational institutions. In addition to students, the research subjects were also the teachers of the respective multi-functional resources they attend and the teachers who attended the in mainstream education. To achieve the goal, initially, the theoretical framework and was later carried out the field study procedure through the interview collection was consulted. The results found that two educational institutions surveyed are still building their pedagogical regarding the use and appropriation of ICT when used in multifunctional resource room as assistive technology. It is of fundamental importance to teacher training for the appropriation of ICT especially in relation to work with assistive technology in educational environments. Therefore, that it develops skills and abilities that allow building pedagogical practices in congruence with these technologies.

  13. Mobile Technologies for Preservation of Indigenous Knowledge in Rural Communities

    DEFF Research Database (Denmark)

    Winschiers-Theophilus, Heike; Zaman, Tariq; Jensen, Kasper Løvborg

    2013-01-01

    In this paper we explore the opportunities of mobile technologies in three of our own development endeavors with rural communities, promoting the preservation of indigenous knowledge. We reflect upon and recognize the fact that the representation of indigenous knowledge will be transformed within...

  14. A Framework for Seeking the Connections between Technology, Pedagogy, and Culture: A Study in the Maldives

    Science.gov (United States)

    Adam, Aminath

    2017-01-01

    Educational technology researchers have often overlooked the effect of culture on teachers' use of digital technologies in their pedagogical practice. Several technology integration models, such as the Technology Adoption Model (TAM) and Technological, Pedagogical and Content Knowledge (TPACK), have also failed to explain the connections between…

  15. Factors Contributing to Adult Knowledge of Science and Technology

    Science.gov (United States)

    Falk, John H.; Needham, Mark D.

    2013-01-01

    Historically, most efforts to improve public knowledge of science and technology have focused on improvements in K-12 schooling, although post-secondary education and informal education have also been mentioned as important factors. Currently, little empirical data exist to determine how or when to best leverage science and technology education…

  16. Do social networks and technological capabilities help knowledge management?

    Directory of Open Access Journals (Sweden)

    Encarnación García-Sánchez

    2017-12-01

    Full Text Available Dynamic capabilities are currently becoming an important extension of the theory of resources and capabilities that enables companies to adapt better in the current competitive environment. This paper examines how knowledge management, a dynamic function related to management or administration of a set of knowledge flows, develops thanks to the greater dynamism of social networks. It then shows how this relationship is especially strengthened by different technological capabilities. To achieve these goals, the paper examines the main tools that permit companies to develop an ability to achieve competitive advantage relative to the technological capabilities of managers and workers, social networks and knowledge management.

  17. Pedagogical Background for Technology Education--Meaningful Learning in Theory and Practice

    Science.gov (United States)

    Autio, Ossi

    2009-01-01

    One important theme in technology education is the growing need to develop the type of pedagogies that encourage pupils in authentic and meaningful learning experiences. Often, the teaching strategies of technology education are only a matter of teaching the handling of materials and tools, and the production of mere objects does not consider how…

  18. Finding Space for Technology: Pedagogical Observations on the Organization of Computers in School Environments

    Science.gov (United States)

    Jenson, Jennifer; Rose, Chloë Brushwood

    2006-01-01

    With the large-scale acquisition and installation of computer and networking hardware in schools across Canada, a major concern has been where to locate these new technologies and whether and how the structure of the school might itself be made to accommodate these new technologies. In this paper, we suggest that the physical location and…

  19. Pennsylvania Teachers' Perceptions and Use of Social Media Communication Technologies as a Pedagogical Tool

    Science.gov (United States)

    Tozer, Brett C.

    2017-01-01

    A number of states and organizations have begun to add cross-content technology elements to their educational standards, providing teachers opportunities to use social media communication (SMC) technology in teaching and learning. Specifically, in the Commonwealth of Pennsylvania, the PA Core Standards, which are adapted from the national Common…

  20. The Pedagogical-Technological Divide and the Elephant in the Room

    Science.gov (United States)

    Dron, Jon

    2012-01-01

    There is a widely held belief in e-learning circles that pedagogy must come before technology. In this paper it is argued that, not only is that not true, but that it is a weak distinction as pedagogies, insofar as they represent a set of techniques and tools for learning, are as much technologies as the computers, forums, virtual classrooms and…

  1. A Pedagogical Framework for Technology Integration in ESL Classrooms: The Promises and Challenges of Integration

    Science.gov (United States)

    Yang, Sha; Walker, Victoria

    2015-01-01

    Technologies have the potential to support language teaching and learning, but English as a Second Language (ESL) teachers in the United States (U.S.) either sparingly use technologies for instruction or use them at low level. Although previous research has indicated some promises and challenges faced by U.S. ESL teachers with integrating…

  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

    when it came to determining whether additional training would improve their confidence or aid them in their teaching role. The majority of respondents also felt they had reasonable or extensive knowledge of topics related to their teaching roles (e.g., delivering sessions and information literacy. Indeed, when questioned as to what could improve the effectiveness of their teaching only 36 (44% responses were given: subject knowledge and e-learning/new technologies were indicated as the most helpful.Librarians indicated that their preferred delivery methods when learning new skills were (in order of popularity: formal sessions, on-the-job development; short courses; and other options (e.g., increased library school training. The majority of respondents noted there were enough opportunities available for them to develop their teaching skills. When asked at the end for additional comments on teaching knowledge and development in general, responses were varied, although many offered suggestions for ways of improving the development and provision of teaching skills within the library profession as a whole.Conclusion – The authors posit that information literacy instruction has become a major component of the job requirement of a subject librarian. Survey results indicate that subject librarians recognize the value of pedagogical knowledge but question the importance of the theoretical aspects; spend a significant amount of time on various types of instruction; learn on-the-job; feel they are sufficiently knowledgeable in their role and feel confident providing instruction; and favour short-courses or formalized programs for continued learning. Future studies would benefit from interviews, additional tools to track instruction details, and perhaps a larger scale.

  3. GLOBALIZATION, TECHNOLOGY AND COMPETITIVENESS: FROM INDUSTRIAL REVOLUTION TO KNOWLEDGE ECONOMY

    OpenAIRE

    Silvia Marginean

    2009-01-01

    The world is experiencing a new revolution – the knowledge revolution – fuelled by the technological change. In the same time, globalization and competitiveness are two concepts used to explain modern trends in economic development. This paper analyzes the relationship between globalization, technology and competitiveness. Globalization and technology are linked and they have generated great shifts in the national competitiveness of countries. In a broad sense, industrial revolution can be se...

  4. Enhancing knowledge sharing management using BIM technology in construction.

    Science.gov (United States)

    Ho, Shih-Ping; Tserng, Hui-Ping; Jan, Shu-Hui

    2013-01-01

    Construction knowledge can be communicated and reused among project managers and jobsite engineers to alleviate problems on a construction jobsite and reduce the time and cost of solving problems related to constructability. This paper proposes a new methodology for the sharing of construction knowledge by using Building Information Modeling (BIM) technology. The main characteristics of BIM include illustrating 3D CAD-based presentations and keeping information in a digital format and facilitation of easy updating and transfer of information in the BIM environment. Using the BIM technology, project managers and engineers can gain knowledge related to BIM and obtain feedback provided by jobsite engineers for future reference. This study addresses the application of knowledge sharing management using BIM technology and proposes a BIM-based Knowledge Sharing Management (BIMKSM) system for project managers and engineers. The BIMKSM system is then applied in a selected case study of a construction project in Taiwan to demonstrate the effectiveness of sharing knowledge in the BIM environment. The results demonstrate that the BIMKSM system can be used as a visual BIM-based knowledge sharing management platform by utilizing the BIM technology.

  5. Research on knowledge support technology for product innovation design based on quality function knowledge deployment

    Directory of Open Access Journals (Sweden)

    Kai Zhang

    2016-06-01

    Full Text Available Based on the analysis of the relationship between the process of product innovation design and knowledge, this article proposes a theoretical model of quality function knowledge deployment. In order to link up the product innovation design and the knowledge required by the designer, the iterative method of quality function knowledge deployment is refined, as well as the knowledge retrieval model and knowledge support model based on quality function knowledge deployment are established. In the whole life cycle of product design, in view of the different requirements for knowledge in conceptual design stage, components’ configuration stage, process planning stage, and production planning stage, the quality function knowledge deployment model could link up the required knowledge with the engineering characteristics, component characteristics, process characteristics, and production characteristics in the four stages using the mapping relationship between the function characteristics and the knowledge and help the designer to track the required knowledge for realizing product innovation design. In this article, an instance about rewinding machine is given to demonstrate the practicability and validity of product innovation design knowledge support technology based on quality function knowledge deployment.

  6. Knowledge Transfer Plan of Action for Biomass. Working Group Technology and Knowledge August 2003 - August 2004

    International Nuclear Information System (INIS)

    Van Ree, R.; Beekes, M.L.; Knoef, H.; Koppejan, J.; Driegen, J.; Vos, R.

    2005-05-01

    As part of the title Plan of Action six working groups are involved in finding solutions to the most important bottlenecks in the market introduction of bio-energy systems. In the working group on Technology and Knowledge an overview is given of the best biomass technology/product combinations [nl

  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. 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…

  9. Confronting the Technological Pedagogical Knowledge of Finnish Net Generation Student Teachers

    Science.gov (United States)

    Valtonen, Teemu; Pontinen, Susanna; Kukkonen, Jari; Dillon, Patrick; Vaisanen, Pertti; Hacklin, Stina

    2011-01-01

    The research reported here is concerned with a critical examination of some of the assumptions concerning the "Net Generation" capabilities of 74 first-year student teachers in a Finnish university. There are assumptions that: (i) Net Generation students are adept at learning through discovery and thinking in a hypertext-like manner…

  10. BodyHeat Encounter: Performing Technology in Pedagogical Spaces of Surveillance/Intimacy

    Science.gov (United States)

    Fels, Lynn; Ricketts, Kathryn

    2015-01-01

    What occurs when videographer and performer encounter each other through the lens of a camera? This collaborative performative inquiry focuses on embodiment and emergent narrative as realized through an encounter between technology and the visceral body--a relational body that smells, touches, sees, hears and feels the emergent world through…

  11. The Efficacy of Social Media Technologies in Academia: A Pedagogical Bliss or Digital Fad?

    Science.gov (United States)

    Kivunja, Charles

    2015-01-01

    Efficacy of a teaching strategy technically refers to the ability of that strategy to produce a desired or intended learning outcomes. To date, there is little information on the efficacy of social media technologies in academia and it is likely to be some time before their effectiveness is proven. It is therefore legitimate to ask the question,…

  12. Pedagogical Shift in the Twenty-First Century: Preparing Teachers to Teach with New Technologies

    Science.gov (United States)

    Chigona, Agnes

    2015-01-01

    The expectation in education today is that pre-service teachers should graduate from teacher education adequately prepared to teach with Information Communication Technologies (ICTs) that have potential to enhance curriculum delivery, hence improving quality of education. However, research shows that pre-service teachers are graduating from…

  13. Mobile Technology in Second Language Classrooms: Insights into Its Uses, Pedagogical Implications, and Teacher Beliefs

    Science.gov (United States)

    Van Praag, Benjamin; Sanchez, Hugo Santiago

    2015-01-01

    Adopting a multiple-case, multiple-method design, this study investigates mobile technology use in the practices of three experienced second language teachers. The findings, based on an analysis of the teachers' rationales, stated beliefs and classroom actions, show that the teachers tend to prohibit or reluctantly tolerate mobile device usage,…

  14. Resisting the Lure of Technology-Driven Design: Pedagogical Approaches to Visual Communication

    Science.gov (United States)

    Northcut, Kathryn M.; Brumberger, Eva R.

    2010-01-01

    Technical communicators are expected to work extensively with visual texts in workplaces. Fortunately, most academic curricula include courses in which the skills necessary for such tasks are introduced and sometimes developed in depth. We identify a tension between a focus on technological skill vs. a focus on principles and theory, arguing that…

  15. Exploring Organisational Stratification and Technological Pedagogical Change: Cases of Technology Integration Specialists in Hong Kong International Schools

    Science.gov (United States)

    Woo, David James

    2015-01-01

    An international school may make organisational choices that divide the school by curriculum, grade-level, language and location. This article explores how a school's organisational stratification impacts how the school supports changing teaching and learning practices through technology. The article draws from case data of technology integration…

  16. The sense and meaning attributed to emotions by teachers training at Pedagogical and Technological University of Colombia

    Directory of Open Access Journals (Sweden)

    Rafael Enrique Buitrago Bonilla

    2017-02-01

    Full Text Available Quality education not only involves the formulation of curriculum but must consider other aspects into teacher training, such as emotional competencies, because it will improve the education system. This paper is a result of a study of qualitative typology that highlights the sense and meaning that training teachers give to emotions, on the Faculty of Education Sciences at the Pedagogical and Technological University of Colombia. The data collection technique used were case study and in-depth interview. Nine men and ten women students from different areas (8th and 9th semester of 10 training teacher programs participated in this research. In the research was evident that training teacher programs do not include the study of emotions and that inadequate emotional management can have a negative impact on the educational process. Likewise, it was important to consider the interdependent relationship between intrapersonal and interpersonal topics and the concordance between meaning attributed to the emotions from participants and the main models of emotional intelligence.

  17. Do social networks and technological capabilities help knowledge management?

    OpenAIRE

    Encarnación García-Sánchez; Víctor Jesús García-Morales; Rodrigo Martín-Rojas

    2017-01-01

    Dynamic capabilities are currently becoming an important extension of the theory of resources and capabilities that enables companies to adapt better in the current competitive environment. This paper examines how knowledge management, a dynamic function related to management or administration of a set of knowledge flows, develops thanks to the greater dynamism of social networks. It then shows how this relationship is especially strengthened by different technological capabilities. To achiev...

  18. Knowledge Management in the Development and Use of Radiation Technologies

    International Nuclear Information System (INIS)

    Egorkin, A.V.; Kartashev, E.R.; Sumina, N.A.; Kheteev, M.V.

    2014-01-01

    Preservation and Transfer of Knowledge: Preservation of critical knowledge in institute takes place in three ways: - First, by digitization of scientific, technical, patent and design documentation. This work has already been done by more than 3,000 documents: technical reports, patents, articles and monographs of the Institute employees, periodic collections - works of the Institute ('''Radiation Technology'' and ''Problems of Atomic Science and Technology'', a series of ''Radiation Technology'' and ''Technical Physics and Automation''), scientific-technical and design documentation for virtually the entire period of the Institute activity. - Secondly, the knowledge and experience of individual specialists transferred to successors (in addition to the reports and publications in scientific and technical literature ), the most effectively – through working together on themes on research and development of methods and technical devices, by preparation of theses and dissertations. In such a way, Knowledge is transferred, for example, in the development in the Institute of gamma-therapeutic complex. - Third, one of the modern methods of preserving knowledge is to create a multimedia product, when expert, the carrier of knowledge, records the information on progress, successes and challenges in the work, methods of its overcoming, information on scientific and methodological and technical achievements throughout his creative life, the necessary data on scientific and technical reference books, which can later help followers to create new methods and devices. Such multimedia product was prepared in the institute on the base of the experience of the development of gamma irradiation installations, in particular for sterilization of medical products

  19. New Technologies for Parliaments Managing Knowledge for Sustaining Democracy

    Directory of Open Access Journals (Sweden)

    Mauro ROMANELLI

    2016-12-01

    Full Text Available Parliaments as information and knowledge-based organizations are embracing the Internet and new technologies of information and communication for coping with the crisis of legitimacy relying on citizens feeling disenchanted about politics. Parliaments as democratic institutions engaging citizens use technology for better managing sources of knowledge and information and developing public policies as result of knowledge sharing and dialogue between public institutions and citizens. Parliaments dealing with an increasing complexity of governing tend to introduce new technologies following an information or knowledge approach to achieve legitimacy as credible institutions encouraging an active participation of citizens, for building a sustainable and democratic path promoting active citizenship. Parliaments sustain democracy by managing knowledge and information, structuring the e-parliament between merely providing a channel for citizens having access to information and developing active communication for engendering a dialogue with citizens to be included and exert influence in the policy process by encouraging participatory models driving the search of knowledge for building policies.

  20. Technology and knowledge flow the power of networks

    CERN Document Server

    Trentin, Guglielmo

    2011-01-01

    This book outlines how network technology can support, foster and enhance the Knowledge Management, Sharing and Development (KMSD) processes in professional environments through the activation of both formal and informal knowledge flows. Understanding how ICT can be made available to such flows in the knowledge society is a factor that cannot be disregarded and is confirmed by the increasing interest of companies in new forms of software-mediated social interaction. The latter factor is in relation both to the possibility of accelerating internal communication and problem solving processes, an

  1. Transforming Knowledge Creation: An Action Framework for Library Technology Diversity

    Directory of Open Access Journals (Sweden)

    Barbara I. Dewey

    2015-04-01

    Full Text Available This paper will articulate an action framework for library technology diversity consisting of five dimensions and based on the vision for knowledge creation, the academic library’s fundamental vision. The framework focuses on increasing diversity for library technology efforts based on the desire for transformation and inclusiveness within and across the dimensions. The dimensions are people, content and pedagogy, embeddedness and the global perspective, leadership, and the 5th dimension – bringing it all together.

  2. 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...

  3. Pedagogical Media Competencies of Preservice Teachers in Germany and the United States: A Comparative Analysis of Theory and Practice

    Science.gov (United States)

    Tiede, Jennifer; Grafe, Silke; Hobbs, Renee

    2015-01-01

    Teachers need knowledge and skills to make effective use of the growing variety of media and technology texts and tools available for use in elementary and secondary education. For this reason, pedagogical media competencies are highly relevant for teachers' professional development. The theory of media pedagogical competencies is first defined…

  4. 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…

  5. Composing the Layer of Knowledge of Digital Technology in Architecture

    Directory of Open Access Journals (Sweden)

    Johanes Mikhael

    2018-01-01

    Full Text Available The use of digital tools in architectural practice has been evolving significantly. In following such developments, architectural practice has been incorporating digital technology not only to meet the current demand but also to pursue the vast amount of possibilities ahead. However, the integration of digital technology in architectural knowledge has been reasonably operative that produces uncritical understanding, and it tends to put architects as a passive user of technology. This paper argues that there are layers of knowledge that nees to be acknowledged and nourished accordingly in embracing the use of computation tools yet avoiding the overly simplistic.understanding. It attempts to explore the methods of digital technology in archietctural design practices as well as dicussions that follow to create a critical evaluation of its roles and potentials. The review is conducted theoretically in which the use of digital in the design process is explored in such a way to reveal its importance in architectural design methods. The review also crosses beyond the disciplines of architecture to construct more comprehensive understanding that bridges the logic of digital technology and architecture. The resulted map of methods of the digital thus can be used to develop a framework for digital discourse that bridge the operative knowledge of technology to the more critical perspectives.

  6. Toward equality of biodiversity knowledge through technology transfer.

    Science.gov (United States)

    Böhm, Monika; Collen, Ben

    2015-10-01

    To help stem the continuing decline of biodiversity, effective transfer of technology from resource-rich to biodiversity-rich countries is required. Biodiversity technology as defined by the Convention on Biological Diversity (CBD) is a complex term, encompassing a wide variety of activities and interest groups. As yet, there is no robust framework by which to monitor the extent to which technology transfer might benefit biodiversity. We devised a definition of biodiversity technology and a framework for the monitoring of technology transfer between CBD signatories. Biodiversity technology within the scope of the CBD encompasses hard and soft technologies that are relevant to the conservation and sustainable use of biodiversity, or make use of genetic resources, and that relate to all aspects of the CBD, with a particular focus on technology transfer from resource-rich to biodiversity-rich countries. Our proposed framework introduces technology transfer as a response indicator: technology transfer is increased to stem pressures on biodiversity. We suggest an initial approach of tracking technology flow between countries; charting this flow is likely to be a one-to-many relationship (i.e., the flow of a specific technology from one country to multiple countries). Future developments should then focus on integrating biodiversity technology transfer into the current pressure-state-response indicator framework favored by the CBD (i.e., measuring the influence of technology transfer on changes in state and pressure variables). Structured national reporting is important to obtaining metrics relevant to technology and knowledge transfer. Interim measures, that can be used to assess biodiversity technology or knowledge status while more in-depth indicators are being developed, include the number of species inventories, threatened species lists, or national red lists; databases on publications and project funding may provide measures of international cooperation. Such a

  7. Knowledge management, health information technology and nurses' work engagement.

    Science.gov (United States)

    Hendriks, Paul H J; Ligthart, Paul E M; Schouteten, Roel L J

    2016-01-01

    Knowledge management (KM) extends the health information technology (HIT) literature by addressing its impact on creating knowledge by sharing and using the knowledge of health care professionals in hospitals. The aim of the study was to provide insight into how HIT affects nurses' explicit and tacit knowledge of their ongoing work processes and work engagement. Data were collected from 74 nurses in four wards of a Dutch hospital via a paper-and-pencil survey using validated measurement instruments. In a quasiexperimental research design, HIT was introduced in the two experimental wards in contrast to the two control wards. At the time of the HIT introduction, a pretest was administered in all four wards and was followed by a posttest after 3 months. Data were analyzed via partial least squares modeling. Generally, nurses' tacit knowledge (i.e., their insight into and their capacity to make sense of the work processes) appears to be a significant and strong predictor of their work engagement. In contrast, nurses' explicit knowledge (i.e., information feedback about patients and tasks) only indirectly affects work engagement via its effect on tacit knowledge. Its effect on work engagement therefore depends on the mediating role of tacit knowledge. Interestingly, introducing HIT significantly affects only nurses' explicit knowledge, not their tacit knowledge or work engagement. Nurses' tacit and explicit knowledge needs to be systematically distinguished when implementing HIT/KM programs to increase work engagement in the workplace. Tacit knowledge (insight into work processes) appears to be pivotal, whereas efforts aimed only at improving available information will not lead to a higher level of work engagement in nurses' work environments.

  8. An Examination of Science Teachers' Knowledge Structures towards Technology

    Science.gov (United States)

    Bilici, Sedef Canbazoglu

    2016-01-01

    The purpose of the study was to examine science teachers' knowledge structures on technology, who participated in a TPACK-based Professional Development (PD) program. The PD program was executed in the summer of 2015-2016 academic year with 24 science teachers. Data was collected with the Word Association Test (WAT). A holistic case study approach…

  9. Changing Knowledge, Changing Technology: Implications for Teacher Education Futures

    Science.gov (United States)

    Burden, Kevin; Aubusson, Peter; Brindley, Sue; Schuck, Sandy

    2016-01-01

    Recent research in teacher education futures has identified two themes that require further study: the changing nature of knowledge and the changing capabilities of technologies. This article examines the intersection of these two themes and their implications for teacher education. The research employed futures methodologies based on scenario…

  10. Development of a Knowledge Base for Incorporating Technology into Courses

    Science.gov (United States)

    Rath, Logan

    2013-01-01

    This article discusses a project resulting from the request of a group of faculty at The College at Brockport to create a website for best practices in teaching and technology. The project evolved into a knowledge base powered by WordPress. Installation and configuration of WordPress resulted in the creation of custom taxonomies and post types,…

  11. Strategic Evaluation of University Knowledge and Technology Transfer Effectiveness

    Science.gov (United States)

    Tran, Thien Anh

    2013-01-01

    Academic knowledge and technology transfer has been growing in importance both in academic research and practice. A critical question in managing this activity is how to evaluate its effectiveness. The literature shows an increasing number of studies done to address this question; however, it also reveals important gaps that need more research.…

  12. TRAINING OF BACHELORS OF COMPUTER SCIENCE USING OPEN SYSTEMS NETWORK TECHNOLOGIES AT PEDAGOGICAL UNIVERSITIES

    Directory of Open Access Journals (Sweden)

    Tetiana Ya. Vdovychyn

    2017-04-01

    Full Text Available The article studies the problem of the use of open systems network technologies (OSNTs in training of future bachelors of computer science. The theoretical principles of the use of OSNTs in higher educational institutions are defined and the basic concepts of the study are analyzed. The procedural model of the use of OSNTs in training of future bachelors of computer science is theoretically grounded and developed. The criteria, indicators and levels of competence of bachelors of computer science concerning the use of OSNTs are defined and the model of its formation is developed. The main components of OSNTs using technique for future bachelors of computer science are described and its effectiveness is experimentally verified. The experimental implementation of the study results showed that the use of OSNTs in training of bachelors of computer science based on the developed technique promotes the competence formation of bachelors of computer science concerning the use of OSNTs.

  13. Analysing Models as a Knowledge Technology in Transport Planning

    DEFF Research Database (Denmark)

    Gudmundsson, Henrik

    2011-01-01

    critical analytic literature on knowledge utilization and policy influence. A simple scheme based in this literature is drawn up to provide a framework for discussing the interface between urban transport planning and model use. A successful example of model use in Stockholm, Sweden is used as a heuristic......Models belong to a wider family of knowledge technologies, applied in the transport area. Models sometimes share with other such technologies the fate of not being used as intended, or not at all. The result may be ill-conceived plans as well as wasted resources. Frequently, the blame...... device to illuminate how such an analytic scheme may allow patterns of insight about the use, influence and role of models in planning to emerge. The main contribution of the paper is to demonstrate that concepts and terminologies from knowledge use literature can provide interpretations of significance...

  14. KM Tools and Technologies that Share Distribute Knowledge

    Directory of Open Access Journals (Sweden)

    Ileana Hauer

    2008-10-01

    Full Text Available The exponential increase in information, primarily due to the electronic capture of data and its storage in vast data warehouses, has created a demand for analyzing the large amount of data generated by today’s organizations so that enterprise can respond quickly to fast changing markets. There are various tools and technologies that can be used to share and distribute knowledge, include e-mail, groupware, data mining ,expert systems and others. The paper outlines these technologies, which dominate the technical tools for sharing knowledge from an organizations data assets and finally. The case study, an Expert System, use expert knowledge to attain highlevel decision performance in a narrow domain.

  15. Health information technology knowledge and skills needed by HIT employers.

    Science.gov (United States)

    Fenton, S H; Gongora-Ferraez, M J; Joost, E

    2012-01-01

    To evaluate the health information technology (HIT) workforce knowledge and skills needed by HIT employers. Statewide face-to-face and online focus groups of identified HIT employer groups in Austin, Brownsville, College Station, Dallas, El Paso, Houston, Lubbock, San Antonio, and webinars for rural health and nursing informatics. HIT employers reported needing an HIT workforce with diverse knowledge and skills ranging from basic to advanced, while covering information technology, privacy and security, clinical practice, needs assessment, contract negotiation, and many other areas. Consistent themes were that employees needed to be able to learn on the job and must possess the ability to think critically and problem solve. Many employers wanted persons with technical skills, yet also the knowledge and understanding of healthcare operations. The HIT employer focus groups provided valuable insight into employee skills needed in this fast-growing field. Additionally, this information will be utilized to develop a statewide HIT workforce needs assessment survey.

  16. Sharing knowledge, shaping Europe US technological collaboration and nonproliferation

    CERN Document Server

    Krige, John

    2016-01-01

    In the 1950s and the 1960s, U.S. administrations were determined to prevent Western European countries from developing independent national nuclear weapons programs. To do so, the United States attempted to use its technological pre-eminence as a tool of “soft power” to steer Western European technological choices toward the peaceful uses of the atom and of space, encouraging options that fostered collaboration, promoted nonproliferation, and defused challenges to U.S. technological superiority. In Sharing Knowledge, Shaping Europe, John Krige describes these efforts and the varying degrees of success they achieved. Krige explains that the pursuit of scientific and technological leadership, galvanized by America’s Cold War competition with the Soviet Union, was also used for techno-political collaboration with major allies. He examines a series of multinational arrangements involving shared technological platforms and aimed at curbing nuclear proliferation, and he describes the roles of the Department ...

  17. Managing knowledge: a technology transfer case study in IEN

    International Nuclear Information System (INIS)

    Pereira, Ana Gabriella Amorim Abreu

    2009-01-01

    Knowledge management is paramount nowadays. In order to enable the members of an organization to deal with their current situations effectively it is mandatory to know and enhance its intellectual capital. Managing the organization knowledge is important to the extent that it allows and reinforce its mission (what we are trying to accomplish?), and performance (how do we deliver the results?). As a result of a knowledge management effort, the organization can create value for itself and for society as a whole. In this paper, we argue that a technology developed at a research institute and transferred to an industry is knowledge to be managed in order to create value, both for the society and for the Institute. In order to manage such knowledge, it is proposed an approach to enhance the value creation potential of a technology transfer. This paper propose an investigation to expand the understanding on how a public research institute and a private firm could introduce their value creation wishes into a technology transfer agreement in a way to reflect and provide the realization of those wishes. It is proposed that, from the identification of the organizations expectations it is possible to infer which agreement attributes will contribute to that value creation and to establish satisfactory agreement configurations. These configurations have the potential to generate those consequences, given that, through the transfer, each organization seeks to increase potential benefits and to reduce potential sacrifices. Supported by exchange flow and value creation models, by the knowledge management and the means-end theory, an approach to increase the value creation potential of a technology transfer is proposed. Evidences from a case study sustain the proposed approach. The case study unity is the Instituto de Engenharia Nuclear, a public research institute. (author)

  18. Knowledge Generation in Technology-Enhanced Health Exhibitions

    DEFF Research Database (Denmark)

    Magnussen, Rikke; Kharlamov, Nikita; Zachariasssen, Maria

    2016-01-01

    This paper presents results from eye-tracking studies of audience interaction and knowledge generation in the technology-enhanced health promotion exhibition PULSE at a science centre in Copenhagen, Denmark. The main purpose of the study was to understand what types of knowledge audiences build...... age 6–12. Health promotion technologies are defined here, as technologies designed specifically for the purpose of health promotion, be they educational or focused on physical activities. The study was conducted in late 2015 and comprised eight families with children in 2nd-6th grade visiting....... Results also showed that the exhibition supported both themes related to discovering new types of physical activity and themes of collaboration and social family activity....

  19. New technologies in education: changes in the pedagogical practice according to teacher’s speech - doi: 10.4025/actascieduc.v34i2.16485

    Directory of Open Access Journals (Sweden)

    Suênia Lino Molin

    2012-11-01

    Full Text Available This paper presents the results of a research which examined the perceptions of a group of teachers about the changes occurred in their pedagogical practices after taking part in the course called ‘Introduction to the Digital Education’ promoted by the Continued Formation National Program in Educational Technology – Integrated Proinfo and developed by the Educational Technology Center – NTE in Itajaí, Santa Catarina State, from 2008 to 2009. The data were collected through the application of two surveys calted pre-course and post-course. The results pointed out that after participating in the course some changes happened in the teacher´s pedagogical practice with an increase in the technical and pedagogical use of the computer and the inclusion of more advanced sources. Nevertheless the research also showed that the number of teachers who use the computer in student´s tasks is still small and this use is restricted to the school computer labs.  

  20. Primary teacher educators' perception of desired and achieved pedagogical content knowledge in geography education in primary teacher training

    NARCIS (Netherlands)

    Blankman, M.; Schee, J.; Volman, M.; Boogaard, M.

    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

  1. Primary teacher educators’ perception of desired and achieved pedagogical content knowledge in geography education in primary teacher training

    NARCIS (Netherlands)

    Joop van der Schee; Drs Marian Blankman; dr Marianne Boogaard; Monique Volman

    2014-01-01

    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

  2. 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…

  3. Knowledge Expansion in Engineering Education: Engineering Technology as an Alternative

    Directory of Open Access Journals (Sweden)

    Kamsiah Mohd Ismail

    2015-07-01

    Full Text Available Abstract. The current and rising challenges in engineering education demand graduate engineers who are well-prepared to provide innovative solutions as technical specialists, system integrators and change agents. Realizing the importance of producing a highly competent manpower, the Malaysian Government has put considerable pressure to the universities to produce engineers who are competitive in the global market. Hence, this assignment of developing a highly competence engineering technologist workforce in support of the government policy highlights issues pertaining to the development and offering of practical-oriented programs as a knowledge expansion in engineering education at universities as envisioned by the Malaysian Government.  This paper evaluates the current scenario and examines the application-oriented programs of engineering technology education as practice in local institutions in Malaysia in comparisons to some universities abroad. It also investigates the challenges faced by university management in dealing with issues concerning national quality assurance and accreditation pertaining to the engineering technology education programs. Specifically, it analyzes the faculty planning of pedagogies in term of hands-on skills in teaching and learning. A key conclusion of this research is that Malaysian universities need to evaluate its engineering technology education strategies if they aim for quality assurance and accreditation to be established and aspire for successful attempts towards the creation of the requisite knowledge workers that Malaysia needs.Keywords: application-oriented, engineering education, engineering technology, hands-on skills, knowledge expansion 

  4. Knowledge Expansion in Engineering Education: Engineering Technology as an Alternative

    Directory of Open Access Journals (Sweden)

    Noor Hamizah Hussain

    2015-06-01

    Full Text Available Abstract. The current and rising challenges in engineering education demand graduate engineers who are well-prepared to provide innovative solutions as technical specialists, system integrators and change agents. Realizing the importance of producing a highly competent manpower, the Malaysian Government has put considerable pressure to the universities to produce engineers who are competitive in the global market. Hence, this assignment of developing a highly competence engineering technologist workforce in support of the government policy highlights issues pertaining to the development and offering of practical-oriented programs as a knowledge expansion in engineering education at universities as envisioned by the Malaysian Government. This paper evaluates the current scenario and examines the application-oriented programs of engineering technology education as practice in local institutions in Malaysia in comparisons to some universities abroad. It also investigates the challenges faced by university management in dealing with issues concerning national quality assurance and accreditation pertaining to the engineering technology education programs. Specifically, it analyzes the faculty planning of pedagogies in term of hands-on skills in teaching and learning. A key conclusion of this research is that Malaysian universities need to evaluate its engineering technology education strategies if they aim for quality assurance and accreditation to be established and aspire for successful attempts towards the creation of the requisite knowledge workers that Malaysia needs. Keywords: application-oriented, engineering education, engineering technology, hands-on skills, knowledge expansion

  5. Knowledge and cognitive process dimensions of Technology teachers' lesson objectives

    Directory of Open Access Journals (Sweden)

    David Mathumbu

    2014-03-01

    Full Text Available A clearly stated lesson objective is considered an essential component of a well-planned lesson. Many teachers of Technology, a relatively new subject in South African schools, teach Technology with rather limited training both in content and methodological approaches. This study sought to investigate and classify lesson objectives framed or implied by teachers in their lesson plans according to knowledge and cognitive process dimensions. The two-dimensional Taxonomy Table introduced by Krathwohl was adapted for Technology and formed the framework for this study. It was found that most of the directly stated objectives are directed to the lower level of the cognitive process dimension and address mainly factual knowledge, while no activities or lesson components address meta-cognitive knowledge. Some lesson objectives inferred from planned assessment activities placed higher demands on learners' cognitive domain. A recommendation flowing from the study is that, during pre-service training and in-service teacher support processes, the importance of clear lesson objectives should be emphasised and that assessments planned for such lessons should closely match the lesson objectives. Further research is also needed on the reasons why low cognitive demands are made in the teaching of Technology.

  6. PEDAGOGICAL TECHNOLOGY ON THE BASIS OF INFORMATIVE-COMMUNICATIVE MAPS: EXPERIENCE OF DEVELOPMENT AND USE AT THE LESSONS OF HISTORY

    Directory of Open Access Journals (Sweden)

    Svetlana G. Ostrizhnyaya

    2015-01-01

    Full Text Available The aim of the research is to check the efficiency of use of logicalstructural graph format while studying material in the form of informative-communicative maps (IC-maps in formation of informative-communicative skills of pupils. Methods. Theoretical: analysis of means of pupils’ informative-communicative skills formation in the process of learning activity, comparison of their possibilities for the study of school course of History; empirical: expert assessment of IC-maps (teachers of History are experts, experimental work on pupils’ informative-communicative skills formation (forming experiment, supervising of the pupils’ team work (work in groups and assessment of the degree of importance and activity of their communicative interaction, surveying of pupils (self-assessment of received results, testing (success evaluation of studying material understanding; mathematical: statistical processing of surveying and testing results. Results. The efficiency of IC-maps use in the studying process is proved. More than 80% of pupils consider that the work with maps allow them to understand and memorize studying material better, communication culture increases due to the joint work with the map, skills of information structuring and generalizing are formed. Recommendations on IC-maps development and its use for humanitarian subjects are given for school teachers. Criteria of assessment of pupils’ work with IC-map are developed. Scientific novelty. The new definition of «informative-communicative map» is introduced; own author interpretation as didactic means, having the form of structuring graph analogue of studying text and helping informative-communicative skills formation, creative thinking development and learning big amount of studying information are given. Methodological peculiarities of IC-maps use in the studying process and its possibilities of building on the basis of pedagogic technology of informative-communicative skills

  7. 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...

  8. The Relationship between Knowledge Management Strategy and Information Technology Strategy

    OpenAIRE

    Hui-Ling Huang; Yue-Yang Chen; Ming-Chi Tsai; Cheng-Jiun Lee

    2011-01-01

    Recently, a great number of theoretical frameworks have been proposed to develop the linkages between knowledge management (KM) and organizational strategies. However, while there has been much theorizing and case study in the area, validated research models integrating KM and information technology strategies for empirical testing of these theories have been scarce. In this research, we try to develop a research model for explaining the relationship between KM strategy a...

  9. Mapping the Technological Knowledge Landscape: The Case of Epigenetics.

    Science.gov (United States)

    Song, Chie Hoon; Yoon, Janghyeok; Ko, Namuk; Han, Jeung-Whan

    2016-01-01

    Epigenetics is a biomedical novelty in drug design and disease control whose mechanisms play a significant role in transferring environmental signals to determine patterns of gene expression. Systematic identification of the main trends in epigenetics patenting activity provides insights into fundamental building blocks of this research field and policy guidance to funding agencies. The review aims at providing a comprehensive overview of the research and development trend in epigenetics by mapping the knowledge structure in patent landscape. Citation-based patent network analysis was performed to visualize the technological landscape. We focus on identifying the structure of the knowledge networks to study the technological trajectories. Patents that play an integral part in the dissemination and bridging of the technical knowledge are located and ranked. The latent topics in patent documents are highlighted by means of a topic modeling technique. Visualization of the patent network results in four main clusters. The first two clusters deal with the inhibition of histone deacetylase (HDAC). The third cluster covers inventions related to DNA methylation, which represents an epigenetic signaling tool that cells use to control gene expression. The fourth cluster encompasses computing systems and data mining techniques for identifying combinations of genetic and epigenetic attributes related to health and lifestyle improvements. We are in the growth period of gathering knowledge on various mechanisms of epigenetic regulation. There is enormous potential for improving healthcare through better understanding of the interrelationships between epigenetic control of gene expression and compounds that trigger these modifications.

  10. Interplay of Secondary Pre-Service Teacher Content Knowledge (CK), Pedagogical Content Knowledge (PCK) and Attitudes Regarding Scientific Inquiry Teaching within Teacher Training

    Science.gov (United States)

    Smit, Robbert; Weitzel, Holger; Blank, Robert; Rietz, Florian; Tardent, Josiane; Robin, Nicolas

    2017-01-01

    Background: Beginning teachers encounter several constraints with respect to scientific inquiry. Depending on their prior beliefs, knowledge and understanding, these constraints affect their teaching of inquiry. Purpose: To investigate quantitatively the longitudinal relationship between pre-service teachers' knowledge and attitudes on scientific…

  11. Pedagogical model for online learning based on sociocultural constructivism: An alternative for the appropriation of knowledge in Latin America

    Directory of Open Access Journals (Sweden)

    José Ebert Bonilla Olaya

    2014-01-01

    Full Text Available This paper proposes, from an academic analysis, a pedagogicalmodel applicable in virtual learning environments, based onsociocultural constructivism and from the situated and collaborativelearning styles. The model is called virtual and socioculturalconstructivism model for online learning, which makes good useof the benefits and potential of social networks and web 2.0 toolsfor constructing knowledge. Similarly, the role of the interactionsbetween knowledge, teacher, student and teaching tools isdetermined, in order to achieve a flexible and open educationalproposal. The model herein presented allows others to enrich it oruse it as a starting point for developing alternative models.

  12. Blind Technology Transfer or Technological Knowledge Leakage: a Case Study from the South

    Directory of Open Access Journals (Sweden)

    Dario Codner

    2012-07-01

    Full Text Available Blurring boundaries between science and technology is a new phenomenon especially in fields such as biotechnology. The present work shows the fate of biotech research papers on foreign patents produced during the last decade in Quilmes National University. It aims at recognizing the flow of scientific knowledge developed at a public university towards foreign companies and organizations as well as reflecting on its technological value, the role of technology transfer management, the institutional significance of technology transfer processes and the need to develop innovative public policies for solving structural failures caused by industrial underdevelopment

  13. INFORMATION AND COMMUNICATION TECHNOLOGY IN HIGHER EDUCATION AS AN OBJECT OF PSYCHOLOGY-PEDAGOGICAL RESEARCHES (THE SECOND HALF OF XX CENTURY – BEGINNING OF XXI CENTURY

    Directory of Open Access Journals (Sweden)

    O. Voronkin

    2015-03-01

    Full Text Available The article presents the historical and pedagogical analysis of psychological and educational research of information and communication technologies from 1950 to the present time. The personal contribution of scientists in the study of ICT is described. Materials of periodicals and PhD theses are analyzed. Identified the following areas of dissertation researchs: a psychological and pedagogical basis of programmed instruction, study aids and automation of the educational process; b the use of automated (information systems and training classes to build interactive learning systems, didactic capabilities of your computer; c the problem of information culture (competence of students (teachers; d psychological, didactic, philosophical, methodological aspects of the organization of learning using ICT; e the development of information and educational environment and information and communication technology of training.nIn addition to educational, psychological and other aspects of the use of ICT, important role belongs to the technological aids to support lifelong learning. The possible versions for the implementation of the forms of training activities in ICT environment - lectures, seminars, consulting, laboratory classes and webinars are considered. The author concludes that the most effective forms of learning activity involves a level of mastery of the material in which the student will be able to teach others.

  14. Authoritative knowledge, the technological imperative and women's responses to prenatal diagnostic technologies.

    Science.gov (United States)

    McCoyd, Judith L M

    2010-12-01

    Theories about authoritative knowledge (AK) and the technological imperative have received varying levels of interest in anthropological, feminist and science and technology studies. Although the anthropological literature abounds with empirical considerations of authoritative knowledge, few have considered both theories through an empirical, inductive lens. Data extracted from an earlier study of 30 women's responses to termination for fetal anomaly are reanalyzed to consider the women's views of, and responses to, prenatal diagnostic technologies (PNDTs). Findings indicate that a small minority embrace the societal portrayal of technology as univalently positive, while the majority have nuanced and ambivalent responses to the use of PNDTs. Further, the interface of authoritative knowledge and the technological imperative suggests that AK derives not only from medical provider status and technology use, but also from the adequacy and trustworthiness of the information. The issue of timing and uncertainty of the information also are interrogated for their impact on women's lives and what that can illuminate about the theories of AK and the technological imperative.

  15. BRIDGING THE KNOWLEDGE DIVIDE Educational Technology for Development

    Directory of Open Access Journals (Sweden)

    Reviewed by Ozlem OZAN,

    2009-10-01

    Full Text Available BRIDGING THE KNOWLEDGE DIVIDEEducational Technology for DevelopmentMarshall,S., Kinuthia, W. & Wallace Taylor., Ed.D.; Information Age Publishing, Charlotte, NC, SBN: 978-1-60752-109-9, p.433, 2009Reviewed by Ozlem OZANFaculty of EducationEskişehir Osmangazi UniversityEskisehir, TURKEYThe concept of a knowledge divide is used to describe the gap in living conditions between those who can find, manage and process information or knowledge, and those who are impaired in this, for one reason or another. In the 21st century, the emergence of the knowledge society becomes pervasive hence the information and ICT systems that support knowledge are very important.This book discusses how educational technology can be used to transform education and assist developing communities to close the knowledge divide. Its broader audience is anyone who is interested in educational technology for development. In the book you can find best practices and case studies especially from countries in Africa.The book is edited by Stewart Marshall, Wanjira Kinuthia, Wallace Taylor. Professor Stewart Marshall, PhD, is the director of the Academic Division of the University of the West Indies Open Campus (UWIOC and holds the UNESCO Chair in Educational Technologies.Dr. Wanjira Kinuthia is assistant professor of Learning Technologies at Georgia State University. She works as an instructional designer in higher education and business and industry for several years. Professor Wallace Taylor, PhD, is a founding director of The Information Society Institute (TISI, a non-profit academic, research, and policy development organization based in South Africa.The book is consisted of 433 pages (+xxxv covering 24 articles divided into four sections and provides information about flexible learning for empowerment, managing and communicating knowledge, flexible delivery in higher education and preparing teacher using flexible approaches.Topics covered in the book are as follows

  16. Supporting students' knowledge integration with technology-enhanced inquiry curricula

    Science.gov (United States)

    Chiu, Jennifer Lopseen

    Dynamic visualizations of scientific phenomena have the potential to transform how students learn and understand science. Dynamic visualizations enable interaction and experimentation with unobservable atomic-level phenomena. A series of studies clarify the conditions under which embedding dynamic visualizations in technology-enhanced inquiry instruction can help students develop robust and durable chemistry knowledge. Using the knowledge integration perspective, I designed Chemical Reactions, a technology-enhanced curriculum unit, with a partnership of teachers, educational researchers, and chemists. This unit guides students in an exploration of how energy and chemical reactions relate to climate change. It uses powerful dynamic visualizations to connect atomic level interactions to the accumulation of greenhouse gases. The series of studies were conducted in typical classrooms in eleven high schools across the country. This dissertation describes four studies that contribute to understanding of how visualizations can be used to transform chemistry learning. The efficacy study investigated the impact of the Chemical Reactions unit compared to traditional instruction using pre-, post- and delayed posttest assessments. The self-monitoring study used self-ratings in combination with embedded assessments to explore how explanation prompts help students learn from dynamic visualizations. The self-regulation study used log files of students' interactions with the learning environment to investigate how external feedback and explanation prompts influence students' exploration of dynamic visualizations. The explanation study compared specific and general explanation prompts to explore the processes by which explanations benefit learning with dynamic visualizations. These studies delineate the conditions under which dynamic visualizations embedded in inquiry instruction can enhance student outcomes. The studies reveal that visualizations can be deceptively clear

  17. Knowledge management impact of information technology Web 2.0/3.0. The case study of agent software technology usability in knowledge management system

    Science.gov (United States)

    Sołtysik-Piorunkiewicz, Anna

    2015-02-01

    How we can measure the impact of internet technology Web 2.0/3.0 for knowledge management? How we can use the Web 2.0/3.0 technologies for generating, evaluating, sharing, organizing knowledge in knowledge-based organization? How we can evaluate it from user-centered perspective? Article aims to provide a method for evaluate the usability of web technologies to support knowledge management in knowledge-based organizations of the various stages of the cycle knowledge management, taking into account: generating knowledge, evaluating knowledge, sharing knowledge, etc. for the modern Internet technologies based on the example of agent technologies. The method focuses on five areas of evaluation: GUI, functional structure, the way of content publication, organizational aspect, technological aspect. The method is based on the proposed indicators relating respectively to assess specific areas of evaluation, taking into account the individual characteristics of the scoring. Each of the features identified in the evaluation is judged first point wise, then this score is subject to verification and clarification by means of appropriate indicators of a given feature. The article proposes appropriate indicators to measure the impact of Web 2.0/3.0 technologies for knowledge management and verification them in an example of agent technology usability in knowledge management system.

  18. Knowledge and technologies for sustainable intensification of food production.

    Science.gov (United States)

    Flavell, Richard

    2010-11-30

    Knowledge and technologies will always continue to be developed, as they have always, to bring new efficiencies to plant breeding and crop production, which suffer from many constraints and inefficiencies. These constraints need to be overcome throughout the world to help increase the rate of improvements in food production and intensify production on less land. The recent discoveries and technical innovations that are revealing the full complement of genes in crops, the ability to define genetic variation and use DNA markers to follow chromosome segments with known functions through breeding programmes are leading to new efficiencies in breeding. The ability to isolate and redesign genes and transfer them into different plants also offers the breeder solutions to several key limitations. These benefits are described together with some of the current issues associated with the use of transgenes. Generation after generation can look forward to new knowledge and technologies, many of which we cannot know at present, and thus there is no reason to be despondent about meeting future goals, if the right decisions and investments are made globally and locally. These decisions include putting optimal use of land at the top of the world agenda to sustain both the planet and an adequate quality of life for mankind. As always has been the case, more investments are urgently required into the dissemination of successful technologies in crop breeding and production, into teaching and training as well as into innovative research. Failure to invest adequately in innovative technologies will leave future decision-makers and citizens with fewer options and greatly enhance the risks for mankind and a healthy planet. Copyright © 2010. Published by Elsevier B.V.

  19. Sustainable development, clean technology and knowledge from industry

    Directory of Open Access Journals (Sweden)

    Sokolović Slobodan M.

    2012-01-01

    Full Text Available Clean technology or clean production is the most important factor for the economic growth of a society and it will play the main role not only in the area of cleaner production, but also in sustainable development. The development of clean technology will be the main factor of the company’s strategy in the future. Each company, which wants to reach the competitive position at the market and wants to be environmentally friendly, has to accept the new approach in corporate management and the strategy of new clean technology. The main principles of clean technology are based on the concept of maximum resource and energy productivity and virtually no waste. This approach may be limited by human resources and the level of their environmental knowledge. Companies are committed to the development of the workers’ skills, and thus to the improvement of the company for the full implementation of the environmental legislation and clean production concept. Based on this commitment, one of Tempus projects is designed to improve the university-enterprise cooperation in the process of creating sustainable industry in Serbia, Bosnia and Herzegovina and the Former Yugoslav Republic of Macedonia. To achieve this goal, partner universities will create special courses on sustainable industry and thus enhance the lifelong learning process and cooperation between industry and universities in the Western Balkan countries.

  20. An Action Research on Open Knowledge and Technology Transfer

    Science.gov (United States)

    Ramos, Isabel; Cardoso, Margarida; Carvalho, João Vidal; Graça, José Ismael

    R&D has always been considered a strategic asset of companies. Traditionally, companies that have their own R&D function are better prepared to compete in the globalized economy because they are able to produce the knowledge and technology required to advance products and services. SMEs also need to become highly innovative and competitive in order to be successful. Nevertheless, their ability to have an internal R&D function that effectively meets their innovation needs is usually very weak. Open innovation provides access to a vast amount of new ideas and technologies at lower costs than closed innovation. This paper presents an action research study being carried out at University of Minho to develop a business model and technology platform for an innovation brokering service connecting ideas and technologies being developed at Universities with the specific innovation needs of SMEs. The expected contributions of the study include the empirical investigation of the effectiveness and risks of crowdsourcing innovation when applied in the socio-economic context of a European developing country where SMEs represent 99,6% of the businesses.

  1. Current Perspectives on the Pedagogical Value of Algorithm Visualization

    DEFF Research Database (Denmark)

    Demetriadis, Stavros N.; Papadopoulos, Pantelis M.

    2004-01-01

    The advent of computer technology offers the opportunity for developing multimodal, dynamic and interactive representations of knowledge which are expected to significantly enhance learning. This chapter presents an overview of the pedagogical effectiveness of the algorithm visualization systems...... and presenting significant research results concerning their pedagogical efficiency. Available studies indicate that it is not the quality of the graphical display (“what the students see”) but students’ engagement in active learning situations with algorithm visualization systems (“what the students do...... and interact with them but also to construct their own and present them to peers, thus initiating fruitful knowledge building conversations. In this way algorithm visualization systems are better conceptualized as “construction supporting” tools than simply as “knowledge conveyors”. Towards enhancing this role...

  2. Knowledge management as an element in realizing nuclear technology

    International Nuclear Information System (INIS)

    Schmatjko, K.J.

    2007-01-01

    Full text: A company is not defined by its competences but it lives in realizing these competences in products. The technical knowledge within the field, i.e. here in nuclear technology, is taken as granted at a first glance. For analyzing the role of knowledge management (KM) in the application this knowledge for our products, one can follow two different dimensions, thereby elucidating the needs and development requirements for KM methods: When first considering the 'operational' dimension, one can start from the scope of the manufacturer's knowledge which covers the construction of plants, then accompanying its life cycle, and pursues the development of the technology for the future. A board spectrum of KM activities has been established yet for these different phases, comprising tools with close product orientation or KM elements applied in 'support processes'. In cases of close KM integration in the business process, diversity over the different sectors of the company has emerged: 'locally' optimized solutions are favoured due to specific requirements of the technical field, to continuity or to ease of daily application. On the other hand, 'global' KM tools are often preferred for integration in 'global' support processes (as human resource (HR) management). This can be illustrated by some examples deployed yet, and their benefit: 1. Feedback procedures for new plant projects: capturing the experience during construction (e.g. by standardised reports), thereby strengthening quality criteria for the project and integrating evaluation into the project management (PM) process of the current project; thus reducing erection time - and related capital cost - for future plants. 2. Follow up event information on nuclear plants globally: by collecting and assessing events systematically for proactive technical action and as input for quality management (QM); thus identifying market needs in advance also. 3. IT based KM tool used in nuclear maintenance service

  3. 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.

  4. A New Role Change Approach in Pre-service Teacher Education for Developing Pedagogical Content Knowledge in the Context of a Student Outreach Lab

    Science.gov (United States)

    Scharfenberg, Franz-Josef; Bogner, Franz X.

    2016-10-01

    How pre-service teachers (PST) develop pedagogical content knowledge (PCK) during science teacher education is an open research question. Our teacher education module, theoretically based on PCK, specifically combines biology PSTs' education with high school students' biology education and includes an innovative role change approach. Altogether, 41 PSTs each participated in three subsequent module days with students ( N = 823) from 50 classes. The module's content dealt with the syllabus topic Genetic Fingerprinting. During participation, the PSTs changed their role by assuming a student's role on the first day, a tutor's role on the second day, and a teacher's role on the third day. By quasi-experimentally administering pre- and delayed posttests, we qualitatively monitored, then content-analytically categorized, and finally quantitatively analyzed three specific PCK components. In contrast to a control group (which did not participate in the module), our treatment preferentially changed the PSTs' orientations toward teaching biology to a more student-centered orientation (both intra- and inter-group differences with medium effect sizes). Additionally, the PSTs who participated in the three modules days differed before and after module participation in how they addressed potential student learning difficulties and identified potential instructional strategies for avoiding these difficulties. The changes in these PCK components point to a step-by-step development of the PSTs' PCK. In this process, our participating PSTs assessed the importance of their three roles on the 3 days quite differently; most notably, we found one relationship between the teacher role and the PSTs' student-centeredness. We specifically discuss the potential and importance of our role change approach within science teacher education.

  5. Reviewing the relations between teachers' knowledge and pupils' attitude in the field of primary technology education

    NARCIS (Netherlands)

    Ruurd Taconis; dr. Ellen J. J Rohaan; Wim Jochems

    2010-01-01

    This literature review reports on the assumed relations between primary school teachers' knowledge of technology and pupils' attitude towards technology. In order to find relevant aspects of technology-specific teacher knowledge, scientific literature in the field of primary technology education was

  6. Presenting Knowledge Management Implementation Model with Fuzzy Approach in Information Technology Industry

    Directory of Open Access Journals (Sweden)

    Zahra Razmi

    2015-12-01

    Full Text Available With the progress of modern sciences and more competitive becoming environment in the technology era, knowledge management is being counted as one of the most important stable competitive advantages of technology oriented organizations. This matter is of higher importance in high technology organizations, especially those active in information technology field due to their unique identity. This way, knowledge management has been already shifted to one of the most important priorities of such organizations that in case of not identifying, applying, recording and creating that knowledge, the organization is inevitable to pay fortunesto revive the knowledge gone. The purpose of this research is presenting a comprehensive knowledge management implementation model in information technology industry. Therefore, the measures of the suggested research’s model were identified by studying identical researches and projects done in knowledge management and information technology sector and also through consultation with the experts. This way, a questionnaire was designed in two parts and distributed among experts in the understudied organizations. The research’s data were analyzed through T Test and Binomial Test through fuzzy approach due to the constraints presented by the Lickert scale. The research findings demonstrate that the stages of knowledge management implementation model in information technology sector include knowledge evaluation, knowledge leverage, knowledge planning, knowledge culture, knowledge strategies, knowledge management processes, suitable knowledge infrastructures, knowledge organization and knowledge presentation. There also exist actions in each stage that effect successful implementation of the mentioned stages.

  7. The Spanish CEIDEN Technology Platform: Activities on Knowledge Management

    International Nuclear Information System (INIS)

    Velasco, R.; Montero, A.; Ruiz, F.; Leon, P.

    2016-01-01

    Full text: CEIDEN is a Spanish organization for the coordination of the needs and efforts on nuclear fission research and development (R&D). It was created in 1999 and since 2007 has the status of technology platform. The main functions of CEIDEN are to define and develop joint R&D projects, and to present a common position for national and international commitments and proposals in the nuclear fission R&D field. With around one hundred of Spanish members and a significant number of foreign collaborative entities, CEIDEN groups all sectors involved in this field. In 2011 the CEIDEN F+ permanent group was created to cope with the E&T issues. The main objectives of F+ are to promote the coordination of E&T programmes in a national level and to support the Spanish participation in international networks, programmes and projects in this field. Knowledge management is more and more a paramount issue that conditions the future of the Spanish nuclear sector, especially all the related to the generational replacement. In response to this challenge, a nuclear knowledge management group has been created recently in CEIDEN with the target of start coordinated initiatives in the Spanish nuclear sector, in this field. (author

  8. Influence of Augmented Reality Technology upon Pupils' Knowledge about Human Digestive System: The Results of the Experiment

    Science.gov (United States)

    Vilkoniene, Margarita

    2009-01-01

    Applying information technologies in the educational process is the main direction of modern education. However, "moving" information communication technologies to schools is the primary purpose of discussions held by pedagogical and scientific society as this is a very problematic field (Lamanauskas, 2006). Most of the researches show…

  9. Convergence of knowledge, technology and society beyond convergence of nano-bio-info-cognitive technologies

    CERN Document Server

    Bainbridge, William; Tonn, Bruce; Whitesides, George

    2013-01-01

    Convergence of knowledge and technology for the benefit of society (CKTS) is the core opportunity for progress in the 21st century, based on five principles: (1) the interdependence of all components of nature and society, (2) enhancement of creativity and innovation through evolutionary processes of convergence that combine existing principles, and divergence that generates new ones, (3) decision analysis for research and development based on system-logic deduction, (4) higher-level cross-domain languages to generate new solutions and support transfer of new knowledge, and (5) vision-inspired basic research embodied in grand challenges. Solutions are outlined for key societal challenges, including creating new industries and jobs, improving lifelong wellness and human potential, achieving personalized and integrated healthcare and education, and securing a sustainable quality of life for all. This report provides a ten-year “NBIC2” vision within a longer-term framework for converging technology and human...

  10. Integrated systems, design and technology 2010 knowledge transfer in new technologies

    CERN Document Server

    Fathi, Madjid

    2011-01-01

    Knowledge creation and technological experiences resulting from modern production life cycles are definitely the most Economical and important intellectual capitals in the current manufacturing endeavors. These are also the basis for enabling industrial competition through managing and identifying organizational and product related needs and opportunities; e. g. health care systems society needs clean environment, sustainable production life cycles needs flexible approachable design and engineering of materials whilst valuable materials are needed for renewable energies and the production of

  11. Ocular disease, knowledge and technology applications in patients with diabetes.

    Science.gov (United States)

    Threatt, Jennifer; Williamson, Jennifer F; Huynh, Kyle; Davis, Richard M

    2013-04-01

    An estimated 25.8 million children and adults in the United States, approximately 8.3% of the population, have diabetes. Diabetes prevalence varies by race and ethnicity. African Americans have the highest prevalence (12.6%), followed closely by Hispanics (11.8%), Asian Americans (8.4%) and whites (7.1%). The purpose of this article was to discuss the ocular complications of diabetes, the cultural and racial differences in diabetes knowledge and the role of telemedicine as a means to reach the undeserved who are at risk of complications. Information on the pathophysiology of ocular disease in patients with diabetes and the role of telemedicine in diabetes care was derived from a literature review. National Institutes of Health online resources were queried to present data on the racial and cultural understandings of diabetes and diabetes-related complications. The microvascular ocular complications of diabetes are discussed for retinopathy, cataracts, glaucoma and ocular surface disease. Racial and cultural differences in knowledge of recommended self-care practices are presented. These differences, in part, may explain health disparities and the increased risk of diabetes and its complications in rural minority communities. Finally, advances in telemedicine technology are discussed that show improvements in metabolic control and cardiovascular risk in adults with type 2 diabetes. Improving provider and patient understanding of diabetes complications may improve management and self-care practices that are important for diabetes control. Telemedicine may improve access to diabetes specialists and may improve self-management education and diabetes control particularly in rural and underserved communities.

  12. An Exploratory Study on the Application of Conceptual Knowledge and Critical Thinking to Technological Issues

    Science.gov (United States)

    Yu, Kuang-Chao; Lin, Kuen-Yi; Fan, Szu-Chun

    2015-01-01

    This study explored how senior high school students apply their conceptual knowledge, consisting of theoretical and system knowledge, to think critically when confronted with technological issues. We employed a curriculum on the history of communication technology to teach students about basic concepts in communication technology and to cultivate…

  13. Technological Funds of Knowledge in Children's Play: Implications for Early Childhood Educators

    Science.gov (United States)

    Mawson, Brent

    2011-01-01

    The technological knowledge the children bring with them into early childhood settings is not well documented or understood. This article discusses the technological knowledge and understanding of the nature of technology present within children's collaborative play in two New Zealand early childhood settings. The children incorporated a wide…

  14. Scientific Knowledge and Technology, Animal Experimentation, and Pharmaceutical Development.

    Science.gov (United States)

    Kinter, Lewis B; DeGeorge, Joseph J

    2016-12-01

    Human discovery of pharmacologically active substances is arguably the oldest of the biomedical sciences with origins >3500 years ago. Since ancient times, four major transformations have dramatically impacted pharmaceutical development, each driven by advances in scientific knowledge, technology, and/or regulation: (1) anesthesia, analgesia, and antisepsis; (2) medicinal chemistry; (3) regulatory toxicology; and (4) targeted drug discovery. Animal experimentation in pharmaceutical development is a modern phenomenon dating from the 20th century and enabling several of the four transformations. While each transformation resulted in more effective and/or safer pharmaceuticals, overall attrition, cycle time, cost, numbers of animals used, and low probability of success for new products remain concerns, and pharmaceutical development remains a very high risk business proposition. In this manuscript we review pharmaceutical development since ancient times, describe its coevolution with animal experimentation, and attempt to predict the characteristics of future transformations. © The Author 2016. Published by Oxford University Press on behalf of the Institute for Laboratory Animal Research. All rights reserved. For permissions, please email: journals.permissions@oup.com.

  15. Effects of information and communication technology on youth's health knowledge.

    Science.gov (United States)

    Ghorbani, Nahid R; Heidari, Rosemarie N

    2011-05-01

    Information technology (IT) has produced a deep impact on human lives, and the most important aspect of its effect is on education and learning. This study was done for the purpose of evaluating the effectiveness of electronic health information on our Web site http://www.teen.hbi.ir in the promotion of health education and in increasing the capabilities of the students in the use of the Internet. This study was performed on the basis of the information obtained from the questionnaires on selected health issues from 649 students from 3 high schools. Information was collected in 2 steps (pretest and posttest). The t test and Leven's test were used in the statistical analysis of data. Results of the t test showed that educating students through health information Web sites has increased their knowledge by at least 14.5% on environmental health and 48.9% on nutrition and was statistically meaningful in all fields (P=.000) with the exception of mental health. The fact is that the use of IT has become a part of our society and is perhaps the most promising medium for achieving health promotion initiatives.

  16. 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…

  17. Searching for Pedagogical Adaptations by Exploring Teacher's Tacit Knowledge and Interactional Co-Regulation in the Education of Pupils with Autism

    Science.gov (United States)

    Rama, Irene; Kontu, Elina

    2012-01-01

    The purpose of this article is to introduce a research design, which aims to find useful pedagogical adaptations for teaching pupils with autism. Autism is a behavioural syndrome characterised by disabilities and dysfunctions in interaction and communication, which is why it is interesting to explore educational processes particularly from an…

  18. "Grounded" Technology Integration: Instructional Planning Using Curriculum-Based Activity Type Taxonomies

    Science.gov (United States)

    Harris, Judith; Hofer, Mark; Blanchard, Margaret; Grandgenett, Neal; Schmidt, Denise; van Olphen, Marcela; Young, Carl

    2010-01-01

    Technological pedagogical content knowledge (TPCK or TPACK)--the highly practical professional educational knowledge that enables and supports technology integration--is comprised of teachers' concurrent and interdependent knowledge of curriculum content, general pedagogy, and technological understanding. Teachers' planning--which expresses…

  19. Model of educational field on the basis of technology of knowledge management

    Directory of Open Access Journals (Sweden)

    Виталий Алексеевич Кудинов

    2010-03-01

    Full Text Available The paper presents an approach to the description of educational field-based technologies for knowledge management. Two level system of knowledge representation, including the concepts of knowledge and training facilities is proposed. Such organization allows corporate knowledge management portal to easily adapt training to the individual needs of a learner.

  20. The Impact of Knowledge Management and Technology: An Analysis of Administrative Behaviours

    Science.gov (United States)

    Nurluoz, Ozdem; Birol, Cem

    2011-01-01

    Knowledge management is crucial in higher education practices that refer knowledge sharing, feedback and communication process as part of the quality improvements. In this process, technology has a role to diffuse knowledge and create a link for sharing within the knowledge management process. In this respect, this research study aims to examine…

  1. Technology and Early Science Education: Examining Generalist Primary School Teachers' Views on Tacit Knowledge Assessment Tools

    Science.gov (United States)

    Hast, Michael

    2017-01-01

    For some time a central issue has occupied early science education discussions--primary student classroom experiences and the resulting attitudes towards science. This has in part been linked to generalist teachers' own knowledge of science topics and pedagogical confidence. Recent research in cognitive development has examined the role of…

  2. Information Technology Management Strategies to Implement Knowledge Management Systems

    Science.gov (United States)

    McGee, Mary Jane Christy

    2017-01-01

    More than 38% of the U.S. public workforce will likely retire by 2030, which may result in a labor shortage. Business leaders may adopt strategies to mitigate knowledge loss within their organizations by capturing knowledge in a knowledge management system (KMS). The purpose of this single case study was to explore strategies that information…

  3. Thinking on the development of nuclear science and technology information in knowledge economy time

    International Nuclear Information System (INIS)

    Zhang Yue

    2010-01-01

    The arrival of knowledge-based economy has brought the opportunities and challenges for the development of nuclear science and technology information. In the knowledge economy environment, knowledge becomes the new driving force for economic development, and people's demand for nuclear science and technology expertise will significantly increase. So the role of nuclear science and technology intelligence services will become even more and more prominent. Meanwhile, with the rapid development of modem information technology, the informatization of human society is towards the development of digital and intelligent. This also will raise new demands for nuclear science and technology information work. Discusses the status of nuclear science and technology information work of own units under the knowledge-based economy condition, and puts forward some thought and suggestions on development of nuclear science and technology information work under the knowledge economy environment. (author)

  4. NASA/DOD Aerospace Knowledge Diffusion Research Project. Paper 19: Computer and information technology and aerospace knowledge diffusion

    Science.gov (United States)

    Pinelli, Thomas E.; Kennedy, John M.; Barclay, Rebecca O.; Bishop, Ann P.

    1992-01-01

    To remain a world leader in aerospace, the US must improve and maintain the professional competency of its engineers and scientists, increase the research and development (R&D) knowledge base, improve productivity, and maximize the integration of recent technological developments into the R&D process. How well these objectives are met, and at what cost, depends on a variety of factors, but largely on the ability of US aerospace engineers and scientists to acquire and process the results of federally funded R&D. The Federal Government's commitment to high speed computing and networking systems presupposes that computer and information technology will play a major role in the aerospace knowledge diffusion process. However, we know little about information technology needs, uses, and problems within the aerospace knowledge diffusion process. The use of computer and information technology by US aerospace engineers and scientists in academia, government, and industry is reported.

  5. How knowledge and technology are created in a research institute

    International Nuclear Information System (INIS)

    Monteiro, Carlos Anisio; Barroso, Antonio Carlos de Oliveira

    2011-01-01

    Collaboration within and across R and D teams is a naturally occurring socio-technical process and it seems to be a very good thrust for technology development and knowledge creation, transfer and preservation in R and D organizations. The study has focused on evidence gathered from: (a) the publication data base of IPEN from 2001 to 2008 was used to generate four time evolving networks of co-authorship, considering time slices of two years; (b) authors 'demographic' data were included as node attributes in the networks; and (c) questionnaire surveys and interviews to understand the reasons which influence a person to search and choose partner to co-work in a research. Social network analysis was used extensively to understand the network configurations, their time evolution, the key actors, groups and their role in this network. A few indexes and algorithms were used to get insight into the networks structures. A variety of centrality indicators were used to better characterize key actors and better understand their position and role in the network. Also many grouping techniques were used to find the most prominent/active groups. For the most central authors or groups, demographic data was cross analyzed with their network indexes to get check for a few hypothesis of preferential attachment. Finally, based on the proper theoretical background and the information gathered with questionnaires and interviews a model was devised to explain the propensity to collaborate. This paper reports the general ideas of the whole research and presents the most important results of the network analysis. (author)

  6. How knowledge and technology are created in a research institute

    Energy Technology Data Exchange (ETDEWEB)

    Monteiro, Carlos Anisio; Barroso, Antonio Carlos de Oliveira, E-mail: monteiro@ipen.b, E-mail: barroso@ipen.b [Instituto de Pesquisas Energeticas e Nucleares (IPEN/CNEN-SP), Sao Paulo, SP (Brazil)

    2011-07-01

    Collaboration within and across R and D teams is a naturally occurring socio-technical process and it seems to be a very good thrust for technology development and knowledge creation, transfer and preservation in R and D organizations. The study has focused on evidence gathered from: (a) the publication data base of IPEN from 2001 to 2008 was used to generate four time evolving networks of co-authorship, considering time slices of two years; (b) authors 'demographic' data were included as node attributes in the networks; and (c) questionnaire surveys and interviews to understand the reasons which influence a person to search and choose partner to co-work in a research. Social network analysis was used extensively to understand the network configurations, their time evolution, the key actors, groups and their role in this network. A few indexes and algorithms were used to get insight into the networks structures. A variety of centrality indicators were used to better characterize key actors and better understand their position and role in the network. Also many grouping techniques were used to find the most prominent/active groups. For the most central authors or groups, demographic data was cross analyzed with their network indexes to get check for a few hypothesis of preferential attachment. Finally, based on the proper theoretical background and the information gathered with questionnaires and interviews a model was devised to explain the propensity to collaborate. This paper reports the general ideas of the whole research and presents the most important results of the network analysis. (author)

  7. 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.

  8. FORMING AND EVALUATION OF ICT COMPETENCE OF SCIENTIFIC AND PEDAGOGICAL STAFF IN CONDITIONS OF DISTANCE LEARNING TECHNOLOGIES INTRODUCTION

    Directory of Open Access Journals (Sweden)

    Nataliia V. Morze

    2012-12-01

    Full Text Available Readiness of teachers to the use of distance learning technologies requires them to have the appropriate competencies, which is part of the ICT-competence of teachers. It influences their level of professional competence and is one of the primary needs of modern training and self-teaching staff. The aim of this article is to define the content and technologies of forming competence, which provides competent and effective implementation of distance learning technologies. During the research was defined the competence of distance learning technologies, substantiated indicators for their evaluation, approbated method of 360 degrees with using specialized software.

  9. Psychological and pedagogical aspects of informativе-communication technologies in training future teachers of physical culture.

    Directory of Open Access Journals (Sweden)

    Sukhobok O.Y.

    2010-12-01

    Full Text Available The article examines the problem of application of information and communication technologies in the training of future teachers of physical culture. Discussed different views of contemporary educators and researchers to the problem of implementation of information technology in the preparation of specialists in physical culture and sports. The widespread introduction of new information technologies into the learning process generates a number of issues that relate to the content, methods, organizational forms and means of education, the integration of academic disciplines. The problem of information and communication technologies in need of urgent decision on the scientific and practical levels.

  10. Achieving Complex Learning Outcomes through Adoption of a Pedagogical Perspective: A Model for Computer Technology Delivered Instruction

    Science.gov (United States)

    Bellard, Breshanica

    2018-01-01

    Professionals responsible for the delivery of education and training using technology systems and platforms can facilitate complex learning through application of relevant strategies, principles and theories that support how learners learn and that support how curriculum should be designed in a technology based learning environment. Technological…

  11. Socio-Pedagogical Priorities of the Educational Process at the University: The Didactic Aspect of Information Technology

    Science.gov (United States)

    Rassolov, Ilya M.; Sidyacheva, Natalya V.; Zotova, Larisa E.; Salitova, Feride Sch.; Konyushenko, Svetlana M.; Gzhemskaya, Nuriya Kh.

    2016-01-01

    The relevance of the study is conditioned by intensive introduction of information technologies in the educational process of the University. Analysis of practical activities of University groups shows that in the absence of science-based approaches to the implementation of information technologies in the educational process, there are increasing…

  12. Knowledge machines language and information in a technological society

    CERN Document Server

    Murray, Denise E

    2014-01-01

    Provides a wide-ranging survey of the sociolinguistic issues raised by the impact of information technology. The author demonstrates how and in which ways the new technologies both affect human communication and are in turn affected by the way people communicate using the technologies.

  13. Knowledge network for medical technology management in Mexico.

    Science.gov (United States)

    Licona, Fabiola Martínez; Leehan, Joaquín Azpiroz; Méndez, Miguel Cadena; Yuriar, Salvador Duarte; Salazar, Raúl Molina; Gilmore, Amador Terán

    2009-10-01

    The role of biomedical engineers (BMEs) has changed widely over the years, from managing a group of technicians to the planning of large installations and the management of medical technology countrywide. As the technology has advanced, the competence of BMEs has been challenged because it is no longer possible to be an expert in every component of the technology involved in running a hospital. Our approach has been to form a network of professionals that are experts in different fields related to medical technology, where work is coordinated to provide high quality services at the planning and execution stages of projects related to medical technology. A study of the procedures involved in the procurement of medical technology has been carried out over the years. These experiences have been compared with several case studies where the approach to problem solving in this area has been multidisciplinary. Planning and execution phases of projects involving medical technology management have been identified. After several instances of collaboration among experts from different fields, a network for management of healthcare technology has been formed at our institution that incorporates the experience from different departments that were dealing separately with projects involving medical technology. This network has led us to propose this approach to solve medical technology management projects, where the strengths of each subgroup complement each other. This structure will lead to a more integrated approach to healthcare technology management and will ensure higher quality solutions.

  14. A Framework For The Application Of Knowledge Technology To The ...

    African Journals Online (AJOL)

    The conventional method of medical diagnosis and therapy of diseases involve the state space search of medical knowledge of diseases and patient history, which could be combinatorial explosive. This paper presents the report of the experimental study of an intelligent, interactive, user friendly knowledge based system, ...

  15. A Framework for the Application of Knowledge Technology to the ...

    African Journals Online (AJOL)

    The conventional method of medical diagnosis and therapy of diseases involve the state space search of medical knowledge of diseases and patient history, which could be combinatorially explosive. This paper presents the report of the experimental study of an intelligent, interactive, user friendly knowledge-based system, ...

  16. Knowledge and use of information and communication technology ...

    African Journals Online (AJOL)

    Background: Studies have shown that ICT adoption contributes to productivity and economic growth. It is therefore important that health workers have knowledge in ICT to ensure adoption and uptake of ICT tools to enable efficient health delivery. Objective: To determine the knowledge and use of ICT among students of the ...

  17. The Need for Knowledge Modification in Technology Change:

    DEFF Research Database (Denmark)

    Madsen, Erik Skov; Mikkelsen, Lars Lindegaard

    2018-01-01

    This paper researches productivity in relation to domain complexity and the present knowledge capacity in an organizational context. The study is based on five very different case studies. Three studies are conducted in Denmark, Germany, Mexico, and China and are related to knowledge transfer...

  18. Information Technology and Knowledge Processes : - an Uneasy Couple?

    DEFF Research Database (Denmark)

    Brøndsted, J.; Christiansen, N.; Nicolajsen, Hanne Westh

    2001-01-01

    In this paper we apply the framework of Cook and Brown (1999) to gain a broader perspective on the role of IT in organizational knowledge creation and use. The framework of Cook and Brown suggests that knowledge, as something people possess, and knowing, as the epistemic work done in action, are ...

  19. Pedagogical Interaction in High School, the Structural and Functional Model of Pedagogical Interaction

    Science.gov (United States)

    Semenova, Larissa A.; Kazantseva, Anastassiya I.; Sergeyeva, Valeriya V.; Raklova, Yekaterina M.; Baiseitova, Zhanar B.

    2016-01-01

    The study covers the problems of pedagogical technologies and their experimental implementation in the learning process. The theoretical aspects of the "student-teacher" interaction are investigated. A structural and functional model of pedagogical interaction is offered, which determines the conditions for improving pedagogical…

  20. Reverse knowledge and technology transfer: imbalances caused by cognitive barriers in asymmetric relationships

    NARCIS (Netherlands)

    Millar-Schijf, Carla C.J.M.; Choi, Chong-Ju

    2009-01-01

    An imbalance exists in almost any type of knowledge and technology transfer due to the information asymmetry of the relationship. However, this is especially the case for reverse technology and knowledge transfer which is epitomised for us by "transfers from an MNC's subsidiary to its headquarters".

  1. Why New Business Development Projects Fail: Coping with the Differences of Technological versus Market Knowledge

    NARCIS (Netherlands)

    J.H. Burgers (Henri); F.A.J. van den Bosch (Frans); H.W. Volberda (Henk)

    2007-01-01

    textabstractManaging through projects has become important for generating new knowledge to cope with technological and market discontinuities. This paper examines how the fit between the creation of technological and market knowledge and important project management characteristics, i.e. project

  2. Energy prices, technological knowledge and green energy innovation. A dynamic panel analysis of patent counts

    International Nuclear Information System (INIS)

    Kruse, Juergen; Wetzel, Heike; Koeln Univ.

    2014-01-01

    We examine the effect of energy prices and technological knowledge on innovation in green energy technologies. In doing so, we consider both demand-pull effects, which induce innovative activity by increasing the expected value of innovations, and technology-push effects, which drive innovative activity by extending the technological capability of an economy. Our analysis is conducted using patent data from the European Patent Office on a panel of 26 OECD countries over the period 1978-2009. Utilizing a dynamic count data model for panel data, we analyze 11 distinct green energy technologies. Our results indicate that the existing knowledge stock is a significant driver of green energy innovation for all technologies. Furthermore, the results suggest that energy prices have a positive impact on innovation for some but not all technologies and that the e.ect of energy prices and technological knowledge on green energy innovation becomes more pronounced after the Kyoto protocol agreement in 1997.

  3. Knowledge Sharing and Dialogue among Information Technology Workers: A Case Study Using a Public Works Department

    Science.gov (United States)

    Harrison, Priscilla

    2013-01-01

    The problem addressed in this study is the willingness or reluctance of information technology (IT) knowledge workers and managers to share knowledge. The purpose of the study was to examine the willingness or unwillingness of technical personnel in IT to share technical knowledge and the issues surrounding their reluctance, if any. The study…

  4. Organizational Approaches to Managing Tacit Knowledge Loss of Legacy System Information Technology Professionals

    Science.gov (United States)

    Bitner, Michael

    2012-01-01

    Information Technology (IT) employment shortages may be related to employee retirement or normal attrition. Within IT job shortages, tacit knowledge is lost when employees retire or leave organizations. Tacit knowledge is unwritten or unspoken knowledge that is not easily articulated, and exists only with the individuals who obtain the knowledge…

  5. Knowledge and Power in the Technology Classroom: A Framework for Studying Teachers and Students in Action

    Science.gov (United States)

    Danielsson, Anna T.; Berge, Maria; Lidar, Malena

    2018-01-01

    The purpose of this paper is to develop and illustrate an analytical framework for exploring how relations between knowledge and power are constituted in science and technology classrooms. In addition, the empirical purpose of this paper is to explore how disciplinary knowledge and knowledge-making are constituted in teacher-student interactions.…

  6. Assessing the Suitability of Process and Information Technology in Supporting Tacit Knowledge Transfer

    Science.gov (United States)

    Wu, Chien-Hsing; Kao, Shu-Chen; Shih, Lan-Hsin

    2010-01-01

    The transfer of tacit knowledge, one of the most important issues in the knowledge sharing context, needs a multi-dimensional perception in its process. Information technology's (IT) supporting role has already been addressed in the process of tacit knowledge transfer. However, IT has its own characteristics, and in turn, may have dissimilar…

  7. Transforming Dental Technology Education: Skills, Knowledge, and Curricular Reform.

    Science.gov (United States)

    Bobich, Anita M; Mitchell, Betty L

    2017-09-01

    Dental technology is one of the core allied dental health professions supporting the practice of dentistry. By definition, it is the art, science, and technologies that enable the design and fabrication of dental prostheses and/or corrective devices to restore natural teeth and supporting structures to fulfill a patient's physiological and esthetic needs. Dental technology educational programs are faced with serious challenges, including rapid changes in technology, inadequate funding for educational programs, and the need to develop curricula that reflect current industry needs. Better communications between dental technologists and practitioners are needed to gain greater recognition of the contribution that technologists make to patient health. Amid these challenges, the technology workforce is dedicated to providing patients with the best possible restorative dental prostheses. This article was written as part of the project "Advancing Dental Education in the 21 st Century."

  8. Revisiting Mathematical Problem Solving and Posing in the Digital Era: Toward Pedagogically Sound Uses of Modern Technology

    Science.gov (United States)

    Abramovich, S.

    2014-01-01

    The availability of sophisticated computer programs such as "Wolfram Alpha" has made many problems found in the secondary mathematics curriculum somewhat obsolete for they can be easily solved by the software. Against this background, an interplay between the power of a modern tool of technology and educational constraints it presents is…

  9. Connectivism in Learning Activity Design: Implications for Pedagogically-Based Technology Adoption in African Higher Education Contexts

    Science.gov (United States)

    Kizito, Rita Ndagire

    2016-01-01

    This paper examines the possible characteristics and the value of designing learning activities grounded in connectivism--an emerging learning theory. It is an exploratory attempt to connect the theory to the prevailing technology adoption archetypes used in African contexts with the aim of extracting influences that could shape pedagogical…

  10. 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...... education functioned very well in a practical setting....

  11. Manufacturing Technology Information Analysis Center: Knowledge Is Strength

    Science.gov (United States)

    Safar, Michal

    1992-01-01

    The Center's primary function is to facilitate technology transfer within DoD, other government agencies and industry. The DoD has recognized the importance of technology transfer, not only to support specific weapon system manufacture, but to strengthen the industrial base that sustains DoD. MTIAC uses an experienced technical staff of engineers and information specialists to acquire, analyze, and disseminate technical information. Besides ManTech project data, MTIAC collects manufacturing technology from other government agencies, commercial publications, proceedings, and various international sources. MTIAC has various means of disseminating this information. Much of the technical data is on user accessible data bases. The Center researches and writes a number of technical reports each year and publishes a newsletter monthly. Customized research is performed in response to specific inquiries from government and industry. MTIAC serves as a link between Government and Industry to strengthen the manufacturing technology base through the dissemination of advanced manufacturing information.

  12. [Pedagogic implementation in medical education.

    Science.gov (United States)

    Lavalle-Montalvo, Carlos; Leyva-González, Félix Arturo

    2011-01-01

    The purpose of this study was to provide elements to consider the use and relevance of pedagogic instruments and strategies in medical education with a constructivist approach.Any teaching process should be supported by a plan, having a theoretical approach such as the curriculum, as well as teaching-learning strategies, pedagogic resources and evaluation instruments relevant to each learning process. In order to select a teaching-learning strategy, a professor should consider the following: learning objectives and goals, students' learning styles and available didactic resources. Evaluation should be appropriate to teaching principles and practices. Professors should keep in mind the availability of valid and reliable evaluation instruments that assess students' gained knowledge through authentic, real-life situations. Finally, because competences are a set of multidimensional and interrelated attributes (knowledge, clinical skills, techniques, attitudes), their appropriate evaluation is a challenge that will require several types of instruments.

  13. 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......-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...... 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...

  14. Global power knowledge science and technology in international affairs

    CERN Document Server

    Barth, Kai-Henrik

    2006-01-01

    Osiris annualy examines a particular topic in the history of science, bringing together experts in the field to consider multiple aspects of the time period, episode, or theme. Volume 21, Historical Perspectives on Science, Technology, and International Affairs, explores the ways in which scientists and issues in science and technology have played significant roles in foreign policy and international relations, especially since the Second World War.

  15. STUDY CREATIVE THINKING OF STUDENTS OF PEDAGOGICAL HIGH SCHOOL

    Directory of Open Access Journals (Sweden)

    Diana Valerievna Zhuina

    2015-05-01

    Full Text Available Purpose of conduct theoretical and methodological analysis of the problem of creative thinking subjects of the educational environment; generalization of the results of an empirical study of creative thinking of students of pedagogical high school; formulation of conclusions and recommendations based on the results of empirical research.Methodology of work in the article used the following me-thods of psycho-pedagogical studies: theoretical analysis of psychological and pedagogical literature on research; empirical methods, «Torrance Test of creativity»; quantitative method of data processing (percent.Results for Beginning Students (1st and 2nd pedagogical university have a level of creativity lower than normal. Du-ring training, under the influence of modern psychological and pedagogical technologies, through participation in research and training activities of a creative nature (competitions, contests and so on. Level of creativity senior students increases. However, you need a specially organized system of work aimed at improving the efficiency of the learning process at the university, to develop the necessary professional competencies of students (including the development of creative thinking, contributing to the formation of highly qualified professionals in demand in the labor market.Practical implications of the study results have both theoretical and practical focus is to enhance the knowledge about the features of creative thinking of students about the factors and conditions of development of creative thinking techniques in the teaching process at the university. In addition, the results of empirical research, you can use a high school teacher, se-condary vocational institutions in order to organize educatio-nal activities aimed at improving the creative (creative thin-king subjects of education.

  16. Systems Engineering Knowledge Asset (SEKA) Management for Higher Performing Engineering Teams: People, Process and Technology toward Effective Knowledge-Workers

    Science.gov (United States)

    Shelby, Kenneth R., Jr.

    2013-01-01

    Systems engineering teams' value-creation for enterprises is slower than possible due to inefficiencies in communication, learning, common knowledge collaboration and leadership conduct. This dissertation outlines the surrounding people, process and technology dimensions for higher performing engineering teams. It describes a true experiment…

  17. A Special Issue of the Canadian Journal of Learning and Technology on Knowledge Building

    Directory of Open Access Journals (Sweden)

    Michele Jacobsen

    2010-11-01

    Full Text Available In a pervasive media and technology landscape that is increasingly global, participatory and connected, one in which learners and teachers can increasingly become creators of knowledge rather than mere consumers of prepared messages and ideas, it is vital for the field of educational technology to take stock of the latest research on knowledge building. Marlene Scardamalia and Carl Bereiter, innovative pioneers in the area of Knowledge Building in education, define the construct of Knowledge Building as having several characteristics that distinguish it from constructivist learning in general. Two key characteristics of Knowledge Building are intentionality and community knowledge. Intentionality captures that people engaged in knowledge building know they are doing it and that advances in knowledge are purposeful. Community knowledge captures that while learning is a personal matter, knowledge building is done for the benefit of the community. Scardamalia and Bereiter emphasize that in contrast to being spontaneous, a knowledge building culture requires a supportive learning environment and teacher effort and artistry to create and maintain a community devoted to ideas and to idea improvement. Distinct from improving individual students’ ideas and understanding, the collective work of Knowledge Building is explicitly focused on the creation and improvement of knowledge of value to one’s community – advancement of the knowledge itself.

  18. A Framework for the Application of Knowledge Technology to the ...

    African Journals Online (AJOL)

    Medical diagnosis and therapy constitute a network of inter-related processes. The conventional method of medical diagnosis and therapy of diseases involve the state space search of medical knowledge of diseases and patient history, which could be combinatorially explosive. This paper presents the report of the ...

  19. Professional Development Recognizing Technology Integration Modeled after the TPACK Framework

    Science.gov (United States)

    McCusker, Laura

    2017-01-01

    Public school teachers within a Pennsylvania intermediate unit are receiving inadequate job-embedded professional development that recognizes knowledge of content, pedagogy, and technology integration, as outlined by Mishra and Koehler's Technological Pedagogical Content Knowledge (TPACK) framework (2006). A school environment where teachers are…

  20. Avionics Collaborative Engineering Technology Delivery Order 0035: Secure Knowledge Management (SKM) Technology Research Roadmap - Technology Trends for Collaborative Information and Knowledge Management Research

    National Research Council Canada - National Science Library

    Moody, Russell

    2004-01-01

    ...) this SKM Technology Research Roadmap. The SKM Technology Research Roadmap provides information on the current state, trends, gaps, land research challenges associated with SKM technology research...

  1. The Mediating Role of Knowledge Sharing on Information Technology and Innovation

    Directory of Open Access Journals (Sweden)

    Onwika Kaewchur

    2013-12-01

    Full Text Available This study aims to investigate the relationship between information technology, knowledge sharing, and a firm’s innovation. Knowledge sharing as a mediating effect is also simultaneously investigated with regard to the relationship between information technology and a firm’s innovation. In this research, the quantitative method was mainly employed. The data was collected with a survey. A total of 224 respondents from herbal manufacturing companies were included in the research. The results presented in this paper demonstrate that knowledge sharing and information technology can critically influence the organization’s innovation and can play a vital role as a significant success factor in this process.

  2. A new patented building technology based on ancient Roman knowledge

    DEFF Research Database (Denmark)

    Hertz, Kristian Dahl

    2010-01-01

    Super-light structures with pearl-chains is a new patented building technology by means of which you can build houses, bridges, tunnels, and even ships with longer spans, less material-, and energy consumption, without scaffolding, and making the use of arches, vaults, domes, ribbed shells, and new...

  3. Learning in the Knowledge Economy: The Role of Technology

    Science.gov (United States)

    Jaffrin, Manuel

    2003-01-01

    Internet is not the panacea for every problem in education but we must realize that this is a great tool that can help us empower every student and elevate each individual to new levels of intellectual capacity and skills. Combined with specifics learning objectives, it will definitely change the face of education. Technology is becoming an…

  4. Advantage of nuclear knowledge for the new technologies

    International Nuclear Information System (INIS)

    Legaz, R.

    2002-01-01

    Gathered experiences by several companies related with the nuclear sector, have let us to face up with reliability and optimism, the challenge to undertake other energy experiences with new technologies. As a result of this combined strategy, we have succeeded to keep up the existence and companies development that compete and stand out from a more divers and globalized energetic world. (Author)

  5. Globalization, Technology Transfer and the Knowledge Gap: Case ...

    African Journals Online (AJOL)

    This paper, discusses the impact of oligopolistic research on transfer of global pharmaceutical manufacturing technology to the less developed countries of the South (Nigeria) in post globalism. On the basis of empirical evidence from the advanced industrialized world, it is argued that the growth of oligopolistic research has ...

  6. Review Article: Current Knowledge on Microarray Technology - An ...

    African Journals Online (AJOL)

    The completion of whole genome sequencing projects has led to a rapid increase in the availability of genetic information. In the field of transcriptomics, the emergence of microarray-based technologies and the design of DNA biochips allow high-throughput studies of RNA expression in cell and tissue at a given moment.

  7. The sirac - contribution to the technology knowledge, composition and quality

    Directory of Open Access Journals (Sweden)

    Sonja Bijelac

    2003-10-01

    Full Text Available The Sirac is traditional cheese of Bosnia and Herzegovina, produced in the area of Tomislavgrad town. The taste is mild and moderately salty. It is consumed fresh, immediately upon production, or matured, after ripening. The technology is specific and according to that the Sirac can be classified as acid coagulated cheese. Milk proteins are coagulated by use of high temperature and acidity without adding of rennet. The aim of the work was to investigate traditional technology of the Sirac in small village households and to establish an optimal technology in order to apply it to industrial production. For this purpose, a ten tries in laboratory condition were done. The chemical composition of cheese milk, whey, fresh and ripened cheese was determined. During experiments all steps in technological process were followed. Special attention was paid to temperature and acidity of milk coagulation, draining of whey and pressing. Cheese was sensory evaluated after ripening period. The sensorial quality was good. Average score for all ten cheeses was 18.3 points and 5 samples were classified as extra and 5 as 1st class. The yield ranged from 12.25 to 17.76 % and showed that distribution of components to cheese was high. The analyses of whey confirmed this finding.

  8. Knowledge Societies ... In a Nutshell: Information Technology for ...

    International Development Research Centre (IDRC) Digital Library (Canada)

    The Information Revolution and the accelerating spread of information and communication technologies (ICTs) are at the heart of recent societal transformations around the world. Developing countries in particular are now being encouraged to invest in national ICT infrastructure so that they might experience the expected ...

  9. Pedagogical quality in e-learning

    DEFF Research Database (Denmark)

    Dalsgaard, Christian

    2005-01-01

    The article is concerned with design and use of e-learning technology to develop education qualitatively. The purpose is to develop a framework for a pedagogical evaluation of e-learning technology. The approach is that evaluation and design must be grounded in a learning theoretical approach....... Finally, on the basis of the frameworks, the article discusses e-learning technology and, more specifically, design of virtual learning environments and learning objects. It is argued that e-learning technology is not pedagogically neutral, and that it is therefore necessary to focus on design...... of technology that explicitly supports a certain pedagogical approach. Further, it is argued that design should direct its focus away from organisation of content and towards design of activities....

  10. Prompting Teachers' Reflection of Their Professional Knowledge. A Proof-of-Concept Study of the Graphic Assessment of TPACK Instrument

    Science.gov (United States)

    Krauskopf, Karsten; Foulger, Teresa S.; Williams, Mia Kim

    2018-01-01

    Many educational technology proponents support the Technological Pedagogical Content Knowledge (TPACK) model as a way to conceptualize teaching with technology, but recent TPACK research shows a need for empirical studies regarding the development of this knowledge. This proof-of-concept study applies mixed-methods to investigate the…

  11. Ocular Disease, Knowledge, and Technology Applications in Patients with Diabetes

    OpenAIRE

    Threatt, Jennifer; Williamson, Jennifer Faye; Huynh, Kyle; Davis, Richard M.

    2013-01-01

    An estimated 25.8 million children and adults in the United States, approximately 8.3% of the population, have diabetes. Diabetes prevalence varies by race and ethnicity. African Americans have the highest prevalence (12.6%), followed closely by Hispanics (11.8%), Asian Americans (8.4%), and Whites (7.1%). The purpose of this article is to discuss the ocular complications of diabetes, the cultural and racial differences in diabetes knowledge, and the role of telemedicine as a means to reach t...

  12. HYBRID TEACHER TRAINING: THE CONSTRUCTION OF PEDAGOGICAL PRACTICE AS ARTICULATOR AXIS FOR THE USE OF TECHNOLOGIES IN AN INCLUSIVE SCHOOL

    Directory of Open Access Journals (Sweden)

    Danielle Aparecida do Nascimento dos Santos

    2013-07-01

    Full Text Available This paper aims to present data related to the preparation, implementation, monitoring, development and evaluation of Articulator Axis: Inclusion and Special Education of hybrid Pedagogy UNIVESP/UNESP course. It is explained the theoretical, methodological and practical contributions that supported the organization of the discipline, designed with the premise to train teachers in order to provide analysis tools on the policies and practices of school inclusion of students of Special Education. As well as offering elements to teachers who attend the course for an analysis of practices and resources that can be used in the context of an inclusive school, through the promotion of school activities that develop the skills of all. The discipline was developed in five (5 blocks of 24 (twenty four hours per week, which were proposed activities and studies on the activities related to elementary and high school, aggregated to Specialized Educational Service and the use of Digital Information and Communication Technologies, according to the specific educational needs of students of Special Education and considering its importance within the policies of inclusion and its application in school contexts linked to the disciplines of didactic contents of the course.

  13. KBTAC: EPRI's center to assist the nuclear industry to apply the knowledge-based technology

    International Nuclear Information System (INIS)

    Lin, Chinglu; Naser, J.A.; Sun, B.K.H.

    1993-01-01

    The nuclear utility industry's complex engineering and procedure systems offer many opportunities for use of the knowledge-based technology such as expert systems and neural networks. The ability of expert systems to enhance human experts makes them an important tool in the areas of engineering, operations and maintenance. However, many current industry applications are research projects or turnkey systems supplied by vendors. These often do not impart to utility technical staff a clear understanding of the capabilities of knowledge-based systems (KBS). More importantly, simply using completed applications does not meet utilities' need to acquire the capabilities to build their own knowledge-based systems. Thus, EPRI is supporting its member utilities utilization of knowledge-based technology for power plant engineering, operations, and maintenance applications through the establishment of the Knowledge-Based Technology Application Center (KBTAC)

  14. Poor need knowledge not only technology to bridge digital divide: experts

    CERN Multimedia

    2003-01-01

    "Developing countries need to gain knowledge rather than technology to latch onto the booming information society, experts said Monday ahead of a major conference on bridging the digital divide between rich and poor" (1/2 page).

  15. Geo-technologies for spatial knowledge: challenges for inclusive and sustainable urban development

    NARCIS (Netherlands)

    Pfeffer, K.; Martinez, J.; O'Sullivan, D.; Scott, D.; Gupta, J.; Pfeffer, K.; Verrest, H.; Ros-Tonen, M.

    2015-01-01

    Critical to governance for sustainable and inclusive urban development is access to, and management of, relevant contextual spatial knowledge. Digital geo-technologies such as geographical information systems, online applications and spatial simulation models are increasingly becoming embedded in

  16. Biological knowledge management: the emerging role of the Semantic Web technologies.

    Science.gov (United States)

    Antezana, Erick; Kuiper, Martin; Mironov, Vladimir

    2009-07-01

    New knowledge is produced at a continuously increasing speed, and the list of papers, databases and other knowledge sources that a researcher in the life sciences needs to cope with is actually turning into a problem rather than an asset. The adequate management of knowledge is therefore becoming fundamentally important for life scientists, especially if they work with approaches that thoroughly depend on knowledge integration, such as systems biology. Several initiatives to organize biological knowledge sources into a readily exploitable resourceome are presently being carried out. Ontologies and Semantic Web technologies revolutionize these efforts. Here, we review the benefits, trends, current possibilities, and the potential this holds for the biosciences.

  17. 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.

  18. Organizational Knowledge Capitalization Based on Product Patterns and Web 2.0 Technology

    Science.gov (United States)

    Sanchez-Segura, Maria-Isabel; Mora-Soto, Arturo; Medina-Dominguez, Fuensanta; Amescua, Antonio

    Nowadays knowledge is seen as one of the most important assets for organizations, nevertheless assessing the value of organizational knowledge is a challenge because most of it exists as tacit knowledge in the mind every member of an organization. In order to overcome this issue authors propose a working strategy to gather and to explicitly represent organizational knowledge in order to foster its capitalization. In this paper authors propose, on the one hand, the use of a knowledge representation artifact based on patterns together with a transactive memory system to allow encoding, storing, and retrieving knowledge collectively in a smart manner, on the other hand, authors propose the use of Web 2.0 technologies and tools to facilitate knowledge access and representation, and to foster cooperation among organization's members towards knowledge capitalization.

  19. Pensamiento, contemplación y acción en pedagogía

    Directory of Open Access Journals (Sweden)

    Josep Maria PUIG ROVIRA

    2009-11-01

    Full Text Available This article attempts, in the first place, to draw a map of the different cognitive processes in the production of Pedagogical knowledge. To do this, distinctions are made between thinking, contemplation and action and then the different strategies of production of knowledge, characteristic of each of these cognitive activities, are analysed: myth, philosophy, science and dialect with respect to contemplation; seeing, looking, observing, experimenting and simulating with respect to contemplation; and spontaneous, reflexive, technological and comunicative action with respect to practical action. Finally, it is intended, in addition to deepening the essential interrelation between the different cognitive processes, to not exclude any of the aforementioned strategies and their use in function of the singular necessities in the process of the production of Pedagogical knowledge.

  20. Design concept of a knowledge management system of geological disposal technology

    International Nuclear Information System (INIS)

    Osawa, Hideaki; Umeki, Hiroyuki; Makino, Hitoshi; Takase, H.; Mckinley, I.G.; Okubo, H.

    2008-01-01

    JAEA is developing a 'Knowledge Management System' for vast quantities of data or information arising from various sources relevant to the geological disposal programs in Japan. The geological disposal project is taking a stepwise approach to selecting a disposal site and, to the approval and licensing, construction, operation and closure of a repository. It is a long-term project required approximately 100 years. In this paper, in order to structuralize, as knowledge, the results of R and D on geological disposal technologies of high-level radioactive wastes, the knowledge management approach was first reviewed. The paper is followed by descriptions of the technical characteristics, procedure to carry out a plan, and education of geological disposal technologies such as knowledge management etc. The structuring of the knowledge base and the knowledge management system including the construction of safety case were described. (S. Ohno)

  1. Frameworks and technologies for exchanging and sharing product life cycle knowledge

    NARCIS (Netherlands)

    Gerritsen, B.; Gielingh, W.; Dankwort, W.; Anderl, R.

    2011-01-01

    Frameworks and technologies for exchanging and sharing product life cycle knowledge (PLK) are discussed. A life cycle-centric knowledge management approach with stakeholders-in-the-loop allows for a life-long evaluation of the instantaneous performance and the consequential decision making about the

  2. Creating communities of practices to manage technological knowledge : An evaluation study at Rolls-Royce

    NARCIS (Netherlands)

    Meeuwesen, Bas; Berends, Hans

    2007-01-01

    Purpose - In large companies, technological knowledge lies dispersed over individual specialists, business units and locations. Communities of practice (CoPs) are a structure for sharing this dispersed knowledge. However, CoPs are usually seen as being emergent, evolving and elusive. This study aims

  3. The use of information technologies for knowledge sharing by secondary healthcare organisations in New Zealand.

    Science.gov (United States)

    Ali, Nor'ashikin; Whiddett, Dick; Tretiakov, Alexei; Hunter, Inga

    2012-07-01

    To explore the extent of use of information technologies (ITs) for knowledge sharing by secondary healthcare organisations in New Zealand. We used a self-administered questionnaire to survey Chief Information Officers at all 21 of New Zealand's District Health Boards regarding the extent to which their organisations use knowledge sharing activities involving ITs. The list of activities to include in the questionnaire was compiled by reviewing the literature. We analysed the extent of use of the knowledge sharing activities using descriptive statistics, repeated measures ANOVA, and correlation analysis. The response rate was 76%. Although all the responding organisations reported using ITs to share knowledge, they used ITs to share documents significantly more than to support discussions or to connect employees to experts. Discussions via teleconferencing, videoconferencing, and email lists were significantly more common than discussions via social media technologies: electronic discussion forums, blogs, and on-line chatrooms. There were significant positive correlations between publishing and accessing documents, between using teleconferencing and using videoconferencing, and between publishing and finding contact details of experts. New Zealand's District Health Boards are using a range of ITs to share knowledge. Knowledge sharing activities emphasising the sharing of explicit knowledge (via exchanging documents in electronic form) are significantly more common than knowledge sharing activities emphasising the sharing of tacit knowledge (via technology-mediated discussions and via using technology to connect employees to experts). In view of the evidence in the literature that information technology may be highly effective in supporting tacit knowledge exchanges, our results suggest that health organisations should consider greater adoption of ITs for sharing tacit knowledge. The finding that several organisations are currently making extensive use of

  4. Report on our activities to spread knowledge about radiation in Musashi Institute of Technology

    International Nuclear Information System (INIS)

    Okada, Yukiko

    2007-01-01

    In Musashi Institute of Technology, radiation knowledge spread activities are performed twice per year. One is 'the science experience classroom which children enjoy.' Another is 'the open school which studies atomic power'. The writer participated in the 'life and radiation' project as a WEN member, and has performed the radiation knowledge spread activities to a citizen. In this paper, these activities are introduced and the necessity and problem of radiation knowledge spread activities are considered. (author)

  5. Pedagogical conditions for students’ personal and professional development at higher education institutions

    Directory of Open Access Journals (Sweden)

    Vladimirovich-Bfeloshitsky Aleksandr

    2007-01-01

    Full Text Available The development of higher vocational education in Russia today is oriented towards the process of harmonization of personal and professional development of students. The issue is focused on three different perspectives: pedagogical activity of lecturers in higher vocational institutions, psychological/pedagogical research, and the student’s professional and personal development. The goal to train highly-qualified specialists with versatile personalities at the institutions of higher education depends not only on the applied theoretic/methodological basis, but also on the knowledge of the student’s personality. The first step in the process of planning and realization of the above mentioned educational goal is to provide adequate pedagogical conditions, aimed towards establishing methodological and theoretical bases closer to practice, i.e. the study and implementation of pedagogical personality-oriented technology. This can contribute to the creation of innovative projects and programs for training highly-qualified specialists. Theoretical/methodological and practice-oriented pedagogical conditions are selected and described on the basis of a systematic analysis of the educational process. The essential aspects of these conditions lie in defining appropriate methods for the realization of the educational process for each particular situation. Such methods contribute to the actualization of the students’ potentials and enable their self-realization. The presented principles for the development of a personality-oriented educational process are essential for enabling professional development of future specialists.

  6. Bioprocess development workflow: Transferable physiological knowledge instead of technological correlations.

    Science.gov (United States)

    Reichelt, Wieland N; Haas, Florian; Sagmeister, Patrick; Herwig, Christoph

    2017-01-01

    Microbial bioprocesses need to be designed to be transferable from lab scale to production scale as well as between setups. Although substantial effort is invested to control technological parameters, usually the only true constant parameter is the actual producer of the product: the cell. Hence, instead of solely controlling technological process parameters, the focus should be increasingly laid on physiological parameters. This contribution aims at illustrating a workflow of data life cycle management with special focus on physiology. Information processing condenses the data into physiological variables, while information mining condenses the variables further into physiological descriptors. This basis facilitates data analysis for a physiological explanation for observed phenomena in productivity. Targeting transferability, we demonstrate this workflow using an industrially relevant Escherichia coli process for recombinant protein production and substantiate the following three points: (1) The postinduction phase is independent in terms of productivity and physiology from the preinduction variables specific growth rate and biomass at induction. (2) The specific substrate uptake rate during induction phase was found to significantly impact the maximum specific product titer. (3) The time point of maximum specific titer can be predicted by an easy accessible physiological variable: while the maximum specific titers were reached at different time points (19.8 ± 7.6 h), those maxima were reached all within a very narrow window of cumulatively consumed substrate dSn (3.1 ± 0.3 g/g). Concluding, this contribution provides a workflow on how to gain a physiological view on the process and illustrates potential benefits. © 2016 American Institute of Chemical Engineers Biotechnol. Prog., 33:261-270, 2017. © 2016 American Institute of Chemical Engineers.

  7. The drive to innovation: The privileging of science and technology knowledge production in Canada

    Science.gov (United States)

    Cauchi, Laura

    This dissertation project explored the privileging of knowledge production in science and technology as a Canadian national economic, political and social strategy. The project incorporated the relationship between nation-state knowledge production and how that knowledge is then systematically evaluated, prioritized and validated by systems of health technology assessment (HTA). The entry point into the analysis and this dissertation project was the Scientific Research and Experimental Design (SR&ED) federal tax incentive program as the cornerstone of science and technology knowledge production in Canada. The method of inquiry and analysis examined the submission documents submitted by key stakeholders across the country, representing public, private and academic standpoints, during the public consultation process conducted from 2007 to 2008 and how each of these standpoints is hooked into the public policy interests and institutional structures that produce knowledge in science and technology. Key public meetings, including the public information sessions facilitated by the Canada Revenue Agency and private industry conferences, provided context and guidance regarding the current pervasive public and policy interests that direct and drive the policy debates. Finally, the "Innovation Canada: A Call to Action Review of Federal Support to Research and Development: Expert Panel Report," commonly referred to as "The Jenkins Report" (Jenkins et al., 2011), was critically evaluated as the expected predictor of future public policy changes associated with the SR&ED program and the future implications for the production of knowledge in science and technology. The method of inquiry and analytical lens was a materialist approach that drew on the inspiring frameworks of such scholars as Dorothy Smith, Michel Foucault, Kaushik Sunder Rajan, Melinda Cooper, and, Gilles Deleuze. Ultimately, I strove to illuminate the normalizing force and power of knowledge production in science

  8. Exposure Knowledge and Perception of Wireless Communication Technologies

    Directory of Open Access Journals (Sweden)

    Frederik Freudenstein

    2015-11-01

    Full Text Available The presented survey investigates risk and exposure perceptions of radio frequency electromagnetic fields (RF EMF associated with base stations, mobile phones and other sources, the key issue being the interaction between both sets of perceptions. The study is based on a cross-sectional design, and conducted with an online sample of 838 citizens from Portugal. The results indicate that respondents’ intuitive exposure perception differs from the actual exposure levels. Furthermore, exposure and risk perceptions are found to be highly correlated. Respondents’ beliefs  about exposure factors, which might influence possible health risks, is appropriate. A regression analysis between exposure characteristics, as predictor variables, and RF EMF risk perception, as the response variable, indicates that people seem to use simple heuristics to form their perceptions. What is bigger, more frequent and longer lasting is seen as riskier. Moreover, the quality of exposure knowledge is not an indicator for amplified EMF risk perception. These findings show that exposure perception is key to future risk communication.

  9. Proceedings: international conference on transfer of forest science knowledge and technology.

    Science.gov (United States)

    Cynthia Miner; Ruth Jacobs; Dennis Dykstra; Becky Bittner

    2007-01-01

    This proceedings compiles papers presented by extensionists, natural resource specialists, scientists, technology transfer specialists, and others at an international conference that examined knowledge and technology transfer theories, methods, and case studies. Theory topics included adult education, applied science, extension, diffusion of innovations, social...

  10. Teacher design knowledge and beliefs for technology enhanced learning materials in early literacy: Four portraits

    NARCIS (Netherlands)

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

    2015-01-01

    Teacher engagement in the design of technology-rich learning material is beneficial to teacher learning and may create a sense of ownership, both of which are conducive to bringing about innovation with technology. During collaborative design, teachers draw on various types of knowledge and beliefs:

  11. Formalization and Interaction: Toward a Comprehensive History of Technology-Related Knowledge in Early Modern Europe.

    Science.gov (United States)

    Popplow, Marcus

    2015-12-01

    Recent critical approaches to what has conventionally been described as "scientific" and "technical" knowledge in early modern Europe have provided a wealth of new insights. So far, the various analytical concepts suggested by these studies have not yet been comprehensively discussed. The present essay argues that such comprehensive approaches might prove of special value for long-term and cross-cultural reflections on technology-related knowledge. As heuristic tools, the notions of "formalization" and "interaction" are proposed as part of alternative narratives to those highlighting the emergence of "science" as the most relevant development for technology-related knowledge in early modern Europe.

  12. The Convergence of Content, Pedagogy, and Technology in Online Professional Development for Teachers of German: An Intrinsic Case Study

    Science.gov (United States)

    Bustamante, Carolina; Moeller, Aleidine J.

    2013-01-01

    This qualitative case study describes a unique online professional development program utilizing Web 2.0 technologies for teachers of German using the Technological Pedagogical Content Knowledge (TPACK) model as a theoretical framework to promote technology literacy, expand German language proficiency and cultural knowledge, and integrate…

  13. 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.

  14. Technology transfer and knowledge management in cooperation networks: the Airzone case

    International Nuclear Information System (INIS)

    Benavides Velasco, C. A.; Quintana Garcia, C.

    2007-01-01

    This paper highlights the importance of cooperation networks between the public system of R and D and industry to promote technology transfer, knowledge management, and the consolidation and growth of new technology firms. Through the case of Air zone,his paper shows the significance of collaboration agreements between University and industry to enhance technology transfer and the success of entrepreneurial projects. (Author) 28 refs

  15. 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…

  16. Technology Transfers and Knowledge Managementin Developing Economies:Case Study of an Indonesian Manufacturer

    Directory of Open Access Journals (Sweden)

    Wahyudi Wibowo

    2013-01-01

    Full Text Available International technology transfers are crucial for developing economies since they may operate as one of the key drivers in the economies’ development path. Previous studies have acknowleged some channels of technology transfers for developing economies. Nevertheless, the precise mechanisms of how the technology transfers would occur and take effect in each of the recipient economies and their domestic companies are still to be explored. Furthermore, understanding domestic companies knowledge management is important since it would determine the absorptive capacity of the company toward advanced foreign technologies. This study uses a case of technologically intermediate-level Indonesian manufacturer to show evidence of international technology transfers and their impacts on the development of indigenous technological capabilities of the domestic company, as well as to examine the company’s knowledge management. This study confirmed some benefits of international technology transfers for the domestic company, especially through the major mechanisms of technical license assistances, capital goods imports, turnkey projects, technical consultancies, backward-vertical flows of foreign direct investment, and participation in overseas markets. However, the impacts toward the domestic company’s technological capabilities were generally at intermediate level. This implies that the domestic company needs to spend more investments on in-house R&D activities and to improve its knowledge management systems.

  17. Adopting the Integrative Model of Behaviour Prediction to Explain Teachers' Willingness to Use ICT: A Perspective for Research on Teachers' ICT Usage in Pedagogical Practices

    Science.gov (United States)

    Kreijns, Karel; Vermeulen, Marjan; Kirschner, Paul A.; van Buuren, Hans; Van Acker, Frederik

    2013-01-01

    Information and communication technology (ICT) can enable, support, and reinforce the introduction of new pedagogical practices that comply with the educational demands of the twenty-first-century knowledge society. However, despite this potential and despite the delivering of skills-based professional development and the increase in the level of…

  18. Adopting the Integrative Model of Behaviour Prediction to explain teachers’ willingness to use ICT: a perspective for research on teachers’ ICT usage in pedagogical practices

    NARCIS (Netherlands)

    Kreijns, Karel; Vermeulen, Marjan; Kirschner, Paul A.; Van Buuren, Hans; Van Acker, Frederik

    2018-01-01

    Information and communication technology (ICT) can enable, support, and reinforce the introduction of new pedagogical practices that comply with the educational demands of the twenty-first-century knowledge society. However, despite this potential and despite the delivering of skills-based

  19. A Mathematics Teacher's Practice in a Technological Environment: A Case Study Analysis Using Two Complementary Theories

    Science.gov (United States)

    Tabach, Michal

    2011-01-01

    Integrating technology in school mathematics has become more and more common. The teacher is a key person in integrating technology into everyday practice. To understand teacher practice in a technological environment, this study proposes using two theoretical perspectives: the theory of technological pedagogical content knowledge to analyze…

  20. Using social knowledge networking technology to enable meaningful use of electronic health record technology in hospitals and health systems.

    Science.gov (United States)

    Rangachari, Pavani

    2014-12-01

    Despite the federal policy momentum towards "meaningful use" of Electronic Health Records, the healthcare organizational literature remains replete with reports of unintended adverse consequences of implementing Electronic Health Records, including: increased work for clinicians, unfavorable workflow changes, and unexpected changes in communication patterns & practices. In addition to being costly and unsafe, these unintended adverse consequences may pose a formidable barrier to "meaningful use" of Electronic Health Records. Correspondingly, it is essential for hospital administrators to understand and detect the causes of unintended adverse consequences, to ensure successful implementation of Electronic Health Records. The longstanding Technology-in-Practice framework emphasizes the role of human agency in enacting structures of technology use or "technologies-in-practice." Given a set of unintended adverse consequences from health information technology implementation, this framework could help trace them back to specific actions (types of technology-in-practice) and institutional conditions (social structures). On the other hand, the more recent Knowledge-in-Practice framework helps understand how information and communication technologies ( e.g. , social knowledge networking systems) could be implemented alongside existing technology systems, to create new social structures, generate new knowledge-in-practice, and transform technology-in-practice. Therefore, integrating the two literature streams could serve the dual purpose of understanding and overcoming unintended adverse consequences of Electronic Health Record implementation. This paper seeks to: (1) review the theoretical literatures on technology use & implementation, and identify a framework for understanding & overcoming unintended adverse consequences of implementing Electronic Health Records; (2) outline a broad project proposal to test the applicability of the framework in enabling "meaningful use