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Sample records for technological pedagogical content

  1. 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.

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

    Science.gov (United States)

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

    2013-01-01

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

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

    Science.gov (United States)

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

    2017-09-01

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

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

    NARCIS (Netherlands)

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

    2013-01-01

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

  5. Teachers' Technological Pedagogical Content Knowledge Self-Efficacies

    Science.gov (United States)

    Kazu, Ibrahim Yasar; Erten, Pinar

    2014-01-01

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

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

    NARCIS (Netherlands)

    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

  7. 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.

  8. DEVELOPING TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE OF ENGLISH LANGUAGE TEACHERS

    Directory of Open Access Journals (Sweden)

    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. 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…

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

    Science.gov (United States)

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

    2009-01-01

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

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

    Science.gov (United States)

    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…

  12. 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)…

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

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    Tee, Meng Yew; Lee, Shuh Shing

    2011-01-01

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

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

    Science.gov (United States)

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

    2013-06-01

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

  16. 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…

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

    NARCIS (Netherlands)

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

    2015-01-01

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

  18. 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

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

    Science.gov (United States)

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

    2015-01-01

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

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

    Science.gov (United States)

    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…

  1. 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…

  2. 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…

  3. 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

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

    Science.gov (United States)

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

    2012-01-01

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

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

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    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…

  6. 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.

  7. 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…

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

    Science.gov (United States)

    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…

  9. 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.

  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. 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…

  12. 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

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

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    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…

  15. 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.

  16. 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.

  17. 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.

  18. 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.

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

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    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.

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

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    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…

  1. 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

  2. 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.

  3. 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…

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

    NARCIS (Netherlands)

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

    2013-01-01

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

  5. 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…

  6. 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…

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

    Science.gov (United States)

    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…

  8. 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

  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. 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.

  11. 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…

  12. 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?’

  13. 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.

  14. 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

  15. 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…

  16. 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…

  17. 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…

  18. 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…

  19. 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.

  20. 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…

  1. 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

  2. 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 ...

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

    African Journals Online (AJOL)

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

  4. 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…

  5. 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…

  6. 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

  7. 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…

  8. 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…

  9. 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…

  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. 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.

  12. 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…

  13. 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,

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

    Science.gov (United States)

    Cobbinah, Charles; Bayaga, Anass

    2017-01-01

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

  15. 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…

  16. 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…

  17. 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…

  18. 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.

  19. 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.

  20. 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…

  1. 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.

  2. 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.

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

    Science.gov (United States)

    Oh, Phil Seok; Kim, Kyoung Suk

    2013-06-01

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

  4. 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. 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

  6. 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.

  7. 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.

  8. 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.

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

    Science.gov (United States)

    Widodo, A.

    2017-02-01

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

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

    Directory of Open Access Journals (Sweden)

    Marie Evens

    2015-01-01

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

  11. 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.

  12. 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…

  13. 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.

  14. 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.

  15. 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...

  16. A Technological, Pedagogical, Arts Knowledge Framework

    Science.gov (United States)

    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.

  17. 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

  18. 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…

  19. 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.

  20. 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…

  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. 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)

  3. 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,

  4. 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...

  5. Communicative Competence: A Pedagogically Motivated Model with Content Specifications.

    Science.gov (United States)

    Celce-Murcia, Marianne; And Others

    1995-01-01

    Argues the need for an updated and explicit description of language teaching areas generated with reference to a detailed model of communicative competence. Describes two existing models of communicative competence and proposes a pedagogically motivated construct, which includes discourse, linguistic, actional, sociocultural and strategic…

  6. 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 ...

  7. 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…

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

    Directory of Open Access Journals (Sweden)

    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.

  9. 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

  10. Communicative Competence: A Pedagogically Motivated Model with Content Specifications

    OpenAIRE

    Celce-Murcia, Marianne; Dornyei, Zoltan; Thurrell, Sarah

    1995-01-01

    This paper argues the need for an updated and explicit description of language teaching areas generated with reference to a detailed model of communicative competence. We describe two existing models of communicative competence and then propose our own pedagogically motivated construct, which includes five components: (1) discourse competence, (2) linguistic competence, (3) actional competence, (4) sociocultural competence, and (5) strategic competence. We discuss these competencies in as muc...

  11. 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…

  12. 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…

  13. 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...

  14. 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…

  15. 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.

  16. 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...

  17. 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…

  18. 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

  19. 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…

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

    Science.gov (United States)

    Akkas, Elif Nur; Türnüklü, Elif

    2014-01-01

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

  1. 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…

  2. 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…

  3. 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…

  4. 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…

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

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    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…

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

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    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…

  7. 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…

  8. 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"…

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

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    Ömer Şahin

    2014-12-01

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

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

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    Hubbard, Aleata Kimberly

    2017-01-01

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

  11. 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

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

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

    2018-01-01

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

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

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    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…

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

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    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…

  15. 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

  16. The Pedagogical Content Course's Effect on the Lesson Plans of Two Student Teachers.

    Science.gov (United States)

    Donlan, Dan; Black, Janet

    A study investigated whether a course in pedagogical content in English would have an impact on the lesson plans of 11 student teachers. Students were directed to write lesson plans for the short story "To Build a Fire" by Jack London, both at the beginning of the course and at the conclusion. Student teachers' perceptions of their…

  17. 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.

  18. 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

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

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    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.

  20. 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.

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

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    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.

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

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    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.

  3. 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...

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

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

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    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.

  6. Peculiarities in Construction of Future Teachers' Professional Training Content in the System of Multilevel Pedagogical Education in Canada

    Science.gov (United States)

    Pavlyuk, Victoria; Ivanchyuk, Halyna

    2016-01-01

    The article deals with the peculiarities of future teachers' training content in the system of Canadian multilevel teacher education. Main features of the Canadian teachers' training content are the standardization of multilevel pedagogical education content, Canada's focus on multilevel teachers' education in professional development of future…

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

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    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

  8. 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.

  9. 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.

  10. 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.

  11. 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…

  12. 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…

  13. 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…

  14. 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,…

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

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    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.

  16. 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

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

    Science.gov (United States)

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

    2017-02-01

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

  18. 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

  19. 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…

  20. 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…

  1. 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

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

    Science.gov (United States)

    Udomkan, Watinee; Suwannoi, Paisan

    2018-01-01

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

  3. 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…

  4. 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…

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

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    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,…

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

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    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…

  7. 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.

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

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    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.

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

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    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…

  10. 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

  11. 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

  12. 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…

  13. Playing with Grammar: A Pedagogical Heuristic for Orientating to the Language Content of the Australian Curriculum: English

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    Exley, Beryl; Kervin, Lisa; Mantei, Jessica

    2016-01-01

    In this article we introduce a heuristic for orientating to the language content of the Australian Curriculum: English. Our pedagogical heuristic, called "Playing with Grammar", moves through three separate but interwoven stages: (i) an introduction to the learning experience, (ii) a focus on learning, and (iii) an application of new…

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

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

    2012-01-01

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

  15. 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…

  16. 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…

  17. 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…

  18. 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…

  19. 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.

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

    Science.gov (United States)

    Thongnoppakun, Warangkana; Yuenyong, Chokchai

    2018-01-01

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

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

    Science.gov (United States)

    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…

  2. 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.

  3. 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

  4. 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.

  5. 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

  6. 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

  7. 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.

  8. 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.

  9. 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.

  10. 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

  11. 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.

  12. 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…

  13. 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…

  14. 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.)

  15. 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.

  16. 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…

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

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    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'…

  18. 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.

  19. 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…

  20. 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…

  1. 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...

  2. 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…

  3. 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.

  4. 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.

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

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    Siriphan Satthaphon

    2017-09-01

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

  6. 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.

  7. 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.

  8. 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.

  9. 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.

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

    Directory of Open Access Journals (Sweden)

    Alexandru Maries

    2013-11-01

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

  11. 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.

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

    Science.gov (United States)

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

    2013-01-01

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

  13. 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,…

  14. 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…

  15. 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).…

  16. 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…

  17. 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…

  18. 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…

  19. 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…

  20. 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…

  1. 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…

  2. 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…

  3. 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....

  4. Analysis of Engineering Content within Technology Education Programs

    Science.gov (United States)

    Fantz, Todd D.; Katsioloudis, Petros J.

    2011-01-01

    In order to effectively teach engineering, technology teachers need to be taught engineering content, concepts, and related pedagogy. Some researchers posit that technology education programs may not have enough content to prepare technology teachers to teach engineering design. Certain technology teacher education programs have responded by…

  5. 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.

  6. 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…

  7. 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

  8. Integration оf Foreign Educational Technologies іn the Content of Program of Pre-School Education in Ukraine

    Directory of Open Access Journals (Sweden)

    Nadiia Frolenkova

    2017-02-01

    Full Text Available Reveals the integration and implementation of foreign educational technologies in the content of educational programs of preschool education in Ukraine. The emphasis on the implementation of programs for the ideas of Waldorf education, Montessori programs, “SelfEsteem”, “Step by Step”, “Education for sustainable development for children of pre-school age”. It is proved that the integration of foreign educational technologies in the process of optimizing the scientific and methodological support preschool education content Ukraine simulated based priority, primarily oriented humanistic, pedagogical ideas and technologies.Key words: educational technologies, integration, educational program, content of preschool education, children of pre-school age.

  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

    2016-06-01

    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.

  10. 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.

  11. 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.

  12. Propulsive Descent Technologies (PDT): Original Content Project

    Data.gov (United States)

    National Aeronautics and Space Administration — Future missions to Mars require landed mass that exceeds the capability of current entry, descent, and landing technology.  New technology and techniques are...

  13. 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.

  14. 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.

  15. 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.

  16. 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.

  17. 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.

  18. Distance technology transfer course content development.

    Science.gov (United States)

    2013-06-01

    The Illinois Department of Transportation (IDOT) offers multiple technology transfer courses for engineering, : project design, and safety training for state and local agency personnel. These courses are often essential to the : agency mission. Becau...

  19. Pedagogical Content knowledge (PCK)

    DEFF Research Database (Denmark)

    Ellebæk, Jens Jakob; Nielsen, Birgitte Lund

    2016-01-01

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

  20. 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…

  1. Content

    DEFF Research Database (Denmark)

    Keiding, Tina Bering

    Aim, content and methods are fundamental categories of both theoretical and practical general didactics. A quick glance in recent pedagogical literature on higher education, however, reveals a strong preoccupation with methods, i.e. how teaching should be organized socially (Biggs & Tang, 2007......, is subordinating content to methods as seen in modern didactics, hereby transforming content to a medium for achievement of learning-to-learn skills rather than something valuable in its own right. At the level of general didactics quite few attempts have been made to formulate criteria and categories...... secondary levels. In subject matter didactics, the question of content is more developed, but it is still mostly confined to teaching on lower levels. As for higher education didactics, discussions on selection of content are almost non-existent on the programmatic level. Nevertheless, teachers are forced...

  2. 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…

  3. Digital educational contents that promote the effective integration of information and communication technologies

    Directory of Open Access Journals (Sweden)

    Micaela Manso

    2011-07-01

    Full Text Available This qualitative research study explores the relationship between the quality of curriculum designs that integrate ICTs and the quality of teachers’ actual implementation of these designs. To analyze them, we selected 10 qualities that build on TPACK (Technological Pedagogical Content Knowledge and the Teaching for Understanding framework (TfU. We selected three curriculum designs that integrate ICTs and conducted in-depth interviews to 6 secondary teachers, 34 students and 3 curriculum designers in Argentina, Mexico and Colombia. When themajority of the qualities were present in the curriculum designs, the majority of the qualities were also present in the teachers’ implementations. High quality curriculum designs that integrate ICTs tended to promote high quality teacher practices.

  4. 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.

  5. Enhancing e-Learning Content by Using Semantic Web Technologies

    Science.gov (United States)

    García-González, Herminio; Gayo, José Emilio Labra; del Puerto Paule-Ruiz, María

    2017-01-01

    We describe a new educational tool that relies on Semantic Web technologies to enhance lessons content. We conducted an experiment with 32 students whose results demonstrate better performance when exposed to our tool in comparison with a plain native tool. Consequently, this prototype opens new possibilities in lessons content enhancement.

  6. 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.

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

    Directory of Open Access Journals (Sweden)

    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. 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…

  9. 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…

  10. 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…

  11. 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…

  12. 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.

  13. 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.

  14. 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…

  15. 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…

  16. 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…

  17. 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…

  18. The Technology of Forming of Innovative Content for Engineering Education

    Science.gov (United States)

    Kayumova, Lilija A.; Savva, Lubov I.; Soldatchenko, Aleksandr L.; Sirazetdinov, Rustem M.; Akhmetov, Linar G.

    2016-01-01

    The relevance of the study is conditioned by the modernization of engineering education aimed at specialists' training to solve engineering and economic problems effectively. The goal of the paper is to develop the technology of the innovative content's formation for engineering education. The leading method to the study of this problem is a…

  19. Digital immigrants teaching digital natives: A phenomenological study of higher education faculty perspectives on technology integration with English core content

    Science.gov (United States)

    Corey, Robert C.

    In the last two decades, technology use has escalated and educators grapple with its advances and integration into the classroom. Issues surrounding what constitutes a literate society, the clarion calls for educational reform emanating from US presidents to parent teacher organizations, and educators' ability to cope with advances in technology in the classroom demand attention. Therefore, the purpose of this qualitative study was to explore and understand the professional and educational experiences of six English faculty members teaching undergraduate courses at Midwest universities. Using the framework of Technological Pedagogical Content Knowledge -- TPACK (Koehler and Mishra 2008), the major focus of the study was to determine how faculty members understood what characterized the nature of teaching with technology in undergraduate classrooms. Results of this study revealed five themes showing how the participants were introduced to technology, how they assimilated it into their pedagogy, and how they integrated it into teaching practice. This study has the potential to impact the nature of illustrating the methods and techniques used by the six participants as they merge technology, pedagogy, and content knowledge and set in motion classroom practices that assist faculty at all levels to develop and teach technology skills necessary for the 21st century and to better prepare students for thinking critically about how to use digital advances.

  20. 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…

  1. 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,…

  2. 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…

  3. 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,…

  4. 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…

  5. 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…

  6. 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.

  7. "Buddy System": A Pedagogical Innovation to Promote Online Interaction (Sistema de amigos: una innovación pedagógica para fomentar la interacción en línea)

    Science.gov (United States)

    Espitia Cruz, Martha Isabel; Kwinta, Anna

    2013-01-01

    Recent technological development has created new pedagogical practices in the EFL classroom to maximize the time for students to use the language by considering online tools. Whilst working in a pedagogical context with new technologies, some educators were concerned with how online interaction in EFL content-based classes could be effectively…

  8. 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…

  9. 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...

  10. 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.

  11. 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…

  12. 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.  

  13. Wiki moderators’ contributions to enhance the pedagogical implementation of Wiki

    Directory of Open Access Journals (Sweden)

    NASHWA ISMAIL

    2013-12-01

    Full Text Available Wiki has proved extensively that it is an innovative technology situated among other social network applications, because it enables its users to develop web content collaboratively, thereby making it open to all online users. The pedagogical use of Wiki is still in early stages; for this reason a lot of academic research has highlighted the lack of investigation into the pedagogical use of Wiki as a tool for collaborative learning. This paper investigates Wiki by focusing on its advantages and disadvantages for the learning process, while highlighting how Wiki moderators can contribute by embedding Wiki successfully into the learning process.

  14. Accessing multimedia content from mobile applications using semantic web technologies

    Science.gov (United States)

    Kreutel, Jörn; Gerlach, Andrea; Klekamp, Stefanie; Schulz, Kristin

    2014-02-01

    We describe the ideas and results of an applied research project that aims at leveraging the expressive power of semantic web technologies as a server-side backend for mobile applications that provide access to location and multimedia data and allow for a rich user experience in mobile scenarios, ranging from city and museum guides to multimedia enhancements of any kind of narrative content, including e-book applications. In particular, we will outline a reusable software architecture for both server-side functionality and native mobile platforms that is aimed at significantly decreasing the effort required for developing particular applications of that kind.

  15. 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.

  16. 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

  17. 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...

  18. Technological factors affecting biogenic amine content in foods: a review

    Directory of Open Access Journals (Sweden)

    Fausto Gardini

    2016-08-01

    Full Text Available Biogenic amines (BAs are molecules which can be present in foods and, due to their toxicity, can cause adverse effects on the consumers. BAs are generally produced by microbial decarboxylation of amino acids in food products. The most significant BAs occurring in foods are histamine, tyramine, putrescine, cadaverine, tryptamine, 2-phenylethylamine, spermine, spermidine and agmatine. The importance of preventing the excessive accumulation of BAs in food is related to their impact on human health and food quality. Quality criteria in connection with the presence of BAs in food and food products are necessary from a toxicological point of view. This is particularly important in fermented foods in which the massive microbial proliferation required for obtaining specific products is often relater with BA accumulation. In this review, up-to-date information and recent discoveries about technological factors affecting biogenic amine content in foods are reviewed. Specifically, BA forming-microorganism and decarboxylation activity, genetic and metabolic organization of decarboxylases, risk associated to BAs (histamine, tyramine toxicity and other BAs, environmental factors influencing BA formation (temperature, salt concentration, pH. In addition, the technological factors for controlling BA production (use of starter culture, technological additives, effects of packaging, other non-thermal treatments, metabolising BA by microorganisms, effects of pressure treatments on BA formation and antimicrobial substances are addressed.

  19. 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.

  20. 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....

  1. Consumer adoption of technological innovations: Effects of psychological barriers in a lack of content versus a presence of content situation

    NARCIS (Netherlands)

    Antioco, M.; Kleijnen, M.H.P.

    2010-01-01

    Purpose: This study seeks to investigate barriers in the consumer adoption process of technological innovations under different contingencies. The paper aims to focus on barriers impeding adoption of technologies characterized by high incompatibility and high uncertainty - i.e. a "lack of content"

  2. FUTURE TEACHERS TRAINING TO INNOVATIVE PEDAGOGICAL ACTIVITY: CONTEXT APPROACH

    Directory of Open Access Journals (Sweden)

    Shevchenko L.

    2017-03-01

    Full Text Available The innovative processes in education arose in different historical periods and determined its development. The analysis of theoretical and experimental studies showed that now the teachers have difficulty in developing and implementing innovative technologies, choosing the most appropriate pedagogical methods and assets. The widespread innovations lead to changes in future teachers’ training to the professional activity. The leading objective of higher pedagogical education is to train teacher who has the developed personal and professional skills, able to perform innovative teaching activity. The achievement of this strategic objective requires the organization of targeted training of future teachers to innovative pedagogical activity in terms of higher education system, promoting their professional and personal growth, the formation of innovative capacity and innovative culture. In this regard, there is a need to find approaches to education that are focused on the future content of professional activity. In our opinion, these requirements fully meet the contextual approach that provides consistent, continuous and systematic formation of future teachers’ readiness to innovative pedagogical activity. The this article we analyzed the features of the training of future teachers to innovative pedagogical activity; identified the possibilities of contextual education application in pedagogical institutions; considered the survey results of the beginning teachers of secondary and vocational schools; defined a number of innovative forms, methods and technologies for implementing the contextual education system thet allow combining educational, quasi professional and educational-professional activity, such as: design and usage of electronic educational resources, electronic teaching methods; engaging students into self-educational activity by means of Web services; fulfillment of individual and group projects based on Web and Blog-quests in which

  3. Guidelines on Active Content and Mobile Code: Recommendations of the National Institute of Standards and Technology

    National Research Council Canada - National Science Library

    Jansen, Wayne

    2001-01-01

    .... One such category of technologies is active content. Broadly speaking, active content refers to electronic documents that, unlike past character documents based on the American Standard Code for Information Interchange (ASCII...

  4. 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.

  5. COMPARATIVE STUDY OF PEDAGOGICAL FORECASTING GENESIS IN RUSSIAN AND POLISH PEDAGOGICAL EDUCATION

    Directory of Open Access Journals (Sweden)

    Alla Fedorovna Matuszak (Prisyazhnaya

    2016-02-01

    Full Text Available The paper describes the genesis of pedagogical forecasting in Russia and Poland in the context of the development of general forecasting theory mainly with the emphasis on pedagogical education. The periods of forecasting theory development (implicit, explicit, institutional, global are presented. The content of each period viewing Russian and Polish education is described. In the implicit period the first attempts are made to predict educational issues. During the explicit period pedagogical forecasting obtains methodology of research. In the institutional period pedagogical forecasting from the sphere of state planning becomes the activity necessary for all the participants of teaching and learning. The global period envi-sages implementing pedagogical forecasting theory to fulfill the tasks of modern education, e.g. doing international projects. The tasks of pedagogical forecasting in the global world include further convergence of educational systems of various countries.The purpose is to determine and describe the henesis of pedagogical forecasting in Russia and Polish pedagogical education in the context of the development of general forecasting theory.Methodology. To identify the periods theoretical methods (historical and analytical me-thod, comparative analysis, theoretical and methodological analysis, synthesis, generalization are used.The results of the research include specifying the periods of pedagogical prognostication as well as the tasks of pedagogical forecasting in the global world in Russian and Polish Universities.Practical implications of the research are of interest to educators of all levels, especially the ones working in higher pedagogical education.

  6. What Determines Technology Diffusion Across Frontiers? R&D Content, Human Capital and Institutions

    OpenAIRE

    Andreas Assiotis; Marios Zachariadis; Andreas Savvides

    2015-01-01

    This paper examines the determinants of international technology diffusion across a sample of 127 countries for the period 1961-2011. We measure technology diffusion by the importation of two capital goods categories that embody different R&D content: computers and metalworking machinery. We find that economic institutions and political institutions have a large and significant effect on computer imports (that embody a higher R&D content) but not for less technologically-intensive types of ca...

  7. The "Seattle Times Extra:" An Investment in Content, Not Technology.

    Science.gov (United States)

    Bondarook, Nina

    1995-01-01

    Describes the strategies used to develop the "Seattle Times Extra," an online bulletin board service, and outlines some of the challenges that the introduction of this two-way computerized medium brought to the company and the newspaper. Discussion includes issues of competition, content development, technical support, finances, marketing, union…

  8. Supporting Content and Language Integrated Learning through Technology

    Science.gov (United States)

    Gimeno-Sanz, Ana; Ó Dónaill, Caoimhín; Andersen, Kent

    2014-01-01

    This paper describes Clilstore and how this tool can support Content and Language Integrated Learning (CLIL), which involves teaching a curricular subject through the medium of a foreign language, as was evidenced through data collected from two surveys conducted with secondary school teachers from various European countries. [For full…

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

    Science.gov (United States)

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

    2017-01-01

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

  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. Technology Transfer and the Challenges of Local Content ...

    African Journals Online (AJOL)

    With over fifty years of oil industry operation in Nigeria, the sector is still largely foreign-technology driven. The national government's involvement has been classified into three distinct era: (1) The Era of Royalty (1956-1970) when government played passive facilitative role limited to the collection of royalties, rents, taxes ...

  13. Technologies for Interactive Learning and Assessment Content Development

    Science.gov (United States)

    Gusev, Marjan; Ristov, Sasko; Armenski, Goce

    2016-01-01

    Recent technology trends evolved the student assessment from traditional ones ("pen-and-paper" and "face-to-face") to modern e-Assessment system. These modern approaches allow the teachers to conduct and evaluate an exam with huge number of students in a short period of time. Even more important, both the teacher and the…

  14. technology transfer and the challenges of local content development ...

    African Journals Online (AJOL)

    INDUSTRY. OFFIONG I. AKPANIKA. ABSTRACT. With over fifty years of oil industry operation in Nigeria, the sector is still largely foreign-technology driven. ..... Hotel & Catering. 11760. 0. 5454. 31637. 48,851. ICT. 17107. 526. 11328. 17520. 46,481. Procurement. 26356. 1062. 62105. 92248. 181,771. Production & Facility.

  15. 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…

  16. Improving the pedagogical effectiveness of medical videos.

    Science.gov (United States)

    Iorio-Morin, Christian; Brisebois, Simon; Becotte, Annick; Mior, Frédéric

    2017-07-01

    Videos are often employed in medical cursus, yet few guidelines are available to help with their production. Mayer's cognitive theory of multimedia learning is the most cited evidence-based framework for improving pedagogical effectiveness of multimedia content. Based on this framework, we identified four workflow interventions to improve the effectiveness of video content in the context of medical education: (1) choosing appropriate content; (2) optimizing the voiceover; (3) optimizing the supporting visuals and (4) planning the shooting schedule in advance. Content creators should think about pedagogical effectiveness and aim to improve their work by applying evidence-based principles.

  17. MASSIVE OPEN ONLINE COURSES FOR PEDAGOGICAL STAFF TRAINING

    Directory of Open Access Journals (Sweden)

    O. M. Gyshchina

    2017-01-01

    Full Text Available Introduction. At the present time much attention of the society is fixed more and more to the problem of qualification improvement of pedagogical staff on account of total informatization of society, cardinal technological changes, becoming stronger interrelation of education, science and production, and active introduction in practice of professional standards. The existing system of professional development of pedagogical staff stands in need of reorganization and modernization. The search of the formats corresponding to modern realities, models and technologies of continuous training and retraining of education experts is becoming urgent today.The aim of the article is to show the possibilities of innovative forms of distance learning, realized in the form of a massive open online course (MOOC, for the training and continuous training of pedagogical staff.Methodology and research methods. The methods involve system-based analysis, synthesis, and generalization.Results and scientific novelty. The concept «mass open online course» (MOOC is clarified. MOOC is considered as a form of electronic distance training carried out on the basis of educational multimedia content, and wherein a large number of participants are involved online. The advantages of MOOC in the organization of hybrid forms of distance learning are shown: these online courses enable to combine planned online interactions of students with lecturers and tutors; mass discussions on topical professional subjects; offline study of records of training materials, and independent participants’ online coursework.The model of professional development of pedagogical staff on the basis of MOOC and realization of the principles of open education is presented: open platform, open schedule, open training, and open certification. The main approaches to the formation of new educational environment based on MOOC are designated as an innovative platform of preparation and professional

  18. The technology of uranium extraction from the brine with high chlorine-ion content

    International Nuclear Information System (INIS)

    Khakimov, N.; Nazarov, Kh.M.; Mirsaidov, I.U.; Negmatov, Sh.I.; Barotov, B.B.

    2010-01-01

    Present article is devoted to technology of uranium extraction from the brine with high chlorine-ion content. The research results on uranium extraction from the brine of Sasik-Kul Lake by means of sorption method were considered. The chemical composition of salt was determined. The process of uranium sorption was described and analyzed. The technology of uranium extraction from the brine with high chlorine-ion content was proposed.

  19. 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…

  20. 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…

  1. A Learning Content Authoring Approach Based on Semantic Technologies and Social Networking: An Empirical Study

    Science.gov (United States)

    Nesic, Sasa; Gasevic, Dragan; Jazayeri, Mehdi; Landoni, Monica

    2011-01-01

    Semantic web technologies have been applied to many aspects of learning content authoring including semantic annotation, semantic search, dynamic assembly, and personalization of learning content. At the same time, social networking services have started to play an important role in the authoring process by supporting authors' collaborative…

  2. Content and Language Integrated Learning with Technologies: A Global Online Training Experience

    Science.gov (United States)

    Cinganotto, Letizia

    2016-01-01

    The focus of this report is the link between CLIL (Content and Language Integrated Learning) and CALL (Computer-Assisted Language Learning), and in particular, the added value technologies can bring to the learning/teaching of a foreign language and to the delivery of subject content through a foreign language. An example of a free online global…

  3. The Content of Educational Technology Curricula: A Cross-Curricular State of the Art

    Science.gov (United States)

    Aesaert, Koen; Vanderlinde, Ruben; Tondeur, Jo; van Braak, Johan

    2013-01-01

    The purpose of this study is to analyze the content features of educational technology curricula for primary education developed by national governments. A qualitative cross-case document analysis of the national educational technology curriculum of Norway, Flanders and England was conducted. The analysis focuses on the underlying visions,…

  4. 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…

  5. Relation between Learning Content in Elementary School and Technology Education in Junior High School

    OpenAIRE

    白崎, 清; 山本, 利一

    2009-01-01

    The relation between learning content in the elementary school and Technology education in junior high school was investigated. The object of the investigation was ministry’s curriculumguideline. As the result, the relation between Technology education and Society, Science, Arithmetic, Drawing and Handicrafts and Life Environment Studies was confirmed. It is important to make the guidance plan in respect of this relation, when the technology education course studys it.

  6. "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…

  7. 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.

  8. Utilization of Virtual Reality Content in Grade 6 Social Studies Using Affordable Virtual Reality Technology

    Directory of Open Access Journals (Sweden)

    Lee Steven O. Zantua

    2017-05-01

    Full Text Available Virtual Reality is fast becoming a breakthrough in education technology and is headed towards a path where learning has become immersive. Virtual reality (VR offers both learners and educators a great opportunity to bridge gaps in the pedagogical sense. With the emergence of the Google Cardboard (GCB platform, a low-cost, virtual reality gadget comes a wide range of opportunities for educators and institutions to bring about an immersive type of learning environment for the 21st-century learner. Using Grade 6 Middle school students, this research explores the learning outcomes and student reactions using the GCB and Google Expeditions application. The study showed no significant difference in pre-test scores of the control and experimental group. There is however, a significant difference in the scores of the experimental group compared to the control group after post-test. Utilizing t-test in comparing the two groups, it was found that the mean of the post-test scores for Group A (experimental was significantly higher than Group B(control. The result of the independent samples t-test was significant, t(18 = 2.33, p = .032, suggesting that the mean of posttest score was significantly different between Groups A and B. This difference in score performance gives light to how VR can be used as a tool that enhances the learning experience. By using VR technology that is low cost and effective, more institutions will be able to help students learn better.

  9. Negotiating the Inclusion of Nanoscience Content and Technology in Science Curriculum: An Examination of Secondary Teachers' Thinking in a Professional Development Project

    Science.gov (United States)

    Wells, Jennifer Gayle

    The Next Generation Science Standards represent a significant challenge for K--12 school reform in the United States in the science, technology, engineering and mathematics (STEM) disciplines (NSTA, 2012). One important difference between the National Science Education Standards (NRC, 1996) and the Next Generation Science Standards (Achieve, 2013) is the more extensive inclusion of nanoscale science and technology. Teacher PD is a key vehicle for implementing this STEM education reform effort (NRC, 2012; Smith, 2001). The context of this dissertation study is Project Nanoscience and Nanotechnology Outreach (NANO), a secondary level professional development program for teachers that provides a summer workshop, academic year coaching and the opportunity for teacher participants to borrow a table-top Phenom scanning electron microscope and a research grade optical microscope for use in their classrooms. This designed-based descriptive case study examined the thinking of secondary teachers in the 2012 Project NANO cohort as they negotiated the inclusion of novel science concepts and technology into secondary science curriculum. Teachers in the Project NANO 2012 summer workshop developed a two-week, inquiry-based unit of instruction drawing upon one or more of nine big ideas in nanoscale science and technology as defined by Stevens, Sutherland, and Krajcik (2011). This research examined teacher participants' metastrategic thinking (Zohar, 2006) which they used to inform their pedagogical content knowledge (Shulman, 1987) by focusing on the content knowledge teachers chose to frame their lessons, their rationales for such choices as well as the teaching strategies that they chose to employ in their Project NANO unit of instruction. The study documents teachers various entry points on a learning progression as teachers negotiated the inclusion of nanoscale science and technology into the curriculum for the first time. Implications and recommendations for teacher

  10. 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.

  11. Recommendation of standardized health learning contents using archetypes and semantic web technologies.

    Science.gov (United States)

    Legaz-García, María del Carmen; Martínez-Costa, Catalina; Menárguez-Tortosa, Marcos; Fernández-Breis, Jesualdo Tomás

    2012-01-01

    Linking Electronic Healthcare Records (EHR) content to educational materials has been considered a key international recommendation to enable clinical engagement and to promote patient safety. This would suggest citizens to access reliable information available on the web and to guide them properly. In this paper, we describe an approach in that direction, based on the use of dual model EHR standards and standardized educational contents. The recommendation method will be based on the semantic coverage of the learning content repository for a particular archetype, which will be calculated by applying semantic web technologies like ontologies and semantic annotations.

  12. 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…

  13. 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…

  14. Examining the Development of Secondary Mathematics Teachers’ Pedagogical Content Knowledge on Numbers [Ortaokul Matematik Öğretmenlerinin Sayılarla İlgili Pedagojik Alan Bilgilerinin Gelişiminin İncelenmesi

    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 profession. [Bu çalışmanın amacı; öğretmenlerin sayılarla ilgili pedagojik alan bilgi düzeylerinin üniversite eğitimlerinden aktif öğretmenlik mesleğine kadar olan süreçte nasıl değiştiğini tespit etmektir. Çalışmanın örneklemini, ilköğretim matematik öğretmenliği programında öğrenim gören 67 üçüncü sınıf öğretmen adayı, 98 dördüncü sınıf matematik öğretmeni adayı ve Türkiye’nin farklı illerinde görev yapan 45 matematik öğretmeni olmak üzere toplam 210 kişi oluşturmaktadır. Araştırmada veri toplama aracı olarak Matematik Pedagojik Alan Bilgi Testi (MPABT kullanılmıştır. Bu araştırmada, betimsel araştırma yöntemlerinden biri olan enlemesine (kesitsel araştırma yöntemi kullanılmıştır. Çalışma sonunda, ilköğretim matematik öğretmenlerinin öğrencileri anlama bilgisi ve öğretim stratejileri bilgilerine ilişkin pedagojik alan bilgilerinin zamanla geli

  15. Pedagogical practices in VET

    DEFF Research Database (Denmark)

    Louw, Arnt Vestergaard

    2013-01-01

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

  16. Mobile Technology Integrated Pedagogical Model

    Science.gov (United States)

    Khan, Arshia

    2014-01-01

    Integrated curricula and experiential learning are the main ingredients to the recipe to improve student learning in higher education. In the academic computer science world it is mostly assumed that this experiential learning takes place at a business as an internship experience. The intent of this paper is to schism the traditional understanding…

  17. A Content Analysis of Dissertations in the Field of Educational Technology: The Case of Turkey

    Science.gov (United States)

    Durak, Gurhan; Cankaya, Serkan; Yunkul, Eyup; Misirli, Zeynel Abidin

    2018-01-01

    The present study aimed at conducting content analysis on dissertations carried out so far in the field of Educational Technology in Turkey. A total of 137 dissertations were examined to determine the key words, academic discipline, research areas, theoretical frameworks, research designs and models, statistical analyses, data collection tools,…

  18. Women in Educational Technology: Content Analysis of AACE Journals 2004-2007

    Science.gov (United States)

    Kennedy, Kathryn; Liu, Feng; Dawson, Kara; Cavanaugh, Cathy

    2009-01-01

    Professional qualifications for men and women are equivalent across disciplines, however, women tend to be underrepresented in technology-related fields. The purpose of this study is to analyze the content of seven journals published by the Association for the Advancement of Computing in Education (AACE) to explore women's publications in…

  19. Satisfaction with virtual communities in B2B financial services: social dynamics, content and technology

    NARCIS (Netherlands)

    Chompis, E.; Bons, R.W.H.; van den Hooff, B.J.; Feldberg, J.F.M.; Horn, H.

    2014-01-01

    This study explores satisfaction with Virtual Communities in a Financial Services setting. Based on Expectancy Value Theory and the concept of Experiential Value we hypothesize that three sources of value drive user satisfaction in a B2B-VC: social ties, content and technology. We propose a

  20. Antioxidant polyphenol and flavone contents in correlation with cultivation technology for Calendula officinalis L.

    Directory of Open Access Journals (Sweden)

    Ersilia ALEXA

    2009-05-01

    Full Text Available During the last two decades there has been a strong trend to returning to plant therapy. Research highlight polyphenol and flavone content of Calendula officinalis L playing an important role in protecting man’s health. Natural antioxidants are spread particularly in the plant kingdom[2]. Bio-flavones and polyphenols are man’s main allies in his fight against all threats to body’s health, including viruses, cancer,, toxic substances and micro-organisms. Antioxidant action of polyphenols is largely used in medicine and pharmacy as deactivating agents of ultraviolet radiation and metal ions. These substances decompose peroxides and inhibit the forming action of free radicals, thus hindering disease appearance [3]. The paper aims to establish that the yield capacity of the analysed cultivars was significant influenced by the cultivation technology. Sowing densities is one of the most important technological step for marigold. Fertilisation also had great influence on yield capacity. Concerning the polyphenol content and the flavones content we can observe that the technology had great impact on their quantity and quality, so in order to obtain best results we should take in consideration the fact that is vital to improve the cultivation technology for marigold. The quality of marigold yield is given by the content of active elements from the inflorescences. From these elements we study in particularly the polyphenols and the flavones.

  1. The Impact of Content-Based Network Technologies on Perceptions of Nutrition Literacy

    Science.gov (United States)

    Brewer, Hannah; Church, E. Mitchell; Brewer, Steven L.

    2016-01-01

    Background: Consumers are exposed to obesogenic environments on a regular basis. Building nutrition literacy is critical for sustaining healthy dietary habits for a lifetime and reducing the prevalence of chronic disease. Purpose: There is a need to investigate the impact of content-based network (CBN) technologies on perceptions of nutrition…

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

    Science.gov (United States)

    Khoza, Samuel Dumazi

    2017-01-01

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

  3. CONTENT MANAGEMENT SYSTEM FOR EDUСATIONAL SITES

    Directory of Open Access Journals (Sweden)

    Natalia T. Zadorozhna

    2010-08-01

    Full Text Available Technological aspects of Content Management System (CMS-system, developed by the Internet-center of education branch are analysed in the article. As well as CMS-system for site "PCERU" (Public Council of Education and Researchers of Ukraine, portal of the State National Pedagogical Library of Ukraine V.O. Sukhomlinskogo, methodological and technological aspects of creation of the electronic version of scientifically-methodical magazine «The Ukrainian language and the literature at school» Institute of pedagogics of APS of Ukraine are described.

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

    Directory of Open Access Journals (Sweden)

    R. M. Asadullin

    2017-01-01

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

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

    NARCIS (Netherlands)

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

    2017-01-01

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

  6. New experiences in pedagogical lexicography

    DEFF Research Database (Denmark)

    Tarp, Sven

    2012-01-01

    The Santiago-based Centro de Lingüística Aplicada has produced two school dictionaries, the Diccionario Escolar Ilustrado and the Diccionario Básico Escolar, which together cover the 12 grades from Primary School over Secondary Basic School to High School. They are in various ways innovating in t......, the Internet and the Cuban national Intranet (soon). The article analyses the two dictionaries in terms of their methodology, functions, content, structure, and layout and presents some suggestions for future editions as well as for pedagogical lexicography in general...

  7. Impacts of Pedagogical Agent Gender in an Accessible Learning Environment

    Science.gov (United States)

    Schroeder, Noah L.; Adesope, Olusola O.

    2015-01-01

    Advances in information technologies have resulted in the use of pedagogical agents to facilitate learning. Although several studies have been conducted to examine the effects of pedagogical agents on learning, little is known about gender stereotypes of agents and how those stereotypes influence student learning and attitudes. This study…

  8. Evaluation of Technological Content of Wastewater Treatment of Palm Oil Mill in Lampung Province, Indonesia

    Directory of Open Access Journals (Sweden)

    Sarono

    2014-01-01

    Full Text Available Palm oil industry is the most important economic sector in Lampung Province, Indonesia. There are 13 units of palm oil mills (POMs operating in Lampung, producing about 1,094,586 tons of palm oil mill effluent (POME a year. So far, the POME has been treated by the ponding system. However, the system has still caused environmental problems due to greenhouse gas emissions. Methane capture technology of which methane is converted to electrical energy is thus proposed. The objective of this study was to evaluate the conditions of POME treatment technology of POMs in Lampung. Technological content analysis was performed to identify the conditions of technoware, humanware, infoware and orgaware (THIO being applied at POMs. The results showed that: (1 technological condition of POME treatment at 13 POM's in Lampung was almost equal among state-owned enterprises (SOE' s, non-public companies, and public companies, (2 the value of technology contribution coefficient of PTPN V Tandun, as a reference POM unit,was higher than that of the technology contribution coefficient of the POMs in Lampung, and (3 enhancing performance technology elements of technoware, humanware, infoware, and orgaware to apply methane capture technology are absolutely needed by all the POMs in Lampung.

  9. 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...

  10. Research Trends in Technology-Based Learning from 2000 to 2009: A Content Analysis of Publications in Selected Journals

    Science.gov (United States)

    Hsu, Yu-Chen; Ho, Hsin Ning Jessie; Tsai, Chin-Chung; Hwang, Gwo-Jen; Chu, Hui-Chun; Wang, Chin-Yeh; Chen, Nian-Shing

    2012-01-01

    This paper provides a content analysis of studies in technology-based learning (TBL) that were published in five Social Sciences Citation Index (SSCI) journals (i.e. "the British Journal of Educational Technology, Computers & Education, Educational Technology Research & Development, Educational Technology & Society, the Journal of Computer…

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

    Science.gov (United States)

    Harjunen, Elina

    2011-01-01

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

  12. Educational technology "Anatomy and Vital Signs": Evaluation study of content, appearance and usability.

    Science.gov (United States)

    de Góes, Fernanda dos Santos Nogueira; Fonseca, Luciana Mara Monti; de Camargo, Rosangela Andrade Aukar; de Oliveira, Gustavo Faria; Felipe, Helena Reche

    2015-11-01

    The use of new technology has recently grown considerably as an increasing number of college students using Internet. In nursing education, the personal computer and the Internet facilitate teaching theoretical and practical knowledge. Evaluate an educational technology known as "Anatomy and Vital Signs" with respect to content, appearance and usability. This was a first stage evaluation-by specialists to verify content and functioning, prior to a second validation as to learning by students. A methodological study in which instructional technologists (11 participants) and nursing specialists (17 participants) used the technology in an unguided manner and completed three questionnaires. The evaluation was measured by the difference between disagreement and agreement for each statement in the questionnaires. Most of the items were positively evaluated at a level higher than 70% by most of the evaluators except for the following usability criteria: grouping by shape, minimum actions and user control, which did not attain the 70% agreement level among instructional technologists. The evaluation was useful to improve the technology and guarantee suitable product for nursing education. It may be a reliable educational tool for nursing education that applies technological resources. Copyright © 2015 Elsevier Ireland Ltd. All rights reserved.

  13. Three sciences- Two Years- One Solution- Using the Earth System Science Education Alliance On-line Course to build K-12 Teacher Earth System Science Content and Pedagogical Knowledge

    Science.gov (United States)

    Slattery, W.; Teed, R.; Low, R.

    2007-12-01

    teachers. Offering the Earth System Science Education Alliance Earth systems on-line course as professional development is ideal for this purpose because the course can be tailored for classroom teacher professional development. Course content can be chosen by faculty from an array of real-world situations and events that focus on the state and national science education benchmarks most useful for the K-12 teachers preparing their students for the Ohio Graduation Test. Course pedagogy can also be chosen to allow maximum flexibility in professional development. Teachers of grades 5-8 and grades 9-12 teachers can both engage the same content, but with different pedagogies. This strategy has been shown to lead to a greater likelihood of K-12 teachers incorporating the content and pedagogical strategies into their own classrooms.

  14. Combining different Technologies in a Funerary Archaeology content and language integrated Learning (CLIL) Course

    OpenAIRE

    Cignoni, Laura; Fornaciari, Gino

    2009-01-01

    The aim of this paper is to describe a project in which Italian undergraduate students at the Palaeopathology Division of Pisa University will attend a two-year Content and Language Integrated Learning (CLIL) course combining the study of funerary archaeology with English as vehicular language. At the presence of a subject and language teacher working together, the trainees will use different types of technology including devices such as electronic blackboards and Word applications with user-...

  15. Primary school teachers' use of digital technology in mathematics: the complexities

    Science.gov (United States)

    Loong, Esther Yook-Kin; Herbert, Sandra

    2018-02-01

    This paper seeks to theorise primary teachers' degree of integration of digital technology in the mathematics classroom. In an age where digital technology use is ubiquitous, the issues surrounding teachers' choice, and ultimately their uptake of digital technologies in the classroom, is an area that need to be further unpacked. Cross-case analysis of the two teachers' uptake of digital technologies in their classroom, their pedagogical approaches and the reason for their choices provide insight into teachers' technological, pedagogical and content knowledge (TPACK). Differences in the way the teachers use digital technology in their classroom seem to be connected to their TPACK developmental stage.

  16. Undergraduate Teacher Candidate Perceptions Integrating Technology in Classroom Instruction

    Science.gov (United States)

    Anderson, Charlise Askew

    2016-01-01

    The purpose of this study was to analyze undergraduate teacher candidates' perceptions on integrating technology in the classroom. The study was embedded in the "Technology Pedagogical Content Knowledge" theoretical model. A sample of 143 undergraduate teacher candidates participated in the study. They were asked to address items on a…

  17. Cultivating Reflective Practitioners in Technology Preparation: Constructing TPACK through Reflection

    Science.gov (United States)

    Lu, Liangyue

    2014-01-01

    Teaching is a complex profession, which is further complicated by the integration of technology into classrooms. Reflection can help teachers unpack the complexity in their practice. Reflection can be an effective instructional strategy in helping preservice teachers develop technological pedagogical content knowledge (TPACK), the complex and…

  18. The pedagogical implications of information and communication ...

    African Journals Online (AJOL)

    This research work therefore seeks to find out the pedagogical implication of Information and Communication Technology (ICT) on Adult Education in Osun State College of Education, Nigeria. One hundred (100) lecturers and one hundred (100) students of Osun State College of Education were used for the study.

  19. Strategies for Preparing Preservice Social Studies Teachers to Integrate Technology Effectively: Models and Practices

    Science.gov (United States)

    Brush, Thomas; Saye, John W.

    2009-01-01

    This paper describes strategies used by the authors to assist preservice social studies teachers with understanding and applying models and practices for effectively integrating technology into their future classrooms--thus, strengthening the link between technology and pedagogy (or technological pedagogical content knowledge). Efforts with…

  20. Professional Development for International Teachers: Examining TPACK and Technology Integration Decision Making

    Science.gov (United States)

    Dalal, Medha; Archambault, Leanna; Shelton, Catharyn

    2017-01-01

    This mixed-methods study explored the impacts of a semester-long technology professional development for secondary school international teachers from developing nations around the world. We used (a) a survey approach to examine international teachers' perceived technology integration abilities using the technological pedagogical content knowledge…

  1. TPACK Competencies and Technology Integration Self-Efficacy Perceptions of Pre-Service Teachers

    Science.gov (United States)

    Keser, Hafize; Karaoglan Yilmaz, Fatma Gizem; Yilmaz, Ramazan

    2015-01-01

    This study compared the technological pedagogical content knowledge (TPACK) competency of pre-service teachers with their self-efficacy perception towards technology integration, based on various variables; and the correlation between their TPACK competencies and self-efficacy perceptions towards technology integration were examined. The study…

  2. "I Know You Have to Put Down a Zero, but I'm Not Sure Why": Exploring the Link between Pre-Service Teachers' Content and Pedagogical Content Knowledge

    Science.gov (United States)

    Maher, Nicole; Muir, Tracey

    2013-01-01

    This paper reports on an investigation into pre-service teachers' mathematical content knowledge and their ability to interpret students' responses to a multi-digit multiplication task and make subsequent appropriate teaching decisions. Using a combination of quantitative and qualitative methods, the researchers tested aspects of the mathematical…

  3. Using Content Analysis To Evaluate The Impact of Technological Development In Instructional Materials

    Directory of Open Access Journals (Sweden)

    G.P. Keiler

    2014-08-01

    Full Text Available Textbooks are widely used as a teaching tool, and are considered very important in severaleducational environments, from elementary to tertiary education levels. Since the firsttextbook arose in the seventeenth century, printed books are the most popular format oftextbooks published. New technologies developed over years such as paper, ink andprinting hardware. These have made it possible to present printed books in even moreattractive formats. Moreover, digital technologies allowed textbooks to providecomplementary content, such as software, audio and video. Aiming to understand hownew technologies has impacted both textbook presentation and content, we run anexternal representations (ER content analysis in a textbook chapter and on aneducational software (eBook, both about muscle contraction. The three editions ofBioquímica Básica textbook (1990, 1999 and 2007, written by Anita Marzzoco andBayardo B. Torres and the four versions of Contração Muscular software developed byEduardo Galembeck et al. were analyzed. The obtained results showed that the textbookhad changes in relation to typography (paper size, kind of paper and colors of printing,and to ERs presented (use of electronic micrograph and 3D models in the 3rd edition andthe exclusion of some images and graphs previously used. Regarding the ContraçãoMuscular software, there were several changes in relation to the visual aspect, such asimages and icons, and also code updates to make the software compatible with newtechnologies developed since the first version was released. Although technology hasdriven some updates in both cases, this happened in different aspects includingpossibilities to create a modern layout and cheaper printer services, in the case of thetextbook, and graphic design and software usability, in the case of the eBook. Thuschanging the way information is presented to the users.

  4. Contents

    Directory of Open Access Journals (Sweden)

    Editor IJRED

    2012-11-01

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

  5. Editorial: Advanced Learning Technologies, Performance Technologies, Open Contents, and Standards - Some Papers from the Best Papers of the Conference ICCE C3 2009

    Directory of Open Access Journals (Sweden)

    Fanny Klett (IEEE Fellow

    2010-09-01

    Full Text Available This special issue deals with several cutting edge research outcomes from recent advancement of learning technologies. Advanced learning technologies are the composition of various related technologies and concepts such as i internet technologies and mobile technologies, ii human and organizational performance/knowledge management, and iii underlying trends toward open technology, open content and open education. This editorial note describes the overview of these topics related to the advanced learning technologies to provide the common framework for the accepted papers in this special issue.

  6. Rethinking Game Based Learning: applying pedagogical standards to educational games

    NARCIS (Netherlands)

    Schmitz, Birgit; Kelle, Sebastian

    2010-01-01

    Schmitz, B., & Kelle, S. (2010, 1-6 February). Rethinking Game Based Learning: applying pedagogical standards to educational games. Presentation at JTEL Winter School 2010 on Advanced Learning Technologies, Innsbruck, Austria.

  7. The Prospects of Scientific Pedagogic Periodicals

    Directory of Open Access Journals (Sweden)

    L. I. Lurye

    2013-01-01

    Full Text Available The paper considers the preparation and publication specifics of the pedagogic periodicals in the context of current development problems of pedagogic science, complex tasks of education system reorganization and expert pedagogic research elaboration. The author maintains that the working style of the editors and publishers of specialized periodicals has a considerable impact on educational process as it reflects the main strategy, policy and innovational trends in educational sphere. The periodicals should set up the required level of modern pedagogical science and discuss its concepts and methodology.The author focuses on the relations between editors and authors, authors and readers, and publication requirements, while analyzing the experience of the best scientific periodicals. In his opinion, the scientific journals should be available and provide the media for discussions and mass debates on current situations and development prospects in educational sphere. The task of involving the various strata of educational society in creative pedagogical work can be solved by using the modern information technologies

  8. Motivating Instructors through Innovative Technology and Pedagogy

    Science.gov (United States)

    Weber, Nicole L.; Barth, Dylan J.

    2016-01-01

    Members of the UWM CETL online and blended faculty development team share innovative technological and pedagogical strategies that they currently utilize to motivate and assist instructors in developing courses for the online or blended environments, and they discuss the lessons learned from incorporating active learning, open content, bring your…

  9. E-Coaching, E-Mentoring for Lifelong Professional Development of Teachers within the System of Post-Graduate Pedagogical Education

    Directory of Open Access Journals (Sweden)

    Vasyl KOVALCHUCK

    2017-07-01

    Full Text Available The research considers the readiness of teachers and postgraduate pedagogical educational establishments to use e-coaching and e-mentoring which can provide continuous professional development of teachers. The use of theoretical methods of systematization and comparison of scientific statements, experience in implementing e-coaching, e-mentoring has identified the possibility of using e-coaching and e-mentoring in postgraduate pedagogical education in continuous professional development of teachers. Monitoring and questioning have proved the idea that teachers require the new content of postgraduate education for their own professional development. They are interested in mastering new technologies, delivering master-classes and demonstration lessons. The results of the discussion in focus groups including representatives of the administration of educational establishments, teachers and lecturers of postgraduate pedagogical educational establishments are shown in the SWOT-analysis. The experts confirmed the need and possibility of the e-coaching and e-mentoring implementation in postgraduate pedagogical education. The major risks of e-coaching and e-mentoring implementation in postgraduate pedagogical education are e-coaches’ and e-mentors’ training and ICT competence. The Internet services, e-coaching and e-mentoring applications and programs are able to provide continuous professional development of teachers. The educational and professional e-coaching and e-mentoring programs require further studying in postgraduate pedagogical education.

  10. Polyphenol content and antioxidant capacity of fruit and vegetable beverages processed by different technology methods

    Directory of Open Access Journals (Sweden)

    Jiří Mlček

    2016-10-01

    Full Text Available The purpose of the natural drinks production is the preservation of biologically active compounds in maximal amount in prepared drinks. The issue is the loss of these substances due to conventional conservation methods, such as pasteurization. Pascalization, a conservation method using high pressure, performs a new trend in conservation. According to available research, it causes only a minimal loss of bioactive compounds. Influence of conservation technology of fruit and vegetable beverages on the content of bioactive substances - polyphenols, flavonoids and on their antioxidative activity has been investigated. Their content has been compared in fresh juice samples, in samples conserved by pasteurization and after the appliance of high pressure treatment - pascalization (HPP. HPP has a positive effect on total antioxidative capacity of juices - broccoli with apple (increase of the amount from 189.12 mg.100 mL-1 to 217.12 mg.100 mL-1 and beetroot and on total polyphenol content within all samples of beverages except from carrot juice. Decrease of the amounts of flavonoids has been observed within all beverages. For drinks after pasteurization treatment there is evident the decrease of total polyphenols content and total antioxidant activity, besides carrot juice, where the antioxidant capacity value had increased from 37.24 to 43.14 mg.100 mL-1. The flavonoid content of fruit and vegetable juices after heat treatment had increased only in the juice prepared from broccoli with apple (from 40.71 mg.100 mL-1 to 45.14 mg.100 mL-1, the content in other juices had decreased. However, the decrease of the flavonoid content is lower after heat treatment in comparison to HPP, except the samples of cabbage juice with apple. With the exception of flavonoids, HPP has been proved as a gentle conservation technology enabling preserving higher amounts of bioactive substances with antioxidative properties if compared with the heat treatment. For the samples

  11. Content and Language Integrating Learning with Technologies: an online global training experience

    Directory of Open Access Journals (Sweden)

    Letizia Cinganotto

    2016-09-01

    Full Text Available The focus of this report is the link between CLIL (Content and Language Integrated Learning and CALL (Computer-Assisted Language Learning, and in particular, the added value technologies can bring to the learning/ teaching of a foreign language and to the delivery of subject content through a foreign language. An example of a free online global training initiative on these topics will be described: “Techno-CLIL for EVO 2016”. An overview of the course will be offered, detailing some of the asynchronous and synchronous activities proposed during the five-week training experience which registered about 5000 participants from all over the world. Special attention will be devoted to the feedback from the teachers on how this experience helped their professional growth as reflective practitioners.

  12. Pedagogical integration and regionalisation

    Directory of Open Access Journals (Sweden)

    Jan Gustafsson

    2010-12-01

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

  13. Effect of selected method of meat technological treatment on selenium content in mutton

    International Nuclear Information System (INIS)

    Nowosad, R.; Simoni, J.; Tyszkiewicz, B.

    1977-01-01

    Measurements were carried out of a radioisotope 75 Se content in mutton meat exposed to some technological treatments (soaking in tap water for 24 hours, pickling for 14 days, boiling for 1 hour) and to 24-hour soaking in 1% solutions of some organic acids used for alimentary purposes (lactic acid, citric acid, and acetic acid). The lowest decrease of radioactivity (11,69%) was noted following 24-hour soaking in tap water while the highest loss of selenium (41,69%) was measured after 24-hour soaking of granulated meat in 1% solution of lactic acid. The application of the same technological measures to the homogeneous force-meat resulted in higher loss of radioselenium in samples under test. The lowest decrease of radioactivity (19.19%) was observed following 1-hour boiling while the highest loss of selenium (60.81%) was measured after 24-hour soaking in 1% soaking in 1% solution of lactic acid. (author)

  14. The Formation of the Professional of Journalism: Systematization of Pedagogic Ideas to Educate from the Communication

    Directory of Open Access Journals (Sweden)

    Giselle María Méndez -Hernández

    2016-01-01

    Full Text Available The formation of the professional of Journalism, find support into the ideas of Jose Marti about the press as educative scenery. The work that shows have as target: Explicate taking point from the pedagogic legacy of Jose Marti in the press the importance of forming journalism professional with a thought and a responsible educative practice, facing the challenges that today implicates the use and access to technologies of the information and communications. Is offer as result a systematization of his pedagogic thought in latinoamerican publications, to help get stronger the socio-educative function of the journalist since his initial formation. Is used as methods the analysis of content and the systematization.

  15. Categorizing Pedagogical Patterns by Teaching Activities and Pedagogical Value

    DEFF Research Database (Denmark)

    Eriksen, Ole

    2006-01-01

    The main contribution of this paper is a proposal for a universal pedagogical pattern categorization based on teaching values and activities. This categorization would be more sustainable than the arbitrary categorization implied by pedagogical pattern language themes. Pedagogical patterns from two......-based categorization, we have combined it with a categorization based on teaching activities. The catalogue could be seen as a tool for combining pedagogical theories and patterns and it is a proposal for a solution to the problem of organizing pedagogical patterns....

  16. Matching Jobs, People, and Instructional Content: An Innovative Application of a Latent Semantic Analysis-Based Technology

    National Research Council Canada - National Science Library

    Laham, Darrell; Bennett, Winston, Jr; Landauer, Thomas K

    2003-01-01

    ..., pinpoint needed retraining content, and maximize training and retraining efficiency. The LSA-based technology extracts semantic information about people, occupations, and task-experience contained in a natural-text database...

  17. Comparative Pedagogical Analysis of Philologists’ Professional Training at American and Ukrainian Universities

    Directory of Open Access Journals (Sweden)

    Bidyuk Natalya

    2017-09-01

    Full Text Available The article deals with comparative and pedagogical analysis of philologists’ professional training at American and Ukrainian universities on the conceptual (philosophical and pedagogical paradigms, concepts, theories, approaches, teaching goals and strategies, organizational and pedagogical (tuition fee, training duration and modes, entry requirements and content and technological levels. The structures of philologists’ professional training in the USA and Ukraine have been compared at the conceptual level. It has been revealed that at present, in both countries, professional training is carried out under the conditions of degree-based education taking into account competency-based, practice- and personality-oriented approaches, is based on the principles of humanization and humanitarization, learning democratization, the combination of national traditions and trends in the international educational space, is aimed at developing a modern, highly competitive specialist in philology. It has been indicated that in the system of philologists’ professional training in the United States, there is an orientation towards the subject of learning; personal and practical approaches to organizing professional training of future philologists create the most favourable conditions for developing students’ skills; however, in Ukraine these approaches are only becoming popular. It has been concluded that profound analysis of the advantages in using rational ideas of US experience will upgrade and improve the system of philologists’ professional training in Ukraine, which is a component of continuing professional education caused by the concrete socioeconomic factors of society development and is to reveal the specificity of philologists’ professional training (the content, forms, methods and pedagogical technologies, to create effective stimuli for professional and personal development of philologists.

  18. Students’ Identities and Pedagogical Challenges

    Directory of Open Access Journals (Sweden)

    Maureen Camacho-Oviedo

    2013-03-01

    Full Text Available This article is a result from the orientation process carried out for the first-year students of four study programs of the Basic Education Division at the Center for Research and Teaching in Education (CIDE, Universidad Nacional, Costa Rica, in 2012. Information from 110 students was collected and analyzed with the purpose to identify the students’ identity traits and possible pedagogical challenges associated. The actions taken during the design and execution of the orientation process and the data collected through different instruments were taken into account for the analysis. The findings include strong areas, as well as areas “to be developed” which represent the pedagogical challenges of the academic unit. The Basic Education Division (or School of Basic Education plays a fundamental role in the country’s social and cultural transformation preparing professionals in Education and providing students with the necessary tools for developing better skills in areas such as art, writing, technology, sports, and public speaking. These are some of the challenges emerging from the analysis of the orientation process for first-year students.

  19. A rapid automatic analyzer and its methodology for effective bentonite content based on image recognition technology

    Directory of Open Access Journals (Sweden)

    Wei Long

    2016-09-01

    Full Text Available Fast and accurate determination of effective bentonite content in used clay bonded sand is very important for selecting the correct mixing ratio and mixing process to obtain high-performance molding sand. Currently, the effective bentonite content is determined by testing the ethylene blue absorbed in used clay bonded sand, which is usually a manual operation with some disadvantages including complicated process, long testing time and low accuracy. A rapid automatic analyzer of the effective bentonite content in used clay bonded sand was developed based on image recognition technology. The instrument consists of auto stirring, auto liquid removal, auto titration, step-rotation and image acquisition components, and processor. The principle of the image recognition method is first to decompose the color images into three-channel gray images based on the photosensitive degree difference of the light blue and dark blue in the three channels of red, green and blue, then to make the gray values subtraction calculation and gray level transformation of the gray images, and finally, to extract the outer circle light blue halo and the inner circle blue spot and calculate their area ratio. The titration process can be judged to reach the end-point while the area ratio is higher than the setting value.

  20. 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.

  1. DEVELOPMENT OF CARBOHYDRATE-VITAMIN-MINERAL ADDITIVES WET PRESSING WITH INCREASE IN MOLASSES CONTENT TECHNOLOGY

    Directory of Open Access Journals (Sweden)

    V. A. Afanas’ev

    2015-01-01

    Full Text Available A technology for wet pressing of carbohydrate-vitamin-mineral additives with increase in content of molasses was developed. In the UVMD wet pressing with increased molasses content two options for finished additives were considered: briquettes and pellets. In the first phase of work pilot batch of feed supplement for cattle was prepared: 25 % of rapeseed meal; 10 % of soybean meal; 4 % of feeding oil; 51 % of molasses; 5 % of lime; 5 % of premix. It is established that satisfactory mixing occurs when entering the molasses up to 40 %. Further increase in molasses content causes deterioration of mixing. In the second phase a research at the choice of materials, providing hardening of molasses briquette was carried out. At the same time additives for cattle contained 30 ... 50 % of molasses, sunflower meal, wheat bran, beet pulp, tricalcium phosphate, salt, premix. 3 % of hydrated lime and zeolite and also 5 % of limestone flour were used as the cementitious materials in the preparation of pellets with the molasses content of 40,0 %. Briquettes with 30 % and 50 % of molasses do not have sufficient strength. It has been established that when entering the 50 % of molasses and 3 % of hardeners countercurrent flow of material in the mixer stops, the mixture becomes viscous, of pasty consistency. Molasses briquettes had not hardened during storage, were soft and plastic. Briquettes containing 40,0 % of molasses and 3,0 % of hydrated or unhydrated lime were hard in comparison with briquettes containing other hardeners. With increasing input of hardeners up to 5 % molasses blocks were more solid and retained its shape.

  2. PEDAGOGICAL SUPPORT OF FORMATION OF MORAL AWARENESS OF STUDENTS

    Directory of Open Access Journals (Sweden)

    Aksana F. Hodko

    2015-01-01

    Full Text Available The purpose of this article is to consider the features of pedagogical support of the formation of moral awareness of students, its main components and principles, to describe the components of the professional culture of the teacher, to determine the pedagogical conditions of development of moral awareness of students on the basis of the realization of the principle of the educative training of modern specialists.Methods. Methods involve comparative analysis of literary sources, analysis of documents, systematization and generalization of theoretical material, logicaland-historical analysis, causal analysis, functional analysis, system-andstructural analysis.Results. It is shown that the global goal of modern high school is the formation of a constructive, creative personality, embodying a highly qualified specialist, a good family man, a conscious citizen and patriot of his/her homeland, responsible for its present and future. The importance of ideological and educational functions of the teacher significantly increases and is aimed at updating the ideological position of student, his professional, civic, and spiritual-and-moral formation. Moral development of personality is a process of the formation and changing of the individual as the subject of morality, involving the development of individual systems of moral values on the basis of the adoption of moral experience of mankind, which is the evidence of moral self-affirmation and personal integrity. Modern social-and-cultural conditions require updating the content, forms and methods of education in an establishment of higher education with the reorientation from the traditional educational work to personal-oriented educational process based on the use of active (interactive pedagogical tools. An important requirement for effective organization of educational process of students is the realization of proved organizational and psycho-pedagogical conditions. Wellorganized process of education

  3. The Technology Fair: A Project-Based Learning Approach for Enhancing Problem Solving Skills and Interest in Design and Technology Education

    Science.gov (United States)

    Mettas, Alexandros C.; Constantinou, Constantinos C.

    2008-01-01

    This paper presents an innovative way in which university education can help pre-service teachers become better problem-solvers. The central idea is to use the "Technology Fair" as a means for promoting pre-service teachers pedagogical content knowledge about technological problem solving skills. This innovation is supported with results from a…

  4. Pedagogical Experience of Teaching Financial Coaching

    OpenAIRE

    Lucy M. Delgadillo

    2015-01-01

    This study reports on the pedagogical experience of teaching a financial coaching course to personal and family finance undergraduate students at XXXX State University. The paper describes the conceptualization of the class, including theoretical frameworks, ethical considerations, practitioner’s models, learning objectives, and competencies. The assessment of the course provided data used by the instructor to refine and adjust future course content and assignments. Quantitative data was coll...

  5. The Impact of Globalization and Technology on Teaching Business Communication: Reframing and Enlarging World View, Methods, and Content

    Science.gov (United States)

    Berry, Priscilla

    2013-01-01

    This paper explores the current paradigm shift in the use of technology in the classroom, which is occurring because of technology explosion in society, impact of globalization, necessary reframing, and enlarging of the world view, methods, and content to make business communication classes relevant. The question is whether the classroom should…

  6. The Evolution of U.S. e-Learning Policy: A Content Analysis of the National Education Technology Plans

    Science.gov (United States)

    Roumell, Elizabeth Anne; Salajan, Florin Daniel

    2016-01-01

    The purpose of this study was threefold: to expand on existing reviews of 20 years of educational technology policy in the United States, to perform an empirical content analysis of the four National Education Technology Plan (NETP) documents issued by the Department of Education since 1996, and to provide a dialectic analysis of the evolution of…

  7. The appropriation of contents in the subject Technology of Masonry in Technical and Professional Education

    Directory of Open Access Journals (Sweden)

    Felix Noel Hernández Torres

    2017-07-01

    Full Text Available In technical and professional education, the study on how to make teaching and learning more efficient is a preponderant place. In this sense, the purpose of the work was to base basic aspects of the process of appropriation of contents in the subject of Masonry Technology, during the training of the qualified worker of this specialty for his competent insertion in the labor world. The research process was carried out on a dialectical-materialist basis and methods were used from the theoretical level, from the empirical level and statistical-mathematical, such as the system approach, modeling, analysis and synthesis, observation, interview and documentary analysis and from the descriptive statistics the percentage analysis, which allowed the diagnosis of the educational reality and the evidence of the practical validity of the work. The level of appropriation of content was based on the extent to which students were able to show the skills required during the solution, in practice, of the dissimilar problems that in the constructive scope arose in the context school-business.

  8. 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…

  9. Performing pedagogical professionalism

    DEFF Research Database (Denmark)

    Schmidt, Christina Haandbæk

    European standards to insure quality and learning outcome - covering institutions from day care to universities (Krejsler 2012). Throughout the OECD and the EU this agenda now views learning as an answer to social challenges in terms of quality, growth and competition, and it frames how good practice...... agenda, using empirical examples from a given day care practice. The paper seeks to answer the following question: How can day care pedagogues (per)form pedagogical professionalism, stretched between their own professional, ethical and pedagogical ideals and an educational learning agenda which defines...... policy analysis (Wright et. al., 2013; diagnostic mapping (Kristensen & Hansen, 2014) and narratological analysis (Czarniawska 2010), all contributing with different analytic views on the empirical policy material and on the interview material. My choice of methods is based on a meta-theoretical position...

  10. SOCIAL AND PEDAGOGICAL FORECASTING IN THE PROCESS OF CHILDREN’S SOCIALIZATION

    Directory of Open Access Journals (Sweden)

    Antonina L. Leutina

    2015-01-01

    Full Text Available An increase in the importance of prediction in pedagogic activity is related to modern postindustrial economic trends which are becoming oriented primarily toward an individual and his/her personal abilities as a basic manufacturing resource. The increase in personal resource value determines the application of socio-structural approach in pedagogy which contributes to the reduction of risks connected with the results of pedagogic activity and makes prediction of social and personal evolution of a child more prominent. The aim of the present research is to provide an analysis of prevalence of predictive thinking in modern theoretic pedagogy as well as elaboration of methodological schemes of implementation of social and pedagogic prediction in pedagogic activity, the primary function of which is successful socialization of children. Methods. The content-analysis of results of the researches published in scientific and pedagogical journals during 2006–2013, has shown that in modern educational practice while implementing the measures on children socialization, projective technologies of forecasting of the future of pupils are used precious little or are not used at all. The socio-constructive approach reducing many risks of pedagogical activity is given; as an effective toolkit of prospects determination of social and personal development of the child. Results. The author draws readers’ attention to the advantages of the organisation of the educational process based on a teacher’s reflection of achievements and abilities of the pupil, and prolonged forecasting on the ground of possible ways of the further students’ personality development. Scientific novelty. The author is the first to introduce the ontological socialization scheme and the scheme of socialization process as a natural and artificial system based on positions of the concept of socio-technical systems management developed by the founder of the Moscow methodological

  11. PEDAGOGICAL CONDITIONS OF DEVELOPING FUTURE TEACHERS’ CREATIVITY

    Directory of Open Access Journals (Sweden)

    Viktoriia Hrynko

    2016-11-01

    Full Text Available Evolutionary changes in the individual and society are influenced by development of digital technology. Studies of E. Schmidt, D. Cohen are dedicated to the impact of technology on the course of events in the world, K. Young discloses the problem of preventing computer addiction, A. Levchenko investigates the problem of threats for children online. Regarding to this, the education system of Ukraine requires updating of teaching staff, and one of the challenges of teachers’ professional education is preparing future teachers to work with children whose needs are significantly different from the children’s needs in the previous century. Only creative teacher can meet the needs of modern society. The conditions for developing future teachers’ creativity while studying at university are the subject of study. The purpose of this article is to justify the pedagogical conditions of developing future teachers’ creativity. The modern approaches to identifying and developing children’s needs, including the theory of multiple intelligence by G. Gardner and model of approach to children’s opportunities and abilities "resources – processes – priorities" by C. Christensen are studied. The author uses the definition of modern education expert K. Robinson, that creativity is the process of creating original ideas that have value. Pedagogical conditions of developing future teachers’ creativity are formulated and justified: higher school teachers’ desire for creativity is the key to successful students’ professional self-realization, this teacher can competently support the students’ creative development; pedagogically appropriate combination of traditional and modern educational technologies aimed at providing spiritual interaction; taking into account students’ individual characteristics in the organization of learning activities; activation motives to creative expression. The results of the study can be taken into account in the

  12. [The research progress in determining lignocellulosic content by near infrared reflectance spectroscopy technology].

    Science.gov (United States)

    Du, Juan; An, Dong; Xia, Tian; Huang, Yan-Hua; Li, Hong-Chao; Zhang, Yun-Wei

    2013-12-01

    Near infrared reflectance spectroscopy technology, as a new analytic method, can be used to determine the content of lignin, cellulose and hemi-cellulose which is faster, effective, easier to operate, and more accurate than the traditional wet chemical methods. Nowadays it has been widely used in measuring the composition of lignocelluloses in woody plant and herbaceous plant. The domestic and foreign research progress in determining the lignin, cellulose and hemi-cellulose content in woody plant ( wood and bamboo used as papermaking raw materials and wood served as potential biomass energy) and herbaceous plant (forage grass and energy grass) by near infrared reflectance spectroscopy technology is comprehensively summarized and the advances in method studies of measuring the composition of lignocelluloses by near infrared reflectance spectroscopy technology are summed up in three aspects, sample preparation, spectral data pretreatment and wavelength selection methods, and chemometric analysis respectively. Four outlooks are proposed combining the development statues of wood, forage grass and energy grass industry. First of all, the authors need to establish more feasible and applicable models for a variety of uses which can be used for more species from different areas, periods and anatomical parts. Secondly, comprehensive near infrared reflectance spectroscopy data base of grass products quality index needs to be improved to realize on-line quality and process control in grassproducts industry, which can guarantee the quality of the grass product. Thirdly, the near infrared reflectance spectroscopy quality index model of energy plant need to be built which can not only contribute to breed screening, but also improve the development of biomass industry. Besides, modeling approaches are required to be explored and perfected any further. Finally, the authors need to try our best to boost the advancement in the determination method of lignin, cellulose and hemi

  13. Teaching Music Online: Changing Pedagogical Approach When Moving to the Online Environment

    Science.gov (United States)

    Johnson, Carol

    2017-01-01

    The development of educational technology has provided platforms for undergraduate music courses to take place in an online environment. While technology is available, this does not mean that all teaching staff are ready for the pedagogical change required to implement teaching online. A transformation of pedagogical practice (that is, to online…

  14. Rapid and accurate biofuel moisture content gauging using magnetic resonance measurement technology

    Energy Technology Data Exchange (ETDEWEB)

    Jaervinen, T.

    2013-04-15

    Biomass is extensively utilised in energy production and as a raw material, such as for the production of liquid biofuels. All those processes will benefit if the moisture content of bio material is known in advance as accurately as possible under transient circumstances. Biofuel trade is increasingly based on the calorific value of fuels. In the first step, this also increases the need for rapid and accurate moisture content determination. During the last few years, large biofuel standardisation has been implemented, emphasising biofuel quality control at all stages of the utilisation chain. In principle, the moisture instrumental measurement can be utilised by many technologies and procedures. Typical techniques are infrared, radiofrequency, microwave, radiometric, electrical conductivity, capacitance, and impedance. Nuclear magnetic resonance (MR) and thermal neutron absorption are also applied. The MR measurement principle has been known and utilised already since the early 1950s. It has become the basic instrumental analysis tool in chemistry. It is also well-known as a very accurate method for analysing most compounds, especially substances containing hydrogen. The utilisation of MR metering is expanded extensively to medical diagnostics as a form of magnetic resonance imaging (MRI). Because of the precision of the MR principle, there have for a long time been efforts to apply it in new and different areas, and to make more user-friendly, smaller, and even portable devices. Such a device was designed by Vaisala a few years ago. VTT has utilised Vaisala's MR prototype for approximately one year for moisture content measurement of different biofuels. The first step in the use of an MR device for moisture determination was the definition of its measurement accuracy compared to the standard method (EN 14774). Those tests proved that the absolute precision seems to be comparable to the standard moisture content measurement method. It was also found out that

  15. Impact of Post-Secondary Business Teacher Educators' Employment Characteristics and Innovation Factors on Their Adoption of Current Computer Technologies as a Pedagogical Tool

    Science.gov (United States)

    Chapman, Betty F.; Gaytan, Jorge A.

    2009-01-01

    Background: Business teacher educators prepare business teachers and workers to be successful in today's constantly changing technological environment. Therefore, business teacher educators must meet the challenge to be prepared technologically to educate their students for the workforce. Purpose: The purpose of this study was to examine…

  16. Achievements in Training of Future Technology Teachers: European Experience

    Science.gov (United States)

    Sheludko, Inna

    2015-01-01

    The article discusses the possibilities and prospects of using the experience of training future technology teachers in European countries. Its structure and content in accordance with national traditions and European standards led to the success of the educational components of the European Higher Pedagogical School. This fact encourages local…

  17. Propagations of the AAPT New Faculty Workshop: A case study of the infusion of student-centered technological and pedagogical innovations in the introductory physics program at West Point

    Science.gov (United States)

    Sones, Bryndol

    2009-03-01

    Since 2002, the Department of Physics at West Point has been the fortunate recipient of yearly attendance at the AAPT New Faculty Workshop. This sustained involvement has contributed directly to enhancements in our two-semester introductory physics program. Two aspects of West Point's environment make our involvement with the workshop especially fruitful: our diverse students and our frequent faculty turn-over. We teach to over 1100 students with majors across the entire spectrum. The majority of our faculty is an active duty Army officer here for just three years. At West Point, we rely on the workshop as a wellspring for faculty development, technological innovation, and pedagogical refinement. In the past few years, we have incorporated aspects of peer instruction, activity-based learning, and tutorials for student discovery. On the technological side, we now have TabletPCs for faculty, rf response cards (TurningPoint), high speed video analysis (LoggerPro) projects, and video tutoring capabilities (Camtashia). Student achievement is measured through our traditional course evaluation tools as well as nationally recognized standardize tests. Results will are discussed in the presentation.

  18. Developing Nordic Pedagogical Best Practice

    DEFF Research Database (Denmark)

    Bagger, Bettan; Kelly, Hélène; Wonsyld, Merete

    2012-01-01

    This article describes a Nordic educational project that supported dialogue and cooperation between nursing students and educators from eight Nordic educational institutions. An intensive course concept was developed. The course focus of prevention and health promotion among nordic youth not only...... illuminated the benefits of student exchange with respect to student learning but also how pedagogical cooperation can contribute to institutional, pedagogical innovation. Keywords Cooperation, pedagogcial development, comparative nursing, pedagogical best practice....

  19. Pedagogical Principles in Online Teaching

    DEFF Research Database (Denmark)

    Beckmann, Suzanne C.; Uth Thomsen, Thyra; von Wallpach, Sylvia

    of the seven pedagogical principles that govern the teaching at our university. We also present a case study that illustrates how both opportunities and challenges were met in two “first-mover” fully online courses during Fall 2014. The experiences from this case study are discussed in terms of to what extent...... they met the pedagogical principles and observations unrelated to the pedagogical principle are shared....

  20. 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...

  1. A portal of educational resources: providing evidence for matching pedagogy with technology

    Directory of Open Access Journals (Sweden)

    Nicoletta Blas

    2014-05-01

    Full Text Available The TPACK (Technology, Pedagogy and Content Knowledge model presents the three types of knowledge that are necessary to implement a successful technology-based educational activity. It highlights how the intersections between TPK (Technological Pedagogical Knowledge, PCK (Pedagogical Content Knowledge and TCK (Technological Content Knowledge are not a sheer sum up of their components but new types of knowledge. This paper focuses on TPK, the intersection between technology knowledge and pedagogy knowledge – a crucial field of investigation. Actually, technology in education is not just an add-on but is literally reshaping teaching/learning paradigms. Technology modifies pedagogy and pedagogy dictates requirements to technology. In order to pursue this research, an empirical approach was taken, building a repository (back-end and a portal (front-end of about 300 real-life educational experiences run at school. Educational portals are not new, but they generally emphasise content. Instead, in our portal, technology and pedagogy take centre stage. Experiences are classified according to more than 30 categories (‘facets’ and more than 200 facet values, all revolving around the pedagogical implementation and the technology used. The portal (an innovative piece of technology supports sophisticated ‘exploratory’ sessions of use, targeted at researchers (investigating the TPK intersection, teachers (looking for inspiration in their daily jobs and decision makers (making decisions about the introduction of technology into schools.

  2. 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.

  3. PEDAGOGICAL PRACTICE WAY OF CONNECTING PEDAGOGICAL THEORY AND PRACTICE

    Directory of Open Access Journals (Sweden)

    Božo Obradović

    2013-12-01

    Full Text Available The issue of linking educational theory to educational practice (educational work with young people is highly topical and important issue for the science of pedagogy. One way of achieving this task is a pedagogical practice (PP students. In paper we deal with identifying, comparing, and analyzing the curricula of vocational (Curriculum for Preschool Teacher (2007 and academic (Curriculum for Educators (2007. Studies Teacher Training in Serbia, as well as educational disciplines and areas of pedagogical science derived from them. The results showed many similarities, but also differences when it comes to educational disciplines that are taught, the name of pedagogical practice, the number of classes to implement, ECTS (European Credit Transfer System, which affect the quality and coherence of educational theory and educational practice. In order to identify similarities and overcome weaknesses that accompany the pedagogical practice analysis, we came to know about the specifics of each of the six pedagogical practice. For each pedagogical practice defined specific goals and tasks arising from the curriculum, and in particular pedagogical disciplines taught at university. Each of these pedagogical practices is the ability to connect educational theory and educational practice and direct way to increase the quality of training and competence of future teachers for direct work with children.

  4. The role of pedagogical historiography in forming pedagogical knowledge

    Directory of Open Access Journals (Sweden)

    Vujisić-Živković Nataša

    2008-01-01

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

  5. Designing and Evaluating a Professional Development Programme for Basic Technology Integration in English as a Foreign Language (EFL) Classrooms

    Science.gov (United States)

    Ansyari, Muhammad Fauzan

    2015-01-01

    This study aims to develop and evaluate a professional development programme for technology integration in an Indonesian university's English language teaching setting. The study explored the characteristics of this programme to English lecturers' technological pedagogical content knowledge (TPCK) development. This design-based research employed…

  6. Effects of '"Environmental Chemistry" Elective Course via Technology-Embedded Scientific Inquiry Model on Some Variables

    Science.gov (United States)

    Çalik, Muammer; Özsevgeç, Tuncay; Ebenezer, Jazlin; Artun, Hüseyin; Küçük, Zeynel

    2014-01-01

    The purpose of this study is to examine the effects of "environmental chemistry" elective course via Technology-Embedded Scientific Inquiry (TESI) model on senior science student teachers' (SSSTs) conceptions of environmental chemistry concepts/issues, attitudes toward chemistry, and technological pedagogical content knowledge…

  7. A Mixed Methods Study of Online Course Facilitators' Perceptions of Mobile Technology, Design, and TPaCK Affordances

    Science.gov (United States)

    Teague, Helen Louise

    2017-01-01

    The increase in mobile technology options for students in post-secondary, continuing education influences how instructors design and implement courses, specifically online courses (Sozcu, Ipek, & Kinay, 2016). Much of the current research addresses technological, pedagogical, and content knowledge (TPaCK), course design, and/or mobile…

  8. The Effects of Online Professional Development on Higher Education Teachers' Beliefs and Intentions towards Learning Facilitation and Technology

    Science.gov (United States)

    Rienties, Bart; Brouwer, Natasa; Lygo-Baker, Simon

    2013-01-01

    An important development in higher education is the increased learning possibilities brought by ICT. Many academics seem reluctant to embrace technology. An online teacher training program was followed by 73 academics from nine higher educational institutions. Data were gathered using the Technological Pedagogical Content Knowledge (TPACK) model…

  9. Combining semantic technologies with a content-based image retrieval system - Preliminary considerations

    Science.gov (United States)

    Chmiel, P.; Ganzha, M.; Jaworska, T.; Paprzycki, M.

    2017-10-01

    Nowadays, as a part of systematic growth of volume, and variety, of information that can be found on the Internet, we observe also dramatic increase in sizes of available image collections. There are many ways to help users browsing / selecting images of interest. One of popular approaches are Content-Based Image Retrieval (CBIR) systems, which allow users to search for images that match their interests, expressed in the form of images (query by example). However, we believe that image search and retrieval could take advantage of semantic technologies. We have decided to test this hypothesis. Specifically, on the basis of knowledge captured in the CBIR, we have developed a domain ontology of residential real estate (detached houses, in particular). This allows us to semantically represent each image (and its constitutive architectural elements) represented within the CBIR. The proposed ontology was extended to capture not only the elements resulting from image segmentation, but also "spatial relations" between them. As a result, a new approach to querying the image database (semantic querying) has materialized, thus extending capabilities of the developed system.

  10. Biodrying process: A sustainable technology for treatment of municipal solid waste with high moisture content.

    Science.gov (United States)

    Tom, Asha P; Pawels, Renu; Haridas, Ajit

    2016-03-01

    Municipal solid waste with high moisture content is the major hindrance in the field of waste to energy conversion technologies and here comes the importance of biodrying process. Biodrying is a convective evaporation process, which utilizes the biological heat developed from the aerobic reactions of organic components. The numerous end use possibilities of the output are making the biodrying process versatile, which is possible by achieving the required moisture reduction, volume reduction and bulk density enhancement through the effective utilization of biological heat. In the present case study the detailed research and development of an innovative biodrying reactor has been carried out for the treatment of mixed municipal solid waste with high moisture content. A pilot scale biodrying reactor of capacity 565 cm(3) was designed and set up in the laboratory. The reactor dimensions consisted of an acrylic chamber of 60 cm diameter and 200 cm height, and it was enveloped by an insulation chamber. The insulation chamber was provided to minimise the heat losses through the side walls of the reactor. It simulates the actual condition in scaling up of the reactor, since in bigger scale reactors the heat losses through side walls will be negligible while comparing the volume to surface area ratio. The mixed municipal solid waste with initial moisture content of 61.25% was synthetically prepared in the laboratory and the reactor was fed with 109 kg of this substrate. Aerobic conditions were ensured inside the reactor chamber by providing the air at a constant rate of 40 litre per minute, and the direction of air flow was from the specially designed bottom air chamber to the reactor matrix top. The self heating inside reactor matrix was assumed in the range of 50-60°C during the design stage. Innovative biodrying reactor was found to be efficiently working with the temperature inside the reactor matrix rising to a peak value of 59°C by the fourth day of experiment (the

  11. [Effect of different parts, harvesting time and processing technologies on alkaloids content of Coptis chinensis adventitious root].

    Science.gov (United States)

    Pang, Jie; Wang, De-Zhen; Zou, Zong-Yao; Wang, Yan-Zhi; Gao, Qian; Li, Xue-Gang

    2014-03-01

    To investigate the effect of different parts, harvesting time and processing technologies on alkaloids content of Coptis chinensis adventitious root. The content of alkaloids were analyzed by HPLC. The content of total alkaloids in adventitious root harvested in different time was ranged from 2.5% to 2.9%, in which that of berberine and coptisine were the highest, reaching to 1%, and that of palmatine was only 0.1%. It suggested there was no significant difference of total alkaloids at different harvesting time. Nevertheless, the difference of the alkaloids content from different parts was much significant. The content of total alkaloid of adventitious root near to rhizome was about 4%, 2 times higher than that away from rhizome (only 2%). In addition, different processing technologies would affect alkaloids content obviously. There was hardly loss of alkaloids when the fresh adventitious root was washed with water, but it would decrease alkaloids content when the dried adventitious root was washed. Medicine value of Coptis chinensis adventitious root near to rhizome is higher than that away from rhizome. And fresh Coptis chinensis adventitious root can be washed with water.

  12. Teaching Technology: From Knowing to Feeling Enhancing Emotional and Content Acquisition Performance through Gardner's Multiple Intelligences Theory in Technology and Design Lessons

    Science.gov (United States)

    Sanchez-Martin, Jesus; Alvarez-Gragera, Garcia J.; Davila-Acedo, Maria Antonia; Mellado, Vicente

    2017-01-01

    Gardner's Multiple Intelligences Theory (MIT) can be a cognitive and emotional improvement if is taken into account in the standard development of the Technology lessons. This work presents a preliminary evaluation of the performance enhancement in two concomitant aspects: contents acquisition and emotional yield. The study was made on up to 150…

  13. Problems of Pedagogical Creativity Development

    Science.gov (United States)

    Ibragimkyzy, Shynar; Slambekova, Tolkyn S.; Saylaubay, Yerlan E.; Albytova, Nazymgul

    2016-01-01

    This article provides analysis of research papers by different scholars, dedicated to topical issues of pedagogical creativity development in the educational process. The authors determined that pedagogical creativity could be considered at five levels: information-reproducing, adaptive-prognostic, innovative, research and creative-prognostic. In…

  14. Development of the neutron technology for measuring the moisture content in China

    International Nuclear Information System (INIS)

    Zhao Jingwu; Liu Shengkang; Zhang Zhiping

    2011-01-01

    According to measuring mode (in-hopper, surface, sampling neutron moisture gauge), the development and application of neutron moisture gauge in china were introduced, which include the following course from only measuring moisture content of soil to monitoring moisture content of farmland and saving water for irrigating farmland, from measuring moisture content of pellet to coke and coal material, from only measuring moisture content to computerized neutron moisture gauges with density compensation and o f high precision. (authors)

  15. Student Pedagogical Teams: Students as Course Consultants Engaged in Process of Teaching and Learning

    Science.gov (United States)

    Hayward, Lorna; Ventura, Susan; Schuldt, Hilary; Donlan, Pamela

    2018-01-01

    Faculty engage in "pedagogical solitude," in which they plan, teach, and assess their work alone. To optimize teaching environments and learning outcomes, students can serve as "student pedagogical teams" (SPT) and provide feedback on instructor performance, course structure, and content. Using self-determination theory, this…

  16. Teaching and learning with new technology - A Tough nut to crack

    CSIR Research Space (South Africa)

    Batchelor, J

    2010-05-01

    Full Text Available engagement with educational technology, and encourages the asking of awkward questions in order to highlight both the advantages and disadvantages of engaging ICT’s in education. He suggests a re-evaluation of the framing of educational technology research... technology in primary and secondary education, J. Voogt and G. Knezek, Editors. 2008, Springer: New York. p. 421-424. [3] Mishra, P. and M.J. Koehler, Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record...

  17. How do staff members at science and technology centres consider the impact of sponsors on the scientific content of exhibitions?

    DEFF Research Database (Denmark)

    Davidsson, Eva; Sørensen, Helene

    2009-01-01

    or historical museums. But in what ways may sponsors impact exhibition content and design at science and technology centres? This study seeks to explore how staff members consider the impact of sponsors and donors on exhibit content and design. The data collection involves a survey, interviews and a focus group...... interview with staff members, who work with planning and constructing new exhibitions at their science and technology centre. The results suggest that sponsors may interfere in exhibition construction both directly and indirectly. This means that sponsors could put explicit demands when it comes...... to the choice of scientific content and design and thereby interfere directly. Indirect impact, on the other hand, refers to implicit demands of sponsors where staff members take into account for what they believe are views of the sponsors through self-censorship....

  18. Pedagogical professional training in Cuban educative context

    Directory of Open Access Journals (Sweden)

    Mayre Acosta Calderón

    2015-05-01

    Full Text Available The conception of the pedagogical professional training has evolved alongside with the educative changes that have taken place in the history of Cuban education. This research was intended to examine the evolution of professional training from the foundation of colleges of Education to the present. The study takes into account the relation of the instructive, educative and developing aspects; the development of the professional needs and their influence on cognitive and formative activity of learners and their professional performance; the components of contents included in the evaluation of the professional competence; and the comprehensive disciplinary approach of the formation process. Thus, this investigation is aimed at providing a historical analysis of the development of the pedagogical professional training, illustrating the continuity of the formative process in Cuban context. This study revealed the main trends of the pedagogical professional training for the General Senior High Education, It shows the movement from a former segmentation of instructive and educative components and emotional and intellectual educations to a and interconnected approach of both processes.

  19. [Effect of technological processes and supplementation on the mineral content and iron availability in vitro in vegetable mixtures].

    Science.gov (United States)

    Armada de Romano, M; Adamo, C

    1987-06-01

    Iron, calcium, zinc and phytic acid contents in vegetable blends from wheat, corn and soy were determined. Wheat and corn substitution with soy in compound products, gave an important amount of iron and calcium to the blends, while the initial content of phytic acid in wheat and corn was not significantly modified. Dehulling and enzymatic inactivation technological processes denoted a rather low influence on soy mineral content. In a similar way, the extrusion-cooking process did not affect appreciably the soluble iron content in blends. Soy incorporation greatly decreased in vitro iron availability in vegetable blends, while fortification with mineral blends slightly interfered, decreasing iron availability with regard to iron-fortified vegetable blends.

  20. The didactic configuration of teaching strategies with Information and communication technology in pedagogical practices of the engineering made in two Mexican higher education institutions

    Directory of Open Access Journals (Sweden)

    Martha Patricia ASTUDILLO TORRES

    2016-07-01

    Full Text Available In this article explains the didactic configuration of teaching strategies with information and communications technology (ICT that designs and implements the higher education teachers in their educational practice, with the objective of facilitating the curricula of three subjects belonging to the careers of civil Engineering and environmental Engineering of the two most important institutions of higher education of the state of Chiapas, Mexico. Similarly, it exposed a categorization of teaching strategies with ICT emerged from the ethnographic study carried out in these Mexican universities.

  1. Pedagogical Museum of Lamego

    Directory of Open Access Journals (Sweden)

    Alberto DE JESUS ALMEIDA

    2017-12-01

    Full Text Available The Pedagogical Museum of Lamego opened to the public in May 2014 and aims to be a space dedicated to the study of the school memory, because studying the past allows to know the different educational realities that have shaped the educational systems, over the times. The work of collecting, cataloging and exhibiting the collections found in other schools and donated by individuals have the particularity of being of the school culture. In this article, we intend to reflect on the particularities of the museology of education and its impact over neighbor communities and local development. Its composition, organization and dissemination represent the matrix of the history of education local and regional.

  2. Jane Austen on love and pedagogical power.

    Science.gov (United States)

    Fessenbecker, Patrick

    2011-01-01

    This essay notes initially recent prominence of theories of pedagogy that attempt to "de-mystify" it and reveal troubling power relations, and their subsequent contention that love is impossible in the student-teacher relationship. "Pedagogical" interpretations of Jane Austen's fiction, however, see pedagogy as essential to love. I argue that this is so precisely because of the power dynamics involved; drawing on Jessica Benjamin's psychoanalytic interpretation of G. W. F. Hegel's analysis of the "Lord-Bondsman," I suggest that Austen portrays the loving relationship as inherently involving the occupation and subsequent exchange of roles as superior and inferior, incarnated as "teacher" and "student."

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

    Science.gov (United States)

    Barron, Paul E.

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

  4. Perceptions of Pedagogical Formation Students about Web 2.0 Tools and Educational Practices

    Science.gov (United States)

    Avci Yücel, Ümmühan

    2017-01-01

    This study aims to examine pedagogical formation students' perceptions about Web 2.0 tools and educational practices. A case study approach forms the methodological framework of this study. This study was conducted with 42 pedagogical formation students of an Instructional Technology and Material Design course during the 2014-2015 spring semester.…

  5. Teachers' Pedagogical Reasoning and Reframing of Practice in Digital Contexts

    Science.gov (United States)

    Holmberg, Jörgen; Fransson, Göran; Fors, Uno

    2018-01-01

    Purpose: The purpose of this paper is to advance the understanding of teachers' reframing of practice in digital contexts by analysing teachers' pedagogical reasoning processes as they explore ways of using information and communication technologies (ICT) to create added pedagogical value. Design/methodology/approach: A design-based research (DBR)…

  6. 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…

  7. 75 FR 43942 - Children's Products Containing Lead; Technological Feasibility of 100 ppm for Lead Content...

    Science.gov (United States)

    2010-07-27

    ... children's products. The reduction can be for a product or product category. This notice requests comment..., including metals, plastics, glass, or recycled materials that are at or below the 100 ppm lead content limit... any, the use of materials that are compliant with the 100 ppm lead content limit, has on the...

  8. Active content determination of pharmaceutical tablets using near infrared spectroscopy as Process Analytical Technology tool.

    Science.gov (United States)

    Chavez, Pierre-François; Sacré, Pierre-Yves; De Bleye, Charlotte; Netchacovitch, Lauranne; Mantanus, Jérôme; Motte, Henri; Schubert, Martin; Hubert, Philippe; Ziemons, Eric

    2015-11-01

    The aim of this study was to develop Near infrared (NIR) methods to determine the active content of non-coated pharmaceutical tablets manufactured from a proportional tablet formulation. These NIR methods intend to be used for the monitoring of the active content of tablets during the tableting process. Firstly, methods were developed in transmission and reflection modes to quantify the API content of the lowest dosage strength. Secondly, these methods were fully validated for a concentration range of 70-130% of the target active content using the accuracy profile approach based on β-expectation tolerance intervals. The model using the transmission mode showed a better ability to predict the right active content compared to the reflection one. However, the ability of the reflection mode to quantify the API content in the highest dosage strength was assessed. Furthermore, the NIR method based on the transmission mode was successfully used to monitor at-line the tablet active content during the tableting process, providing better insight of the API content during the process. This improvement of control of the product quality provided by this PAT method is thoroughly compliant with the Quality by Design (QbD) concept. Finally, the transfer of the transmission model from the off-line to an on-line spectrometer was efficiently investigated. Copyright © 2015 Elsevier B.V. All rights reserved.

  9. The Content Dimension of Educational Technology: How Does It Work for Education in Europe?

    Science.gov (United States)

    Cernochova, Miroslava

    2012-01-01

    The aim of this article is to present a concept of digital content emphasizing its new shape and ways to be developed and shared on Web 2.0 principles. Due to recent EU initiatives, a great number of digital materials, resources, and services for education have been designed and produced in recent years. Digital content from materials such as…

  10. pedagogical guidance for south african consumer studies education

    African Journals Online (AJOL)

    user

    preferred teaching-learning strategies utilised internationally in subjects related to Consumer. ISSN 0378-5254 Journal of Family Ecology and Consumer Sciences, Vol 42, 2014. 48. Pedagogical guidance for South African Consumer Studies education. 1 The seven theory content topics contained in the Consumer Studies ...

  11. Pedagogical and Methodological Considerations for Bilingual Education in Kyrgyzstan.

    Science.gov (United States)

    Schulter, Beatrice

    This paper examines pedagogical and methodological considerations involved in language immersion programs in Kyrgyzstan, discussing bilingual education program goals, how children acquire first languages, how language and content can be taught and learned simultaneously, and steps that have been taken to make immersion programs successful in…

  12. AUTOMATED PEDAGOGICAL DIAGNOSTICS IN MODERN UNIVERSITY

    Directory of Open Access Journals (Sweden)

    Oleksandr H. Kolhatin

    2010-08-01

    Full Text Available Realisation of the pedagogical assessment functions at using of automated pedagogical diagnostics systems in university instruction process is considered. Pedagogical diagnostics software requirements are determined on the base of automated pedagogical diagnostics systems classifications analysis according to didactical aim of the diagnostics.

  13. Effect of culinary and technological treatment of the farm animal products on the fission products content in them

    International Nuclear Information System (INIS)

    Meshalkin, G.S.

    1973-01-01

    The application of various procedures aimed at reducing the content of artificial radionuclides at the stage of technological and culinary processing of agricultural produce is considered. During the processing of milk and meat, which are basic farming produce, much of the contained fission products can be removed with low-value wastes. One of the more readily accessible methods of milk purification is recognized to be that of ion ixchange. A large role in reducing the radionuclide content of farming products is played by the time factor, i.e. the time spent for the manufacture and marketing of the products

  14. Editorial: Pedagogical Media Ecologies

    Directory of Open Access Journals (Sweden)

    Dorothee M. Meister

    2014-07-01

    learning and media ecologies with the material, global and ecological challenges that have become a part of the anthropocene. They do so by examining the mediation of a physical, architectural environment, their own departmental environment at Simon Fraser University. De Castell, Droumeva and Jenson uncover a range of practical and theoretical challenges, and explore the implications for both body and mind. Markus Deimann takes the reader back into the history of continental educational theory, to Humboldt’s (and others‘ expansive understanding of Bildung, to suggest a conceptual ecology germane to the manifold possibilities that are now on offer through open education. Deimann sees the «open paradigm» as changing education utterly – and for the better. It will do so, Deimann predicts, by «unbundling» resource and service provision, and assessment and accreditation functions that have for too long been monopolized by the educational monoliths known as «universities». Theo Hug’s contribution, «Media Form School – A Plea for Expanded Action Orientations and Reflective Perspectives» similarly looks to the past to envision possibilities for the future. Hug’s concern is with the narrow confines in which media are conceptualized and operationalized in many K-12 educational ecologies, and in the corresponding policy and curricular documents that further constrain and direct this action. Hug suggests looking to the recent past, the 1970s and 1960s, in which alternatives were envisioned not only by figures like McLuhan and Illich, but also intimated in the works of Austrian poets and artists. Norm Friesen provides the third «rearview mirror» perspective in his examination of the lecture as a trans-medial pedagogical form. From the late medieval university through to today’s IGNITE and TED talks, the lecture has accommodated and reflected a wide range of media ecologies, technical conditions and epistemological patterns. New media technologies –from the

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

    Directory of Open Access Journals (Sweden)

    Yuliya H. Loboda

    2012-05-01

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

  16. Analysis of the experience of using a pedagogic conversational agent for reading comprehension in the school

    OpenAIRE

    Silvia Tamayo; Diana Pérez-Marín

    2013-01-01

    Technologies are key in society, and they are in continuous progress. In the educational context, an increase of using new technologies for education can be identified in the last years. One of these new technologies is Pedagogic Conversational Agents. That is, computer systems that interact with the students in spoken or written natural language. They can adopt the role of teacher, student or pal. In the 2011/2012 academic year, we used a Pedagogic Conversational Agent called Dr. Roland ...

  17. An innovative pedagogical experience based on flipped classroom and new technologies. Analysis of learning and satisfaction results in a university course

    Directory of Open Access Journals (Sweden)

    David Cegarra Leiva

    2017-09-01

    Full Text Available This article seeks to answer the following questions: «does the flipped classroom methodology supported by the use of new technologies improve learning and student satisfaction?» and «what are the suggestions for improvement after applying this methodology?». This study is based on the experience of a group of students who completed the human resource management (HRM course in 2015/2016 using this innovative methodology and comparing them with three other groups that used the traditional teaching methodology. The results were measured by conducting the same student exam, the distribution of an anonymous questionnaire (with qualitative questions and the official teacher satisfaction surveys carried out at the university. In terms of learning, scores were significantly higher for the group that underwent the pilot experience. However, the satisfaction of students with the quality of teaching was lower than that of the other groups. The qualitative comments of the students helped us to understand these heterogeneous results and to establish improvements for the following courses. The contributions of the study, as well as limitations and future lines of research and teaching are indicated at the end of the article.

  18. Industry Use Cases and the Underlying Content Analytics Technology used in Big Data and Predictive Analytics (Briefing Charts)

    Science.gov (United States)

    2015-05-01

    used for other languages too (e.g. French, Spanish, etc.) Need to identify phrasal expressions by scanning minimum number of tokens I Need to...for easier understanding Concept Expansion Maps euphemisms or colloquial terms to more commonly understood phrases Language Identification...00-2015 to 00-00-2015 4. TITLE AND SUBTITLE Industry Use Cases and the Underlying Content Analytics Technology used in Big Data and Predictive

  19. Questionnaire for the contents of cancer professional training plan by Ministry of Education, Culture, Sports, Science, and Technology Japan

    International Nuclear Information System (INIS)

    Sasaki, Ryohei; Numasaki, Hodaka; Teshima, Teruki; Nishio, Teiji; Fukuda, Haruyuki; Ashino, Yasuo; Onishi, Hiroshi; Nakamura, Katsumasa; Nagata, Yasushi

    2009-01-01

    Questionnaire for the contents of cancer professional training plan by Ministry of Education, Culture, Sports, Science, and Technology Japan were widely assessed and introduced in the 4th Japanese Society for Therapeutic Radiology and Oncology (JASTRO) Future Planning Seminar held on March 8, 2008 in Tokyo, Japan. From the assessment, small number of instructors for medical physicists was elucidated as the most important problem for the future of fields of radiation oncology in Japan. (author)

  20. Action Research for Improving the Effectiveness of Technology Integration in Preservice Teacher Education

    Science.gov (United States)

    Kuo, Nai-Cheng

    2015-01-01

    This study aims at exploring how the Technological Pedagogical and Content Knowledge (TPACK) framework can be used to improve the effectiveness of integrating IDEA '04 and Research for Inclusive Settings (IRIS) modules in preservice teacher education. The purposes of this study were to maximize the potential of TPACK at the college and university…

  1. An Empirical Study of Lecturers' Appropriation of Social Technologies for Higher Education

    Science.gov (United States)

    Hamid, Suraya; Waycott, Jenny; Kurnia, Sherah; Chang, Shanton

    2014-01-01

    The use of Online Social Networking (OSN) educational activities has become commonplace in today's higher education. OSN enables lecturers and students to generate and share content, interact, and collaborate in the knowledge construction process. The pedagogical benefits of social technologies have been widely discussed. However, less is known…

  2. Design on the Go: How African American Youth Use Mobile Technologies for Digital Content Creation

    Science.gov (United States)

    Harris, Ronah

    2010-01-01

    The use of mobile technologies has been proposed for increasing access and designing innovative educational activities. Unfortunately, there is limited data on the current uses of cellular phones amongst low-income African American youth. In particular, there is little known about how this population may design on the rapidly adapting technology,…

  3. The Future of Technology and the University

    OpenAIRE

    Bimber, Bruce; Almeroth, Kevin; Patton, Rob; Chun, Dorothy; Flanagin, Andrew; Liu, Alan

    2002-01-01

    The future of technology on the university campus has reached a critical juncture. In this paper we propose eight areas in which substantial changes in university education may be at hand: Students, Instructional Design and Pedagogic Techniques, Teachers and the Institutional Setting, New Forms of Content and Exchange, Intellectual Property, Infrastructure, Power and Data, Support, and Security & Backup. It is our determination that leadership must play a critical role in the equation, not ...

  4. The Integration of technology in teaching mathematics

    Science.gov (United States)

    Muhtadi, D.; Wahyudin; Kartasasmita, B. G.; Prahmana, R. C. I.

    2017-12-01

    This paper presents the Transformation of Technological Pedagogical and Content Knowledge (TPACK) of three pre-service math teacher. They participate in technology-based learning modules aligned with teaching practice taught school and became characteristic of teaching method by using the mathematical software. ICT-based learning environment has been the demands in practice learning to build a more effective approach to the learning process of students. Also, this paper presents the results of research on learning mathematics in middle school that shows the influence of design teaching on knowledge of math content specifically.

  5. Pedagogical Strategies for Training Future Technicians in American Aviation Schools

    Science.gov (United States)

    Pazyura, Natalia

    2015-01-01

    The article is devoted to the question of improvement of quality and efficiency of professional training of future technicians in aviation industry in the American educational establishments. Main attention is paid to the studies of pedagogical technologies, which are used for the sake of qualitative and efficient training of specialists of…

  6. A Study on the Pedagogical Components of Massive Online Courses

    Science.gov (United States)

    Raposo-Rivas, Manuela; Martínez-Figueira, Esther; Campos, Jose Antonio Sarmiento

    2015-01-01

    At the end of the first decade of the 21st century, the rapid growth in the MOOCs offering brought about a new educational landscape, posing new challenges to teaching and learning, mainly due to massive participation, ubiquity and free enrollment. These courses embody a confluence of technological and pedagogical mediations yet to be fully…

  7. Addressing the systems-based practice requirement with health policy content and educational technology.

    Science.gov (United States)

    Nagler, Alisa; Andolsek, Kathryn; Dossary, Kristin; Schlueter, Joanne; Schulman, Kevin

    2010-01-01

    Duke University Hospital Office of Graduate Medical Education and Duke University's Fuqua School of Business collaborated to offer a Health Policy lecture series to residents and fellows across the institution, addressing the "Systems-based Practice" competency.During the first year, content was offered in two formats: live lecture and web/podcast. Participants could elect the modality which was most convenient for them. In Year Two, the format was changed so that all content was web/podcast and a quarterly live panel discussion was led by module presenters or content experts. Lecture evaluations, qualitative focus group feedback, and post-test data were analyzed.A total of 77 residents and fellows from 8 (of 12) Duke Graduate Medical Education departments participated. In the first year, post-test results were the same for those who attended the live lectures and those who participated via web/podcast. A greater number of individuals participated in Year Two. Participants from both years expressed the need for health policy content in their training programs. Participants in both years valued a hybrid format for content delivery, recognizing a desire for live interaction with the convenience of accessing web/podcasts at times and locations convenient for them. A positive unintended consequence of the project was participant networking with residents and fellows from other specialties.

  8. THE NEED OF STRENGTHENING THE PEDAGOGICAL COMPETENCES IN TEACHING FROM THE ENGLISH TEACHERS’ PERSPECTIVE

    Directory of Open Access Journals (Sweden)

    Panev Violeta

    2015-06-01

    Full Text Available The traditional concept of the teaching staff continually is expanding and changing not only in the content but in the methodology and in the forms of learning as well because of the permanent change of the social conditions and the advancement of the science and technology. The teacher is a mediator of the knowledge and a key person who realizes the reforms and the teaching processes into practice and that is why the present and the future requires from the teacher qualified, expert and fundamental  pedagogical  knowledge.The competencies  and the skills as a changeable category mainly recognized and focused on the enrichment and the personal development of someone who learns, besides the initial education implies flexibility as well. Even more it implies improvement of the skills and the knowledge according to the given time frame periods and life conditions by the science and the technology development. During the teachers’ initial education there is a need of expanding their pedagogical skills and competencies  in order the pedagogical function to be fulfilled in a modern world using the foreign language in the teaching process as a tool for an entry to new resources and innovative techniques of studying.In the paper there is a presentation of a short comparison of the teachers’ competencies  in the English linguistic speaking areas and in Macedonia through comparing the educational programs of the higher faculty institutions and colleges.We will present their attitudes and opinions in terms of the level of the acquired competencies  in the initial education. The results are to be used in the professional improvement of the teaching competencies  of the English language and other subject teachers during their initial education. The research implemented with the teachers in the schools led to the conclusion that there is an immense need of expanding the teachers’ competencies  during their initial education. 

  9. Using Content Analysis To Evaluate The Impact of Technological Development In Instructional Materials

    OpenAIRE

    G.P. Keiler; E. Galembeck

    2014-01-01

    Textbooks are widely used as a teaching tool, and are considered very important in severaleducational environments, from elementary to tertiary education levels. Since the firsttextbook arose in the seventeenth century, printed books are the most popular format oftextbooks published. New technologies developed over years such as paper, ink andprinting hardware. These have made it possible to present printed books in even moreattractive formats. Moreover, digital technologies allowed textbooks...

  10. TECHNOLOGY OF EDUCATIONAL EVENTS DESIGNING

    Directory of Open Access Journals (Sweden)

    N. V. Volkova

    2017-01-01

    Full Text Available The aim of the article is to prove and disclose the essence of the author’s technology of educational events designing.Methodology and methods of research. Methodological basis of work is humanitarian approach. The method of pedagogical modeling was used for the model development of educational events influence on pedagogical activity formation. The content analysis of texts descriptions, case-study method, expert estimations of event projects were applied as the main methods of efficiency confirmation of the technology of educational events design.Results and scientific novelty. The characteristics of an educational event are emphasized by means of an empirical way: opening (what a person opens for himself; generation (a result of a personal action; and participation in creation of something "new" (new communications, relations and experience. The structure of technology of educational events design including work with concepts (an educational event, substantial and procedural components is presented. The technology of educational events designing is considered as the process of the well-grounded choice of designing technologies, mutual activity, pedagogical communication, components of educational activity: contents, methods, means, and organizational forms depending on educational aims due to age-specific peculiarities of participants of the educational event. The main conditions providing successful use of the technology are the involvement into joint cognitive activity of all its participants and importance of the events for each of them that qualitatively change the nature of a cognitive process and generate real transformations of the reality.Practical significance. The author’s experience in teaching testifies to introduction of the module «Technology of Design of Educational Events» into the basic educational subject-module «Design Competence of the Teacher» (degree program «Pedagogical Education», considering this module as

  11. FORMATION OF MORAL VALUES OF STUDENTS OF PEDAGOGICAL INSTITUTES

    Directory of Open Access Journals (Sweden)

    Tatiana Mikhaylovna Borisova

    2017-03-01

    Full Text Available Purpose. The article is devoted, in terms of improving the education system in Russia, political and economic reality, the subject of moral education of future teachers. The subject of analysis are the pedagogical conditions of education of moral values. The author aims to reveal the value of the spiritual culture of the people in the education of moral values at the future teachers. Methodology. The basis of the research form the theoretical and methodological analysis, equity and advanced pedagogical experience, diagnostic methods. Results. The results concluded that the author notes a significant increase in the level of formation of moral values in students of the experimental group. Practical implications. The proposed system of pedagogical conditions, technologies, forms and methods as a holistic innovation process can be used in the work of teachers and educators of secondary schools, employees of institutions of additional education.

  12. Developing the Simulator Instructor’s Pedagogical Competence

    DEFF Research Database (Denmark)

    Sjøstedt, Peter

    2014-01-01

    The full benefits of investment in simulator-based training are achieved only when development of the simulator instructor’s pedagogical competence accompanies the acquisition of advanced technology. In spite of this, the instructor’s pedagogical competence often is not well developed. Courses....... The paper addresses how this course – based on the particularly experiential nature of simulator-based training – differs from general courses on teaching and instruction. The participants' reactions are reported and discussed and finally, possible adjustments and perspectives for the future of the course...... are outlined. The purpose of this paper is to make those teachers and leaders responsible for simulator-based training aware of the value of pedagogical competence development and to provide inspiration for how a course can be planned in their academies and organizations....

  13. Experiment research on heap leaching of low content uranium ore with new solution distribution technology

    International Nuclear Information System (INIS)

    Zeng Yingying; Lei Zeyong

    2007-01-01

    This article introduces the advantage of new spray sprinkling technology. Solution is distributed by spray sprinkling, a uranium ore is simulated into mine heap, and small typed column leaching experiment in room is done, in order to exam the solution distribution uniformity of spray sprinkling and the ore leaching rule. After experiment, liquid leaching rate is 70.67%. The experiment results show that solution distribution uniformity of spray sprinkling is fine, and the uranium ore leaching character is good. Technology parameters on spray sprinkling solution distribution for heap leaching of the uranium ore are recommended. (authors)

  14. Pedagogical action by Physical Education teachers from Rio Grande do Sul Federal Technical Schools

    Directory of Open Access Journals (Sweden)

    Edson Souza de Azevedo

    2008-06-01

    Full Text Available The aim of this study is to describe the pedagogical action taken by Physical Education teachers (n=41 from Rio Grande do Sul Federal Technical High Shools (n=12, contextualizing the pedagogical approaches which guide the pedagogical action. The study was an exploratory descriptive one which analyzed the circumstances of the classes and the teachers’actions. The profile presented by teachers shows the interaction of formative, recreational, sportive conceptions. Daily, activities practiced in schools are mostly related to recreational and sportive games, gymnastics and walks. The pedagogical approaches adopted by teachers are the physical activity approach and the humanist approach. As a conclusion, teachers’pedagogical practice is focused on Physical Education teachers’s valorization as a school curricular content and search for changing their practice in qualified healthy activities.

  15. EFFECT OF SOME TECHNOLOGICAL FACTORS ON THE CONTENT OF ACETALDEHYDE IN BEER

    Directory of Open Access Journals (Sweden)

    Gunka Jonkova

    2010-10-01

    Full Text Available The purpose of this work was to examine the influence of the temperature, the pitching rate of yeast and wort composition (Free Amino Nitrogen on the content of acetaldehyde in beer. It is known, that higher fermentation temperatures stimulate the formation of acetaldehyde, as well as the higher rate of acetaldehyde reduction, leading to lower concentrations in the final beer. Beer produced with increased pitching rate of yeast (26 and 35 × 10[sup]6[/sup] cells•mL[sup]-1[/sup], contains lower quantities of acetaldehyde as compared to the control beer. Lower content of α-amino nitrogen in result of substitution of 5 to 10�0of the malt with rice, sugar or a combination of both does not lead to considerable differences in the acetaldehyde concentration in beer.

  16. The Substantial Characteristics of Organizational and Pedagogical Conditions of Future Primary School Teachers’ Professional Self-Development

    Directory of Open Access Journals (Sweden)

    Artem Smoliuk

    2017-06-01

    Full Text Available The article presents reasonably organizational and pedagogical conditions of professional self-development of primary school teachers, namely: support of positive motivation of achievement as meeting internal needs of the individual in professional self-development; the use of cognitive and informative opportunities of the content psychological and pedagogical and methodical disciplines for the formation of didactic complex and technological knowledge and skills, abilities to integrate spatial and substantive, informative and motivational, psychological, social and communication components of the educational environment of teachers’ training college; creating rich social and communicative space in the course of interactive cooperation of learning subjects to create students’ “success situations” and demonstrating positive experience of the professional success. The result of these organizational and pedagogical conditions of the professional self-development of primary school teachers have reflexive-value treatment to the personality as a future teacher and professional considering his or her strengths and weaknesses, formed a high level of readiness for professional self-development in his or her chosen profession.

  17. Improving Content and Technology Skills in ADD/ADHD via a Web Enhanced Course

    Science.gov (United States)

    Jordan, LuAnn; Smith, Sean; Dillon, Ann S.; Algozzine, Bob; Beattie, John; Spooner, Fred; Fisher, Ashlee L.

    2004-01-01

    Attention Deficit Disorder and Attention Deficit Hyperactivity Disorder (ADD/ADHD) create concerns in public education and in teacher education programs. Because of continuous advances in technology, distance learning is a viable option for delivering coursework to preservice and inservice teacher education students challenged by geography, time…

  18. Profiting from empowerment? Investigating dissemination avenues for educational technology content within an emerging market solutions project

    NARCIS (Netherlands)

    P.A. Arora (Payal)

    2005-01-01

    textabstractABSTRACT: The Stills in Sync (SIS) project is a joint initiative of the nonprofit organization PlanetRead and the global information and communication technology (ICT) company Hewlett Packard (HP). The SIS project entails creating a multimedia product designed to enhance literacy in

  19. Didactic Content of Constructively-Projective Function of Students Learning: The Extrapolation in Information Technology

    Science.gov (United States)

    Kutuev, Ruslan A.; Nuriyeva, Elvira N.; Safiullina, Tatyana R.; Kryukova, Nina I.; Tagirova, Nataliya P.; Karpenko, Galina V.

    2016-01-01

    The relevance of the study is conditioned by a radical impact on the learning process of the university by information technology, which put start a new phase in its transformation. According to experts at the present time the main factor of efficiency of university's activity becomes the expansion of students' learning activities, realized on the…

  20. Fake News: A Technological Approach to Proving the Origins of Content, Using Blockchains.

    Science.gov (United States)

    Huckle, Steve; White, Martin

    2017-12-01

    In this article, we introduce a prototype of an innovative technology for proving the origins of captured digital media. In an era of fake news, when someone shows us a video or picture of some event, how can we trust its authenticity? It seems that the public no longer believe that traditional media is a reliable reference of fact, perhaps due, in part, to the onset of many diverse sources of conflicting information, via social media. Indeed, the issue of "fake" reached a crescendo during the 2016 U.S. Presidential Election, when the winner, Donald Trump, claimed that The New York Times was trying to discredit him by pushing disinformation. Current research into overcoming the problem of fake news does not focus on establishing the ownership of media resources used in such stories-the blockchain-based application introduced in this article is technology that is capable of indicating the authenticity of digital media. Put simply, using the trust mechanisms of blockchain technology, the tool can show, beyond doubt, the provenance of any source of digital media, including images used out of context in attempts to mislead. Although the application is an early prototype and its capability to find fake resources is somewhat limited, we outline future improvements that would overcome such limitations. Furthermore, we believe that our application (and its use of blockchain technology and standardized metadata) introduces a novel approach to overcoming falsities in news reporting and the provenance of media resources used therein. However, while our application has the potential to be able to verify the originality of media resources, we believe that technology is only capable of providing a partial solution to fake news. That is because it is incapable of proving the authenticity of a news story as a whole. We believe that takes human skills.

  1. Impact of technology on the content and nature of teaching and learning.

    Science.gov (United States)

    Edwards, Patricia A

    2005-01-01

    Excelsior College has a Web-based graduate nursing program with a focus on clinical systems management and health care informatics that incorporates a variety of technology-based educational strategies: synchronous and asynchronous collaborative communication, project/activity-based learning, and web-based interaction and feedback. This pilot study was undertaken to examine the relationship between the use of technology and outcomes in two computer-mediated courses in the program. Questionnaires, interviews, standardized scales, and course assessments were selected or developed as needed, and existing demographic information and evaluations were accessed for comparison purposes. The analysis strategy was specific to the data, the sample size, and the types of questions posed. The tools developed for and used in the study can be applied across the curriculum to enhance evaluation of learning and program effectiveness.

  2. EFFECT OF SOME TECHNOLOGICAL FACTORS ON THE CONTENT OF ACETALDEHYDE IN BEER

    OpenAIRE

    Gunka Jonkova; Nevjana Petkova

    2010-01-01

    The purpose of this work was to examine the influence of the temperature, the pitching rate of yeast and wort composition (Free Amino Nitrogen) on the content of acetaldehyde in beer. It is known, that higher fermentation temperatures stimulate the formation of acetaldehyde, as well as the higher rate of acetaldehyde reduction, leading to lower concentrations in the final beer. Beer produced with increased pitching rate of yeast (26 and 35 × 10[sup]6[/sup] cells•mL[sup]-1[/sup]), contains low...

  3. Effect of technological and culinary treatment on the 90Sr and 137Cs content in the ration

    International Nuclear Information System (INIS)

    Knizhnikov, V.A.; Petukhova, Eh.V.

    1980-01-01

    Presented are the data which characterize the effect of technologic and culinary treatment on radionuclide content in the types of food stuffs which are most important for the USSR. It is shown that contamination decrease in some cases is possible due to conventional methods of treatment of food stuffs. However, the possibilities of purifying the initial raw food stuffs using conventional technologic and culinary treatment are rather limited. Special methods lead to a significant denaturation of the products and change their food qualities. The conclusion is made that consequences of using particular purification methods should be analysed and the necessity of such purification should be thoroughly weighed as this can sometimes be connected with a higher risk than the use of contaminated products without any special treatment

  4. Differences in Pedagogical Understanding among Student-Teachers in a Four-Year Initial Teacher Education Programme

    Science.gov (United States)

    Cheng, May M. H.; Tang, Sylvia Y. F.; Cheng, Annie Y. N.

    2014-01-01

    As teacher educators, preparing student-teachers who are able to address diverse student needs is our main concern. It has been suggested in the literature that teachers who are adaptive to students' needs are those who possess adequate pedagogical content knowledge or pedagogical understanding. However, it is not uncommon for teacher educators to…

  5. Adaptation of the methodological instrument of the representation of the content (CORE to the theoretical framework of TPCK

    Directory of Open Access Journals (Sweden)

    Boris Fernando Candela

    2017-07-01

    Full Text Available Since the middle of the eighties the community in science education has been interested in teachers to identify and develop the Content Pedagogical Knowledge (PCK. To this end, it has designed educational programs from a “reflective orientation” perspective structured from a set of training activities whose tasks are focused on the practice of designing specific content learning environments, where the methodological instrument of the Representation of Content (CoRe has played a critical role. The logical structure of it provides the possibility for teachers to become aware of the theoretical and methodological elements that underpin the PCK. On the other hand, with the emergence of digital technologies as an instrument for representing content and effective management of the classroom, the need to transform the construct of the Content Pedagogical Knowledge (PCK to the Technological and Pedagogical Knowledge of the content is generated (TPCK. In this sense, it is pertinent to adapt the epistemological structure of the CoRe to the theoretical framework of the emerging construct of the TPCK, in order that this instrument continue to be used as a key heuristic in education programs where the practice of designing environments Learning is important for the professional development of teachers. Of course, the adaptation of the CoRe to the perspective of the TPCK is accompanied by a conceptualization of each of the twelve items that configure it, in order to illustrate the teachers during their development.

  6. Technological advances in cosmogenic neutron detectors for measuring soil water content

    Science.gov (United States)

    Zreda, M. G.; Schrön, M.; Köhli, M.

    2017-12-01

    The cosmic-ray neutron probe is used for measuring area-average soil water content at the hectometer scale. Early work showed a simple exponential decrease with distance of the instrument's sensitivity and a footprint 300 m in radius. Recent research suggested a much higher sensitivity to local neutrons and reduced footprint. We show results confirming the high sensitivity to local neutrons, describe two ways to reduce local and increase far-field effects, and propose ways of measuring neutrons at different spatial scales. Measurements with moderated detectors across a 10-m-wide creek and a 2-m-wide water tank show a decrease by 30% and 20%, respectively, of neutron intensity over water compared to that over land nearby. These results mean that the detector is sensitive to meter-scale heterogeneities of water content. This sensitivity can be reduced by rising the detector or by shielding it from local neutrons. The effect of local water distributions on the measured neutron intensity decreases with height. In the water tank experiment it disappeared almost completely at the height of 2 m, leading to the conjecture that the height roughly equal to the horizontal scale of heterogeneity would eliminate the sensitivity. This may or may not be practical. Shielding the detector below by a hydrogenous material removes a substantial fraction of the local neutrons. The shielded detector has a reduced count rate, reduced sensitivity to local neutrons and increased sensitivity to neutrons farther afield, and a larger footprint. Such a detector could be preferable to the current cosmogenic-neutron probe under heterogeneous soil water conditions. The shielding experiments also inspired the development of a local-area neutron detector. It has hydrogenous neutron shields on all sides except the bottom, substantially blocking the neutrons coming from afar, while allowing the neutrons coming directly from below. Its footprint is equal to its physical dimension when the detector is

  7. The Complexity of Chinese Pedagogic Discourse

    Science.gov (United States)

    Cheng, Liang; Xu, Nan

    2011-01-01

    This is one of the commentaries on Wu's "Interpretation, autonomy, and transformation: Chinese pedagogic discourse in a cross-cultural perspective" ("JCS", 43(5), 569-590). It highlights the paper's demystification of Western pedagogic discourse and recovery of the meaning of Chinese traditional pedagogic discourse as a…

  8. Postgraduate Professional Pedagogical Education in Mexico

    Science.gov (United States)

    Zhyzhko, Olena

    2015-01-01

    This article is the result of scientific comparative-pedagogical research, which purpose was to highlight the main features of postgraduate professional pedagogical education in Mexico. The author found that the postgraduate professional pedagogical education in Mexico is performed by public and private higher education institutions: higher…

  9. Techniques and Technology to Revise Content Delivery and Model Critical Thinking in the Neuroscience Classroom.

    Science.gov (United States)

    Illig, Kurt R

    2015-01-01

    Undergraduate neuroscience courses typically involve highly interdisciplinary material, and it is often necessary to use class time to review how principles of chemistry, math and biology apply to neuroscience. Lecturing and Socratic discussion can work well to deliver information to students, but these techniques can lead students to feel more like spectators than participants in a class, and do not actively engage students in the critical analysis and application of experimental evidence. If one goal of undergraduate neuroscience education is to foster critical thinking skills, then the classroom should be a place where students and instructors can work together to develop them. Students learn how to think critically by directly engaging with course material, and by discussing evidence with their peers, but taking classroom time for these activities requires that an instructor find a way to provide course materials outside of class. Using technology as an on-demand provider of course materials can give instructors the freedom to restructure classroom time, allowing students to work together in small groups and to have discussions that foster critical thinking, and allowing the instructor to model these skills. In this paper, I provide a rationale for reducing the use of traditional lectures in favor of more student-centered activities, I present several methods that can be used to deliver course materials outside of class and discuss their use, and I provide a few examples of how these techniques and technologies can help improve learning outcomes.

  10. What's the message? A content analysis of newspaper articles about assisted reproductive technology from 2005 to 2011.

    Science.gov (United States)

    King, L; Tulandi, T; Whitley, R; Constantinescu, T; Ells, C; Zelkowitz, P

    2014-06-01

    Infertility and its treatment is the subject of considerable media coverage. In order to evaluate the representation of assisted reproductive technology (ART) in the popular media, we conducted a content analysis of North American newspaper articles. We also explored whether different themes emerged in relation to the implementation of public funding for ART in Quebec, Canada. Print and online newspaper articles from 2005 to 2011 were retrieved using the terms "in-vitro fertilization", "infertility treatment", "assisted reproductive technology", and "IVF treatment". Totally, 719 newspaper articles met inclusion criteria and were coded according to predetermined categories. Risks (63%) and ethical issues (61%) related to ART were most commonly featured. Quebec-based articles were mostly concerned with the politics and financial issues governing ART, and were less likely to report the risks and emotional impact of ART than other North American press. Newspapers tended to emphasize extreme scenarios as well as controversial cases that may not represent the everyday realities of ART. Changes in public policy may also engender shifts in the tone and content of media reports. It is important to establish resources that can inform the public as well as prospective infertility patients about their condition and potential treatment options.

  11. Technological properties, antioxidant activity and total phenolic and flavonoid content of pigmented chickpea (Cicer arietinum L.) cultivars.

    Science.gov (United States)

    Heiras-Palazuelos, Mar J; Ochoa-Lugo, Mirna I; Gutiérrez-Dorado, Roberto; López-Valenzuela, José A; Mora-Rochín, Saraid; Milán-Carrillo, Jorge; Garzón-Tiznado, José A; Reyes-Moreno, Cuauhtémoc

    2013-02-01

    Chickpeas are rich sources of highly nutritious protein and dietary fibre; the health benefits of consuming legumes such as antioxidant activity (AoxA) could be effective for the expansion of their food uses. The technological properties and antioxidant potential of five pigmented chickpea cultivars were evaluated. Protein content of the grains varied from 24.9 to 27.4 g/100 g sample (dw). The cooking time (CT) of the whole grains ranged from 90.5 to 218.5 min; the lowest CT corresponded to Black ICC3761 cultivar. The total phenolic content (TPC) and AoxA [oxygen radical absorbance capacity (ORAC) value] varied from 1.23 to 1.51 mg GAE/g sample (dw) and from 5011 to 5756 μmol TE/100 g sample (dw), respectively; Red ICC13124 showed the highest ORAC value. The differences in technological properties and AoxA among cultivars could be used in chickpea breeding programmes. Chickpea cultivars could contribute significantly to the management and/or prevention of degenerative diseases associated with free radical damage.

  12. Analysis of Pedagogical Considerations of M-Learning in Smart Devices

    Directory of Open Access Journals (Sweden)

    Ali Mostakhdemin-Hosseini

    2009-10-01

    Full Text Available ABSTRACT- Unlike the traditional classroom based learning where the learning happened on the specific time and place. In mobile learning the learning is not depended to any designated time and place. Learning through mobile device requires extensive design and pedagogical considerations. The traditional teaching pedagogy theories are not suitable for mobile learning since the main assumptions on teaching are in the classroom. There have already been some initiatives for defining distinct pedagogical theories for mobile learning. The main focuses of the mobile learning pedagogical consideration must be directed to content of the learning materials and the context where the learning occurs.

  13. Satisfying pedagogical practices using ICT

    NARCIS (Netherlands)

    Voogt, Joke; Law, N.; Pelgrum, W.J.; Plomp, T.

    2008-01-01

    This chapter describes the results of the international option that was included in SITES 2006. The international option, which was part of the teacher questionnaire, solicited responses from teachers on satisfying experiences in their pedagogical use of ICT. Twenty-one of the participating

  14. Some Recent Russian Pedagogical Materials.

    Science.gov (United States)

    Dunatov, Rasio

    1975-01-01

    The article discusses three Russian language textbooks for speakers of English which represent a new trend in Russian pedagogical materials, that of minicourses for specialists in specific disciplines. The three textbooks are: S. H. Gould, "Russian for Mathematicians" (New York, 1972), G. P. M. Walker, "Russian for Librarians" (London, 1973), and…

  15. Organic Reaction Mechanism Controversy: Pedagogical ...

    African Journals Online (AJOL)

    The paper investigated the pedagogical implications of the controversy generated by the nature of reaction mechanism in organic chemistry as to whether it can be proven or not. A conference of a chemist, chemical educator, a graduate chemistry teacher and a graduate assistant was organized. The conference lasted for ...

  16. The Influence of the Educational Reform in Slovakia on Educational Contents and Technology in Pre-College Economic Education

    Directory of Open Access Journals (Sweden)

    Jaromír Novák

    2014-03-01

    Full Text Available Purpose – the Slovak educational reform caused many changes in the Slovak school system. In the article, the author analyzes the impact it had on the educational contents and technology in pre-college economic education as part of general education.Design/methodology/approach – curriculum documents analysis, literature review, opinion survey (questionnaire, qualitative research (interview.Findings – he reform resulted in more teaching time as well as more practical orientation of economic education in general education in primary and secondary schools. However, what is still missing in the contents of this branch of economic education is more space for entrepreneurship education that would help to develop entrepreneurial skills necessary for the students to become more economically independent after they leave school. Although the reform gave schools more freedom in creating their school educational programs, it did not provide them with extra funds to finance the necessary modernization of the educational technologies they use. The differences in the use of modern ICT between different schools are thus attributable to other factors, unrelated to the educational reform process.Research limitations/implications – in the analysis of the contents of pre-college economic education, the author focused on the educational standards set by the state educational program, which must be respected by all schools in Slovakia. Although the reality of economic education in general education differs among schools (some schools created even several separated economic courses compulsory for all their students, others offer only a minimum required by the state educational program infused in a compulsory social studies course, it might also be interesting to analyze a sample of school educational programs for comparison and a more in-depth analysis.Originality/value – the article presents the findings of the genuine research.Research type: research paper.

  17. Pedagogical Experience of Teaching Financial Coaching

    Directory of Open Access Journals (Sweden)

    Lucy M. Delgadillo

    2015-12-01

    Full Text Available This study reports on the pedagogical experience of teaching a financial coaching course to personal and family finance undergraduate students at XXXX State University. The paper describes the conceptualization of the class, including theoretical frameworks, ethical considerations, practitioner’s models, learning objectives, and competencies. The assessment of the course provided data used by the instructor to refine and adjust future course content and assignments. Quantitative data was collected in pre- and post-tests assessments. The quantitative assessment shows statistically significant gains in specific coaching skills and competencies. The qualitative assessment indicates that, at the end of the course, students had better understanding of the coaching code of ethics and better communication and listening skills. The peer-to-peer coaching exercise was apparently very fear-provoking but valuable for the students. Challenges for teaching financial coaching by future instructors are discussed in the last section

  18. TRAINING THE COMPETITIVE GRADUATES OF PEDAGOGICAL HIGHER SCHOOLS VIA THE SYSTEM OF ADDITIONAL EDUCATION

    Directory of Open Access Journals (Sweden)

    L. A. Amirova

    2014-01-01

    Full Text Available The paper is devoted to the problem of professional selfdetermination, which involves selection of and enrolment in a particular educational institution, as well as preparation for a job placement after graduation in the fast changing labor market. Additionally, the authors point out the related complications, caused by deformations in the professional orientation system, and leading to a professional self-identification crisis. The aim of the research is to demonstrate that fostering the competitive university graduates -the priority task of the modern higher school - requires psycho-pedagogical facilitation, and flexible alternative application of available resources of time, content, organization, and technology. However, the necessity to follow the Federal State Educational Standards and other regulatory procedures slows down the higher school’s response to changing realities, and hinders the prompt development of mobile and adaptive educational programs. As an effective tool for solving the problem of professional selfidentification, the author recommends the variational programs of additional education, regarded as an option to the major specialization. The paper discusses the “SchoolofProfessional Success” project, approbated inBashkirskyStatePedagogicalUniversity, based on the competence and person-oriented approaches, and analytical monitoring of students’ requirements for additional skills and knowledge. The above experience can be further extrapolated to different fields of training.

  19. Barriers to integrating information technology content in doctor of nursing practice curricula.

    Science.gov (United States)

    Lilly, Kezia; Fitzpatrick, Joyce; Madigan, Elizabeth

    2015-01-01

    To date, there is no benchmark data available on the measurement of program outcomes in doctor of nursing practice (DNP) programs. The purpose of this study was to identify barriers to integration of IT content in the curriculum in DNP programs, perceived IT competencies taught, and DNP faculty perception of competencies. The study location was DNP programs in the United States, and focus was on doctorate-prepared faculty with a DNP or PhD. A descriptive design using an Internet-based survey was done with 113 DNP programs administrators and faculty across the United States. Limitation of the study was that few DNP administrators forwarded the study to faculty, limiting the sample size. For the purpose of this study, the results were limited to responses from DNP administrators, and some comparative data of the faculty were used. Barriers measured included lack of qualified faculty, faculty's limited knowledge or skills in IT, lack of interest, age, lack of time to learn IT, lack of time to use IT, too many work demands, lack of administrative vision, unclear expectations of faculty, lack of technical support to faculty, or lack of resources. Leading barriers to IT implementation were lack of time of faculty, too many other work demands of faculty, lack of resources dedicated to IT, and lack of qualified faculty to teach IT. Further research is necessary on doctorate-prepared faculty and on interventions to overcome these barriers is needed. Published by Elsevier Inc.

  20. Ethanol production from food waste at high solids content with vacuum recovery technology.

    Science.gov (United States)

    Huang, Haibo; Qureshi, Nasib; Chen, Ming-Hsu; Liu, Wei; Singh, Vijay

    2015-03-18

    Ethanol production from food wastes does not only solve environmental issues but also provides renewable biofuels. This study investigated the feasibility of producing ethanol from food wastes at high solids content (35%, w/w). A vacuum recovery system was developed and applied to remove ethanol from fermentation broth to reduce yeast ethanol inhibition. A high concentration of ethanol (144 g/L) was produced by the conventional fermentation of food waste without a vacuum recovery system. When the vacuum recovery is applied to the fermentation process, the ethanol concentration in the fermentation broth was controlled below 100 g/L, thus reducing yeast ethanol inhibition. At the end of the conventional fermentation, the residual glucose in the fermentation broth was 5.7 g/L, indicating incomplete utilization of glucose, while the vacuum fermentation allowed for complete utilization of glucose. The ethanol yield for the vacuum fermentation was found to be 358 g/kg of food waste (dry basis), higher than that for the conventional fermentation at 327 g/kg of food waste (dry basis).

  1. Technical support for digital systems technology development. Task order 1: ISP contention analysis and control

    Science.gov (United States)

    Stehle, Roy H.; Ogier, Richard G.

    1993-01-01

    Alternatives for realizing a packet-based network switch for use on a frequency division multiple access/time division multiplexed (FDMA/TDM) geostationary communication satellite were investigated. Each of the eight downlink beams supports eight directed dwells. The design needed to accommodate multicast packets with very low probability of loss due to contention. Three switch architectures were designed and analyzed. An output-queued, shared bus system yielded a functionally simple system, utilizing a first-in, first-out (FIFO) memory per downlink dwell, but at the expense of a large total memory requirement. A shared memory architecture offered the most efficiency in memory requirements, requiring about half the memory of the shared bus design. The processing requirement for the shared-memory system adds system complexity that may offset the benefits of the smaller memory. An alternative design using a shared memory buffer per downlink beam decreases circuit complexity through a distributed design, and requires at most 1000 packets of memory more than the completely shared memory design. Modifications to the basic packet switch designs were proposed to accommodate circuit-switched traffic, which must be served on a periodic basis with minimal delay. Methods for dynamically controlling the downlink dwell lengths were developed and analyzed. These methods adapt quickly to changing traffic demands, and do not add significant complexity or cost to the satellite and ground station designs. Methods for reducing the memory requirement by not requiring the satellite to store full packets were also proposed and analyzed. In addition, optimal packet and dwell lengths were computed as functions of memory size for the three switch architectures.

  2. Pedagogic process modeling: Humanistic-integrative approach

    Directory of Open Access Journals (Sweden)

    Boritko Nikolaj M.

    2007-01-01

    Full Text Available The paper deals with some current problems of modeling the dynamics of the subject-features development of the individual. The term "process" is considered in the context of the humanistic-integrative approach, in which the principles of self education are regarded as criteria for efficient pedagogic activity. Four basic characteristics of the pedagogic process are pointed out: intentionality reflects logicality and regularity of the development of the process; discreteness (stageability in dicates qualitative stages through which the pedagogic phenomenon passes; nonlinearity explains the crisis character of pedagogic processes and reveals inner factors of self-development; situationality requires a selection of pedagogic conditions in accordance with the inner factors, which would enable steering the pedagogic process. Offered are two steps for singling out a particular stage and the algorithm for developing an integrative model for it. The suggested conclusions might be of use for further theoretic research, analyses of educational practices and for realistic predicting of pedagogical phenomena. .

  3. DESIGNING EDUCATIONAL PROCESS OF FORMING SOCIAL AND PEDAGOGICAL COMPETENCE OF FUTURE PRIMARY SCHOOL TEACHERS IN INCLUSIVE SECONDARY SCHOOL

    Directory of Open Access Journals (Sweden)

    Zoia Shevtsiv

    2017-04-01

    Full Text Available The article is devoted to the issue of social and pedagogical competence of future primary school teacher in inclusive secondary schools. The aim of the article is to define the concept “design” and “pedagogical design”; to disclose methodological approaches and main features of pedagogical design of forming of social and pedagogical competence of future primary school teacher in inclusive secondary schools; to identify structural elements of social and pedagogical competence. The article analyzes the essence of the concept “design”. The process of designing educational system of social and pedagogical competence of future primary school teacher in inclusive secondary school is based on several interrelated methodological approaches, including systematic, axiological, active, person-centered, contextual acmeological, and competential ones. Important factors and theoretical starting positions are designing general principles of education: humanism and democracy; principles of teaching, scientific, professional orientation, integrity, communication theory and practice, consistency and systematic, variability, pedagogical creativity. The special principles are the following: problematic, technologizing, dialogization, and competence ones. Social and pedagogical competence of future primary school teachers in inclusive secondary school is structured by the cognitive, active, professional and personal components. Structure components are defined as a synthesis of social and pedagogical competences, educational and developmental, communicative, diagnostic, organizational, predictive, preventive, security and defense, correctional and rehabilitation, adaptation items. Established continuity of the educational process of forming social and pedagogical competence of future primary school teacher in inclusive secondary school takes place during the period of study in higher education establishments. The following conclusions are drawn that

  4. A FUNCTIONAL MODEL OF COMPUTER-ORIENTED LEARNING ENVIRONMENT OF A POST-DEGREE PEDAGOGICAL EDUCATION

    Directory of Open Access Journals (Sweden)

    Kateryna R. Kolos

    2014-06-01

    Full Text Available The study substantiates the need for a systematic study of the functioning of computer-oriented learning environment of a post-degree pedagogical education; it is determined the definition of “functional model of computer-oriented learning environment of a post-degree pedagogical education”; it is built a functional model of computer-oriented learning environment of a post-degree pedagogical education in accordance with the functions of business, information and communication technology, academic, administrative staff and peculiarities of training courses teachers.

  5. Formation of professional competence of the future teachers of physical training by methods of pedagogical situations.

    Directory of Open Access Journals (Sweden)

    Chernyakov V.V.

    2011-02-01

    Full Text Available The model of usage of pedagogical situations during professional training of the future teachers of physical training is shown. In creation of model is used practical experience of usage of pedagogical situations during teaching and educational process at faculty of physical training. Efficiency of application of pedagogical situations during formation of professional competence of the future teachers of physical training is proved. The main element of the technology of forming professional competence was research and problem-educational tasks that stimulate students' activity.

  6. THE D-AMINO ACID CONTENT OF FOODSTUFFS SUBJECTED TO VARIOUS TECHNOLOGICAL PROCEDURES

    Directory of Open Access Journals (Sweden)

    János Csapó

    2000-06-01

    Full Text Available D-amino acids occurring in dietary proteins originate as a consequence of technological intervention while basic materials are being prepared for consumption. Foodstuffs are the most significant sources of D-amino acids, as in the process of cooking or during the various processing procedures used in the food industry dietary proteins undergo racemisation to a greater or lesser degree. Food stores are now selling increasing quantities of foods (such as breakfast cereals, baked potatoes, liquid and powdered infant foods, meat substitutes and other supplements which in some cases contain substantial quantities of D-amino acids, which in turn possess characteristics harmful with respect to digestion and health. Alkali treatment catalyses the racemisation of optically active amino acids. The degree of racemisation undergone varies from protein to protein, but the relative order of the degree of racemisation of the individual amino acids within proteins shows a high level of similarity. The principal factors influencing racemisation are the pH of the medium, heat treatment, the duration of the application of alkaline treatment and the structure of the respective amino acids. D-amino acids formed in the course of treatment with alkalis or heat give rise to a deterioration in quality and reduce the extent to which food thus treated can be used safely. The presence of D-amino acids in proteins leads to a decrease in digestibility and the availability of the other amino acids. This results in a reduction in the quantities of the L-enantiomers of the essential amino acids, as the peptide bonds cannot split in the normal way. Some D-amino acids can exert an isomer-toxic effect and have the capacity to give rise to changes in the biological effect of lysinoalanine.

  7. Pedagogical support of child development in a group on child care «Lesnaya Polyana»

    Directory of Open Access Journals (Sweden)

    Hlystova A. V.

    2017-03-01

    Full Text Available the article reveals the peculiarities of psycho-pedagogical support for young children, describes the content, methods and techniques, ways of working with parents as part of the parent club.

  8. VIRTUAL INTERNSHIP AS AN EFFECTIVE RESOURCE OF CONTINUOUS PEDAGOGICAL EDUCATION

    Directory of Open Access Journals (Sweden)

    М П Нечаев

    2016-12-01

    Full Text Available In the article the necessity of introduction of new effective forms and technologies to support continuous professional growth of teachers. Emphasizes the role of virtual internships as an effective resource in the organization of system of continuous pedagogical education based on the development of professional reflection of the teacher. Noted that the organization of virtual internships will allow teachers to build on the scientific basis of the technology of following tasks: formation of motivation of teachers to continuously improve their professional skills; developing the ability to analyze educational experience of their colleagues; the development of the ability to analyze the pedagogical experience through the prism of analysis of the “alien” experience; develop the ability to see your “strong” and “weak” parties in a professional way, to determine the cause of professional difficulties, to identify internal resources to build individual trajectory of their professional development.

  9. [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.

  10. 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...

  11. Effect of mechanically deboned poultry meat content on technological properties and sensory characteristics of lamb and mutton sausages.

    Science.gov (United States)

    Massingue, Armando Abel; de Almeida Torres Filho, Robledo; Fontes, Paulo Rogério; de Lemos Souza Ramos, Alcinéia; Fontes, Edimar Aparecida Filomeno; Perez, Juan Ramon Olalquiaga; Ramos, Eduardo Mendes

    2018-04-01

    This study aimed to develop a value-added product concerning technological and sensory characteristics changes of the use of mechanically deboned poultry meat (MDPM) as meat replacer in lamb and mutton emulsion-type sausages (mortadella). Sausages were produced with lamb and mutton and with different contents of MDPM. Six treatments, using lamb or mutton and 0%, 30%, and 60% of MDPM in relation to the meat batter, were produced and analyzed for pH, proximal composition, calcium and residual nitrite content, water activity, 2-thiobarbituric acid reactive substances (TBARS), instrumental color and texture profile. The sensory profile of the mortadella's was also evaluated by acceptance test and check-all-that-applies (CATA) analysis. The MDPM addition increased (psausage formulations, but mutton sausage had (psausage. The pH, water activity, TBARS index and color was not affected by MDPM additions, while the mutton sausages were significantly redder (higher a *, C *, and lower h °) and darker (lower L *) than lamb sausages. Adding up to 60% of MDPM reduced (psausages hardness and chewiness. Overall, the meat replacement by MDPM increased the sausages acceptance, but the mutton sausage with 30% of MDPM replacer were the most preferred. Consumers related that pink color, glossy appearance, poultry meat-like taste, soft texture, juicy and greasy mouth feel to all sausages contain MDPM according to CATA analysis. Mutton from culled ewes can be utilized for mortadella production with 30% replacement of lean mutton and fat by MDPM.

  12. Impedance sensor technology for cell-based assays in the framework of a high-content screening system

    International Nuclear Information System (INIS)

    Schwarzenberger, T; Wolf, P; Brischwein, M; Kleinhans, R; Demmel, F; Becker, B; Wolf, B; Lechner, A

    2011-01-01

    Living cultured cells react to external influences, such as pharmaceutical agents, in an intricate manner due to their complex internal signal processing. Impedance sensing of cells on microelectrodes is a favored label-free technology to indicate cellular events, usually ascribed to morphologic alteration or changes in cellular adhesion, which is usually found in stand-alone systems that do not incorporate life support or additional sensor systems. However, only in symbiosis with metabolic activity sensing and picture documentation may a complete insight into cellular vitality be provided. This complement was created within the framework of an automated high-content screening system previously developed by our group, monitoring 24 cell culture chambers in parallel. The objective of this paper is the development of miniaturized electronics for impedance measurements and its system integration as a modular unit. In addition, it is shown how sensor electrodes were optimized by impedance matching such that spectroscopy and raw data analysis become feasible for every culture well. Undesired mechanical stress on cultured cells may arise from the medium and agent support system of the autonomous screening apparatus. This paper demonstrates how this hazard is treated with the simulation of microfluidics and impedance measurements. Physiological data are subsequently derived from the exemplary tumor cell line MCF-7 both during treatment with the agent doxorubicin and through the impact of natural killer cells. This correlates the information content of complex impedance spectra with cellular respiration as well as data from microscopy

  13. Consolidating Orientation of Pedagogic Functions of University Teachers in International Students Training

    Science.gov (United States)

    Dzhamalova, Bika B.; Timonin, Andrey I.; Kolesov, Vladimir I.; Pavlov, Vladimir V.; Evstegneeva, Anastasiia A.

    2016-01-01

    This article is focused on the development of the structure and content of consolidating orientation of pedagogical functions of university teachers in international students' training. The leading method of research is the modeling method that allows producing of the established structure's and content's justification of consolidating orientation…

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

    Directory of Open Access Journals (Sweden)

    DOLGA Lia

    2008-07-01

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

  15. Determiner-Established Deixis to Communicative Artifacts in Pedagogical Text

    OpenAIRE

    Wilson, Shomir; Oberlander, Jon

    2014-01-01

    Pedagogical materials frequently containdeixis to communicative artifacts such astextual structures (e.g., sections and lists),discourse entities, and illustrations. Byrelating such artifacts to the prose, deixis playsan essential role in structuring the flow ofinformation in informative writing. However,existing language technologies have largelyoverlooked this mechanism. We examineproperties of deixis to communicative artifactsusing a corpus rich in determiner-establishedinstances of the ph...

  16. [Pedagogical Professional Development of Medical Teachers: The Experience of NOVA Medical School / Universidade Nova de Lisboa].

    Science.gov (United States)

    Marques, Joana; Rosado-Pinto, Patrícia

    2017-03-31

    To be a college teacher requires a permanent effort in developing specific competencies, namely in the pedagogical domain. This paper aims both to describe the pedagogical professional development program offered by the Medical Education Office of NOVA Medical School of Universidade Nova de Lisboa and to analyse its role in the enhancement of reflection around curriculum and teaching practice. Description of the pedagogical programme offered between 2010 and 2016. We focused the analysis on different kinds of data - opinions of the participants in the training programme (questionnaire before and after the training); pedagogical products elaborated by the participants in the programme - design of lessons, modules or curricular units; questionnaire sent in 2016 to NOVA Medical School teachers responsible for the curricular units, about the contribution of their disciplines to the accomplishment of the core learning outcomes of the NOVA Medical School medical graduates. The pedagogical training needs identified by the teachers focused mainly on improving practice, critically analysing the curriculum and sharing experiences. Globally the training programme was deeply appreciated and considered very good by 97% of the participants. The lesson plans delivered showed that the teachers were able to integrate and apply the concepts developed during the training. The answers from the 46 faculty responsible for the curricular units (the majority of them had attended the Medical Education Office training programme) highlighted their capacity to critically approach content and pedagogical strategies within their disciplines as well as their contribution to the main goals of the medical curriculum. The results underlined the importance of a pedagogical training focused on the critical analysis of curriculum and pedagogical practice. On the other hand, the pedagogical products analyzed revealed great mastery by teachers of the content and pedagogical strategies present in the

  17. 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

  18. Social Educational Work with the Pedagogical University Students – Future Social Teachers

    Directory of Open Access Journals (Sweden)

    Y. A. Makovskaya

    2013-01-01

    Full Text Available The paper discusses a model of social teachers’ training for the higher school, and analyzes its approbation in several Ukrainian higher schools. The author accentuates the general pedagogical and special trainingprinciples, applied in the teaching course, and denotes the main criteria of the future teaches’ readiness for professional activity. The research conclusions demonstrate that the social teacher training for the Master of Education degree involves the following factors: developed social educational network, pedagogical content guidance, intensification of training processes, motivation for professional self-development, and pedagogicalidentification. The pedagogical content guidance and training process intensification imply the combination of psycho-pedagogical disciplines and other professional courses, elaboration of didactic materials, educationalforms and methods. The pedagogical professional identification and motivation development provides the integrity of the value oriented, operational, and reflective components. The development of pedagogical identification is regarded as a complex dynamic phenomenon similar to socialization processes with their consequent stages of trust, autonomy, initiative, achievement, identity, creativity, and integrity.

  19. Unpacking Exoplanet Detection Using Pedagogical Discipline Representations (PDRs)

    Science.gov (United States)

    Prather, Edward E.; Chambers, Timothy G.; Wallace, Colin Scott; Brissenden, Gina

    2017-01-01

    Successful educators know the importance of using multiple representations to teach the content of their disciplines. We have all seen the moments of epiphany that can be inspired when engaging with just the right representation of a difficult concept. The formal study of the cognitive impact of different representations on learners is now an active area of education research. The affordances of a particular representation are defined as the elements of disciplinary knowledge that students are able to access and reason about using that representation. Instructors with expert pedagogical content knowledge teach each topic using representations with complementary affordances, maximizing their students’ opportunity to develop fluency with all aspects of the topic. The work presented here examines how we have applied the theory of affordances to the development of pedagogical discipline representation (PDR) in an effort to provide access to, and help non-science-majors engage in expert-like reasoning about, general relativity as applied to detection of exoplanets. We define a pedagogical discipline representation (PDR) as a representation that has been uniquely tailored for the purpose of teaching a specific topic within a discipline. PDRs can be simplified versions of expert representations or can be highly contextualized with features that purposefully help unpack specific reasoning or concepts, and engage learners’ pre-existing mental models while promoting and enabling critical discourse. Examples of PDRs used for instruction and assessment will be provided along with preliminary results documenting the effectiveness of their use in the classroom.

  20. 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.

  1. Humor: a pedagogical tool to promote learning.

    Science.gov (United States)

    Chabeli, M

    2008-09-01

    It has become critical that learners are exposed to varied methods of teaching and assessment that will promote critical thinking of learners. Humor creates a relaxed atmosphere where learning can be enhanced and appreciated. When learners are relaxed, thinking becomes eminent. Authoritative and tense environment hinders thinking. This paper seeks to explore the perceptions of nurse teacher learners regarding the use of humor as a pedagogical tool to promote learning. A qualitative, exploratory, descriptive and contextual research design was employed (Burns & Grove, 2001:61; Mouton, 1996:103). 130 naive sketches were collected from nurse teacher learners who volunteered to take part in the study (Giorgi in_Omery, 1983:52) Follow up interviews were conducted to verify the findings. A qualitative, open-coding method of content analysis was done Tesch (in Creswell, 1994:155). Measures to ensure trustworthiness of the study were taken in accordance with the protocol of (Lincoln & Guba, 1985:290-326). The findings of the study will assist the nurse educators to create a positive, affective, psychological and social learning environment through the use of humor in a positive manner. Nurse educators will appreciate the fact that integration of humor to the learning content will promote the learners' critical thinking and emotional intelligence. Negative humor has a negative impact on learning. Learner nurses who become critical thinkers will be able to be analytical and solve problems amicably in practice.

  2. CONCEPT OF CULTURAL AND EDUCATIONAL SPACE IN MODERN PEDAGOGICAL SCIENCE

    Directory of Open Access Journals (Sweden)

    Олеся Смолінська

    2014-07-01

    Full Text Available The paper considers the content of the concept of cultural and educational space from pedagogical theory positions. A classification of the studies of cultural and educational space has been made in this research. Author’s criteria for grouping definitions of cultural and educational space and other notions used in a synonymic sense have been outlined. The following definitions of this subject by scientists have been presented: as a physical factor of spatial organization, organizational and managerial category, factor of pedagogical influence, the coordinate system for society ethnic values, space of social and psychological communications, the object of philosophical and educational discourse, factors of the appearance of a person’s subjectness, the circumstance of metaphor formation of speech assimilation of reality.

  3. Modeling units of study from a pedagogical perspective: the pedagogical meta-model behind EML

    NARCIS (Netherlands)

    Koper, Rob

    2003-01-01

    This text is a short summary of the work on pedagogical analysis carried out when EML (Educational Modelling Language) was being developed. Because we address pedagogical meta-models the consequence is that I must justify the underlying pedagogical models it describes. I have included a (far from

  4. Thinking Pedagogically, Again, from Constructivism

    Directory of Open Access Journals (Sweden)

    Claudia Lucía Ordóñez

    2006-10-01

    Full Text Available In the present article I continue the one Ipublished in Revista de Estudios Sociales, Universidadde los Andes, entitled “Pensar pedagógicamentedesde el constructivismo: De lasconcepciones a las prácticas pedagógicas” (Thinkingpedagogically from constructivism: FromRecibido: Marzo 22 de 2006.Aceptado: Abril 18 de 2006.*Doctora en Educación, Escuela de Educación Universidadde Harvard. Profesora Asociada, Centro deInvestigación y Formación en Educación, CIFE Universidadde los Andes.Disclaimer: El presente artículo expone ideas personalesúnicamente de su autora. Ha sido producido dentrode su trabajo como Profesora Asociada del CIFE de laUniversidad de los Andes, con la intención de que sirvacomo parte del sustento teórico de los trabajospedagógicos y de investigación del grupo de investigación“De las concepciones a las prácticas pedagógicas”,reconocido por Colciencias, que dirige. Constituyeun documento original que no ha sido presentado parapublicación en ningún otro medio escrito.Artículo de reflexiónpedagogical conceptions to pedagogical practices(1. There I presented what are to me the principalconstructivist conceptions; I also supportedthe idea that they allow us, teachers of any disciplineand educational level, to change our traditionalconceptions related to the transmission of knowledge.In doing so, constructivist principles alsoallow us to renew our vision of learning and howit occurs and to create new pedagogical practicesfor better critical learning in our students. Here Idiscuss the fact that these conceptions have notreally entered our pedagogical practice at anylevel, from curriculum to class activities, and Idescribe a possible panorama of real use of constructivistprinciples in pedagogy.

  5. Pedagogical Posters in Nurse Education

    DEFF Research Database (Denmark)

    Kelly, Hélène; Bagger, Bettan

    2009-01-01

    education away from focusing upon formal qualifications towards the concept of developing nurse competences. These recommendations have resulted in challenges to traditional pedagogical approaches away from the teacher’s role as the disseminator of knowledge towards the role of facilitator of learning...... was integrated in a Nordic network’s intensive course held in the autumn of 2008. The network received funding for a research project with the goal of making recommendations with respect to best practice curriculum guidelines in prevention and health promotion education for students of nursing in the Nordic...

  6. Pedagogical Principles in Online Teaching

    DEFF Research Database (Denmark)

    Beckmann, Suzanne C.; Uth Thomsen, Thyra; von Wallpach, Sylvia

    In this paper, we describe the distinct features of fully online courses, explain their rationale and usefulness within a diverse offer of courses and corresponding teaching methods in undergraduate and graduate university study programmes. We then discuss opportunities and challenges in light...... of the seven pedagogical principles that govern the teaching at our university. We also present a case study that illustrates how both opportunities and challenges were met in two “first-mover” fully online courses during Fall 2014. The experiences from this case study are discussed in terms of to what extent...

  7. PEDAGOGICAL ASPECTS OF CLOUD COMPUTING

    Directory of Open Access Journals (Sweden)

    N. Morze

    2011-05-01

    Full Text Available Recent progress in computer science in the field of redundancy and protection has led to the sharing of data in many different repositories. Modern infrastructure has made cloud computing safe and reliable, and advancement of such computations radically changes the understanding of the use of resources and services. The materials in this article are connected with the definition of pedagogical possibilities of using cloud computing to provide education on the basis of competence-based approach and monitoring of learners (students.

  8. Beyond Robotic Wastelands of Time: Abandoned Pedagogical Agents and "New" Pedalled Pedagogies

    Science.gov (United States)

    Savin-Baden, Maggi; Tombs, Gemma; Bhakta, Roy

    2015-01-01

    Chatbots, known as pedagogical agents in educational settings, have a long history of use, beginning with Alan Turing's work. Since then online chatbots have become embedded into the fabric of technology. Yet understandings of these technologies are inchoate and often untheorised. Integration of chatbots into educational settings over the past…

  9. High-efficient and high-content cytotoxic recording via dynamic and continuous cell-based impedance biosensor technology.

    Science.gov (United States)

    Hu, Ning; Fang, Jiaru; Zou, Ling; Wan, Hao; Pan, Yuxiang; Su, Kaiqi; Zhang, Xi; Wang, Ping

    2016-10-01

    Cell-based bioassays were effective method to assess the compound toxicity by cell viability, and the traditional label-based methods missed much information of cell growth due to endpoint detection, while the higher throughputs were demanded to obtain dynamic information. Cell-based biosensor methods can dynamically and continuously monitor with cell viability, however, the dynamic information was often ignored or seldom utilized in the toxin and drug assessment. Here, we reported a high-efficient and high-content cytotoxic recording method via dynamic and continuous cell-based impedance biosensor technology. The dynamic cell viability, inhibition ratio and growth rate were derived from the dynamic response curves from the cell-based impedance biosensor. The results showed that the biosensors has the dose-dependent manners to diarrhetic shellfish toxin, okadiac acid based on the analysis of the dynamic cell viability and cell growth status. Moreover, the throughputs of dynamic cytotoxicity were compared between cell-based biosensor methods and label-based endpoint methods. This cell-based impedance biosensor can provide a flexible, cost and label-efficient platform of cell viability assessment in the shellfish toxin screening fields.

  10. Towards a Traceability System Based on RFID Technology to Check the Content of Pallets within Electronic Devices Supply Chain

    Directory of Open Access Journals (Sweden)

    Ignacio Angulo

    2013-01-01

    Full Text Available In the last few years there has been a growing interest in smart solutions capable of dealing with the traceability of products and materials to improve logistical processes. Most of the existing solutions have been designed without considering the difficulties of deploying traceability systems in the storehouses currently working, not dealing with specific needs, such as environment characteristics or time required to be handled by workers. In this paper, in order to test the viability of its application, a first prototype of a traceability system capable of checking the content of pallets loaded with electronic devices is presented. It is based on ultra-high frequency (UHF radio frequency identification (RFID technology using passive tags. A holistic approach has been adopted to design the system: it begins with a radioelectrical characterization of the environment where the check points will be implemented, continues with the integration of a set of data acquisition and wireless communication devices, and ends with a logistics information system able to provide final user services. The combination of physical layer analysis with a top layer system view can aid the planning as well as operational phase of this type of RFID system within a logistic chain.

  11. Towards an Inclusive Pedagogical Culture: Experiences from University Practice

    Directory of Open Access Journals (Sweden)

    Iliana María Fernández-Fernández

    2016-09-01

    Full Text Available In this paper, we deal with conceptual and methodological elements to develop the pedagogical inclusive competence of the professors of higher education in Ecuador. We analyze the current conceptions and the main drawbacks related to the inclusion process in the university environment nowadays. We support a theoretical procedural model, and from the practical standpoint, we implemented the methodological procedures structured in a map of processes to reach an inclusive formative process. The main results are given in the development of the pedagogical inclusive competence and the increase of the inclusion culture at the university, and revealed in the improvement of university curriculum from an inclusive approach, the betterment of the physical and technological infrastructure, the permanent upgrading of professors and putting into practice policies of affirmative action.

  12. 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...

  13. Pedagogical entrepreneurship in learning tasks

    Directory of Open Access Journals (Sweden)

    Marit Engum Hansen

    2016-11-01

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

  14. 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.

  15. Pedagogical Formation Education via Distance Education

    Science.gov (United States)

    Ozcan, Deniz; Genc, Zeynep

    2016-01-01

    The purpose of this research is to identify the perceptions of the efficacy of curriculum development on the part of pedagogical formation students, their views regarding their professional attitudes, and their attitudes towards the pedagogical formation education they receive via distance education. The study sample includes 438 Near East…

  16. Art's Pedagogical Paradox

    Science.gov (United States)

    Kalin, Nadine M.

    2014-01-01

    This article contributes to conversations concerning art education futures through engaging alternative relations between art, education, and democracy that mobilize education as art projects associated with the "pedagogical turn" as sites of liminality and paradox. An analysis of the art project, Pedagogical Factory, is used to outline…

  17. Pedagogic Governance: Theorising with/after Bernstein

    Science.gov (United States)

    Singh, Parlo

    2017-01-01

    Researchers interested in new modes of social control and regulation through pedagogic means have increasingly drawn on Bernstein's theories of social control through pedagogic means and the emergence of a totally pedagogised society. This article explores this aspect of the Bernsteinian theoretical project by extrapolating and contrasting…

  18. The Pedagogic Signature of the Teaching Profession

    Science.gov (United States)

    Kiel, Ewald; Lerche, Thomas; Kollmannsberger, Markus; Oubaid, Viktor; Weiss, Sabine

    2016-01-01

    Lee S. Shulman deplores that the field of education as a profession does not have a pedagogic signature, which he characterizes as a synthesis of cognitive, practical and moral apprenticeship. In this context, the following study has three goals: 1) In the first theoretical part, the basic problems of constructing a pedagogic signature are…

  19. Pedagogical Support Components of Students' Social Adaptation

    Science.gov (United States)

    Vlasova, Vera K.; Simonova, Galina I.; Soleymani, Nassim

    2016-01-01

    The urgency of the problem stated in the article is caused by the need of pedagogical support of students' social adaptation on the basis of systematicity, which is achieved if we correctly define the components of the process. The aim of the article is to determine the pedagogical support components of students' social adaptation. The leading…

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

    Science.gov (United States)

    Anders, Yvonne; Rossbach, Hans-Günther

    2015-01-01

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