Science.gov

Sample records for academic content knowledge

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

    ERIC Educational Resources Information Center

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

    2014-01-01

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

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

    ERIC Educational Resources Information Center

    De La Paz, Susan; Wissinger, Daniel R.

    2015-01-01

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in presenting their subjects, yet educators have increasingly privileged argumentation to help novices to reason with historical content.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

  3. Building a Third Space: How Academic Language Knowledge Helps Pre-Service Teachers Develop Content Literacy Practices

    ERIC Educational Resources Information Center

    Sussbauer, Erik J.

    2013-01-01

    Though attention to academic language is a key component of the Teacher Performance Assessment and the new Common Core Standards, little has been researched regarding how pre-service teachers build academic language knowledge and integrate it into their practice teaching experience. This study focuses on the construction and delivery of academic…

  4. An Exploration of the Relevance of the Pedagogy and Academic Content Knowledge That Are Offered to Prospective Science and Mathematics Teachers in Tanzania Teachers' Colleges

    ERIC Educational Resources Information Center

    Mungure, Daudi Mika

    2016-01-01

    This paper explored the Relevance of the Pedagogy and Academic Content Knowledge that are offered to Prospective Science and Mathematics Teachers in Tanzania Teachers' colleges. Morogoro Teachers' College and Kleruu Teachers' college were used as a case study. The performance in science and mathematics subjects in form four National examinations…

  5. Knowledge Management and Academic Libraries.

    ERIC Educational Resources Information Center

    Townley, Charles T.

    2001-01-01

    The emerging field of knowledge management offers academic libraries the opportunity to improve effectiveness, both for themselves and their parent institutions. This article summarizes knowledge management theory. Current applications in academic libraries and higher education are described. Similarities and difficulties between knowledge…

  6. The Relationship between College Students' Study Activities, Content Knowledge Structure, Academic Self-Efficacy and Classroom Achievement.

    ERIC Educational Resources Information Center

    Warkentin, Robert W.; And Others

    A theoretical model describes the components of academic studying focusing on antecedents as well as the consequences of studying. This study uses correlational means to explore the relationship among student characteristics, study activities, and outcomes for 42 education majors. Study activities were assessed with a self-report questionnaire.…

  7. Pedagogical Content Knowledge and Content Knowledge of Secondary Mathematics Teachers

    ERIC Educational Resources Information Center

    Krauss, Stefan; Brunner, Martin; Kunter, Mareike; Baumert, Jurgen; Neubrand, Michael; Blum, Werner; Jordan, Alexander

    2008-01-01

    Drawing on the work of L. S. Shulman (1986), the authors present a conceptualization of the pedagogical content knowledge and content knowledge of secondary-level mathematics teachers. They describe the theory-based construction of tests to assess these knowledge categories and the implementation of these tests in a sample of German mathematics…

  8. Academic Writing and Tacit Knowledge

    ERIC Educational Resources Information Center

    Elton, Lewis

    2010-01-01

    The genre of academic writing is discipline dependent, so that neither specialists in academic writing nor practising academics in a discipline can, independently of each other, provide students with the necessary help to develop the ability to write in their academic disciplines. Furthermore, the rules are largely tacit, i.e. they are not…

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

    ERIC Educational Resources Information Center

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

    2016-01-01

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

  10. Knowledge Management in Academic Institutions

    ERIC Educational Resources Information Center

    Adhikari, Dev Raj

    2010-01-01

    Purpose: The purpose of this paper is to present a concept of knowledge among the campus chiefs and other university leaders to make them aware of how important knowledge management (KM) is to achieve quality education criteria. Design/methodology/approach: The approach of the article is basically conceptual and descriptive. The article was…

  11. Fostering Topic Knowledge: Essential for Academic Writing

    ERIC Educational Resources Information Center

    Proske, Antje; Kapp, Felix

    2013-01-01

    Several researchers emphasize the role of the writer's topic knowledge for writing. In academic writing topic knowledge is often constructed by studying source texts. One possibility to support that essential phase of the writing process is to provide interactive learning questions which facilitate the construction of an adequate situation…

  12. Approaching Academic Digital Content Management.

    ERIC Educational Resources Information Center

    Acker, Stephen R.

    2002-01-01

    Discusses digital content management in higher education. Highlights include learning objects that make content more modular so it can be used in other courses or by other institutions; and a system at Ohio State University for content management that includes the creation of learner profiles. (LRW)

  13. Investigating Arabic Academic Vocabulary Knowledge Among Middle School Pupils: Receptive Versus Productive Knowledge.

    PubMed

    Makhoul, Baha

    2017-02-21

    The current study attempted to investigate the development of Arabic academic vocabulary knowledge among middle-school Arabic native speakers, taking into account the socioeconomic status of the Arab population in Israel. For this purpose, Arabic academic word list was developed, mapping the required academic words that are needed for adequate coping with informational texts as appearing in the different content areas text-books. Six-hundred Arabic speaking middle school pupils from the different areas in Israel, representing the different Arab subgroups: general Arab community, Druze and Bedouins, have participated in the current study. Two academic vocabulary tests, including receptive and productive academic vocabulary evaluation tests, were administrated to the students across the different age groups (7th, 8th and 9th). The results pointed to no significant difference between 7th and 9th grade in academic vocabulary knowledge. In contrast, significant difference was encountered between the different Arab sub-groups where the lowest scores were noted among the Bedouin sub-group, characterized by the lowest SES. When comparing receptive and productive academic vocabulary knowledge between 7th and 9th grade, the results pointed to improvement in receptive academic knowledge towards the end of middle school but not on the productive knowledge level. In addition, within participants' comparison indicated a gap between the pupils' receptive and productive vocabulary. The results are discussed in relation to the existing scientific literature and to its implication of both research and practice in the domain of Arabic literacy development.

  14. Academic Knowledge Construction and Multimodal Curriculum Development

    ERIC Educational Resources Information Center

    Loveless, Douglas J., Ed.; Griffith, Bryant, Ed.; Bérci, Margaret E., Ed.; Ortlieb, Evan, Ed.; Sullivan, Pamela, Ed.

    2014-01-01

    While incorporating digital technologies into the classroom has offered new ways of teaching and learning into educational processes, it is essential to take a look at how the digital shift impacts teachers, school administration, and curriculum development. "Academic Knowledge Construction and Multimodal Curriculum Development" presents…

  15. Pedagogical Content Knowledge: Teachers' Ways of Knowing.

    ERIC Educational Resources Information Center

    Gudmundsdottir, Sigrun

    In this paper, which draws on a dissertation in process, one of the issues central to the role of content knowledge for teaching, "pedagogical content knowledge," is examined. This body of knowledge is an amalgam of pedagogy and content and makes teachers different from scholars in a field. General pedagogical knowledge is the teacher's knowledge…

  16. Exploring Preschool Children's Science Content Knowledge

    ERIC Educational Resources Information Center

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

    2015-01-01

    Research Findings: The purpose of this study was to describe children's science content knowledge and examine the early predictors of science content knowledge in a sample of 194 typically developing preschool children. Children's science content knowledge was assessed in the fall (Time 1) and spring (Time 2) of the preschool year. Results showed…

  17. What Is Technological Pedagogical Content Knowledge (TPACK)?

    ERIC Educational Resources Information Center

    Koehler, Mathew J.; Mishra, Punya; Cain, William

    2013-01-01

    This paper describes TPACK, technological pedagogical content knowledge (originally TPCK), a teacher knowledge framework for technology integration that builds on Lee S. Shulman's construct of pedagogical content knowledge to include technology knowledge. The paper begins with a brief introduction to the complex, ill-structured nature of teaching.…

  18. Assessing English Language Learner Content Knowledge in the Mainstream Classroom

    ERIC Educational Resources Information Center

    Clark-Gareca, Beth

    2013-01-01

    In K-12 environments in the US, classroom tests are a central means by which teachers assess English Language Learner (ELL) content knowledge. Performance on routine classroom assessments is often a contributing criterion for school based decision-making and can affect decisions relating to academic tracking, retention, and access to academic…

  19. A Review of Technological Pedagogical Content Knowledge

    ERIC Educational Resources Information Center

    Chai, Ching Sing; Koh, Joyce Hwee Ling; Tsai, Chin-Chung

    2013-01-01

    This paper reviews 74 journal papers that investigate ICT integration from the framework of technological pedagogical content knowledge (TPACK). The TPACK framework is an extension of the pedagogical content knowledge (Shulman, 1986). TPACK is the type of integrative and transformative knowledge teachers need for effective use of ICT in…

  20. Teachers' Beliefs about Mathematical Horizon Content Knowledge

    ERIC Educational Resources Information Center

    Mosvold, Reidar; Fauskanger, Janne

    2014-01-01

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

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

    ERIC Educational Resources Information Center

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

    2015-01-01

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

  2. The Knowledge of Teaching--Pedagogical Content Knowledge (PCK)

    ERIC Educational Resources Information Center

    Shing, Chien Lee; Saat, Rohaida Mohd.; Loke, Siow Heng

    2015-01-01

    Pedagogical content knowledge (PCK) was first introduced by Shulman in the 80s. It is defined as the integration or amalgamation of pedagogy and content which basically covers the "what" and "how" of teaching. PCK was considered as the missing paradigm in the study of teaching. This integration of knowledge was long searched by…

  3. Interplay between Content Knowledge and Scientific Argumentation

    ERIC Educational Resources Information Center

    Hakyolu, Hanife; Ogan-Bekiroglu, Feral

    2016-01-01

    This research study aimed to analyze the relationship between content knowledge and argumentation by examining students' prior subject matter knowledge and their production of arguments as well as by comparing students' arguments with their knowledge-in-use during scientific argumentation sessions. A correlational research design was carried out…

  4. Changing Knowledge and the Academic Profession in Portugal

    ERIC Educational Resources Information Center

    Santiago, Rui; Carvalho, Teresa; Ferreira, Andreia

    2015-01-01

    The paper analyses the Portuguese academics' perceptions about changes in their research activities and modes of knowledge production. Quantitative data gathered from an on-line national survey have been used to develop this analysis. Results reveal that the majority of academics declared that they were not involved in knowledge and technology…

  5. Pedagogical Content Knowledge and Industrial Design Education

    ERIC Educational Resources Information Center

    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…

  6. Understanding Malaysian Pre-Service Teachers Mathematical Content Knowledge and Pedagogical Content Knowledge

    ERIC Educational Resources Information Center

    Leong, Kwan Eu; Meng, Chew Cheng; Rahim, Suzieleez Syrene Abdul

    2015-01-01

    This article seeks to present findings from the analysis of the TEDS-M reports on the mathematical content knowledge (MCK) and pedagogical content knowledge (PCK) of the pre-service teachers in Malaysia. The main objective of this study was to investigate the level of teaching knowledge attained by the Malaysian pre-service primary and secondary…

  7. Adolescent Health Behavior, Contentment in School, and Academic Achievement

    ERIC Educational Resources Information Center

    Kristjansson, Alfgeir Logi; Sigfusdottir, Inga Dora; Allegrante, John P.; Helgason, Asgeir R.

    2009-01-01

    Objectives: To examine the association between health behavior indicators, school contentment, and academic achievement. Methods: Structural equation modeling with 5810 adolescents. Results: Our model explained 36% of the variance in academic achievement and 24% in school contentment. BMI and sedentary lifestyle were negatively related to school…

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

    ERIC Educational Resources Information Center

    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…

  9. The Relationship between Teacher Content and Pedagogical Content Knowledge and Student Content Knowledge of Heat Energy and Temperature.

    ERIC Educational Resources Information Center

    Magnusson, Shirley; And Others

    The purpose of this study was to examine the relationship between science teacher knowledge and changes in student content knowledge after students experienced microcomputer-based laboratory (MBL) instruction about heat energy and temperature. Investigation of teacher knowledge included evaluation of content knowledge and pedagogical content…

  10. Developing a Content Strategy for an Academic Library Website

    ERIC Educational Resources Information Center

    Blakiston, Rebecca

    2013-01-01

    Academic library websites contain a vast amount of complex content and, all too often, there is a lack of established process for creating, updating, and deleting that content. There is no clear vision or purpose to the content, and numerous staff members are expected to maintain content with little guidance. Because of this, many library websites…

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

    ERIC Educational Resources Information Center

    Nurhayati, Sri

    2015-01-01

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

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

    ERIC Educational Resources Information Center

    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…

  13. Investigating Pedagogical Content Knowledge-in-Action

    ERIC Educational Resources Information Center

    Taylan, Rukiye Didem; da Ponte, João Pedro

    2016-01-01

    This article investigates the pedagogical content knowledge (PCK) of a teacher educator who teaches 5th-grade mathematics in a school in the context of a university-school partnership project. PCK is analyzed in a qualitative way through video-taped classroom episodes with focus on interactions between the teacher and the students as well as the…

  14. Increasing Your Mathematics and Science Content Knowledge.

    ERIC Educational Resources Information Center

    Thorson, Annette, Ed.

    2002-01-01

    This journal is intended for classroom teachers and provides a collection of essays and instructional materials organized around the theme of mathematics and science content knowledge. Articles include: (1) "Watching Ourselves Learn" (Annette Thorson); (2) "Search Smarter!" (Kimberly S. Roempler); (3) "Teacher Education Materials Project" (Joan…

  15. Bird Boxes Build Content Area Knowledge

    ERIC Educational Resources Information Center

    Cianca, Sherri Ann

    2013-01-01

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

  16. Content Knowledge--The Real Reading Crisis

    ERIC Educational Resources Information Center

    Kato, Tsuguhiko; Manning, Maryann

    2007-01-01

    The perceived crisis in reading achievement may be misplaced--the real crisis may be what is ignored in the curriculum. People are alarmed at the lack of emphasis being placed on teaching content knowledge in many of today's classrooms. They laugh when Jay Leno takes to the street, interviewing teenagers and young adults who do not have the…

  17. Mapping the Way to Content Knowledge

    ERIC Educational Resources Information Center

    Poling, Lisa L.; Goodson-Epsy, Tracy; Dean, Chrystal; Lynch-Davis, Kathleen; Quickenton, Art

    2015-01-01

    The role of teacher education is to initiate purposeful conversation regarding specific content, to provide the scaffold for which preservice teachers can begin to understand the subject matter for the purpose of teaching, and to acknowledge gaps in their conceptual knowledge (Grossman and Shoenfeld with Lee 2005). Teacher candidates may enter…

  18. Mentoring Academic Journal Reviewers: Brokering Reviewing Knowledge

    ERIC Educational Resources Information Center

    Adamson, John

    2012-01-01

    This paper reports on an ongoing programme to develop new academic journal reviewers through mentoring. It analyses data from correspondence between experienced reviewer/mentors and new reviewer/mentees at an online journal. With the overlying objective of improving internal review quality, the mentoring programme has been initiated to raise…

  19. Development of Survey of Technological Pedagogical and Content Knowledge (TPACK)

    ERIC Educational Resources Information Center

    Sahin, Ismail

    2011-01-01

    The purpose of this study is to develop a survey of technological pedagogical and content knowledge (TPACK). The survey consists of seven subscales forming the TPACK model: 1) technology knowledge (TK), 2) pedagogy knowledge (PK), 3) content knowledge (CK), 4) technological pedagogical knowledge (TPK), 5) technological content knowledge (TCK), 6)…

  20. Does content knowledge matter for new teachers?

    NASA Astrophysics Data System (ADS)

    Reeves, Todd D.

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

  1. Free Academic Content by CII-Shiksha

    ERIC Educational Resources Information Center

    Journal on School Educational Technology, 2005

    2005-01-01

    Shiksha India, a non-profit organization supported by the Confederation of Indian Industry (CII) was formed with the prime intent to bridge the digital divide in India. Through providing various technology tools to the schools free of cost, Shiksha aims to equip the school children with a variety of academic and life-long skills. The only…

  2. Transforming Knowledge for Sustainability: Towards Adaptive Academic Institutions

    ERIC Educational Resources Information Center

    Miller, Thaddeus R.; Munoz-Erickson, Tischa; Redman, Charles L.

    2011-01-01

    Purpose: The purpose of this paper is to argue that the types of and ways in which academic institutions produce knowledge are insufficient to contribute to a transition to sustainability. Design/methodology/approach: Reflecting on experiences at the School of Sustainability, the authors contend that a different kind of knowledge is needed, what…

  3. The Academic Knowledge Management Model of Small Schools in Thailand

    ERIC Educational Resources Information Center

    Tumtuma, Chamnan; Chantarasombat, Chalard; Yeamsang, Theerawat

    2015-01-01

    The Academic Knowledge Management Model of Small Schools in Thailand was created by research and development. The quantitative and qualitative data were collected via the following steps: a participatory workshop meeting, the formation of a team according to knowledge base, field study, brainstorming, group discussion, activities carried out…

  4. Critique in Academic Disciplines and Active Learning of Academic Content

    ERIC Educational Resources Information Center

    Ford, Michael J.

    2010-01-01

    This article argues for increased theoretical specificity in the active learning process. Whereas constructivist learning emphasizes construction of meaning, the process articulated here complements meaning construction with disciplinary critique. This process is an implication of how disciplinary communities generate new knowledge claims, which…

  5. The Implications of Adolescents' Academic Word Knowledge for Achievement and Instruction

    ERIC Educational Resources Information Center

    Townsend, Dianna; Bear, Donald; Templeton, Shane; Burton, Amy

    2016-01-01

    The purpose of the current study was to determine relationships between orthographic and morphological awareness of academic words and achievement across content areas. Participants (n = 256), diverse seventh and eighth graders, took three word knowledge measures; two standardized achievement measures were used as outcomes. Orthographic awareness…

  6. 10 Years of "Adult Learning": Content Analysis of an Academic Journal

    ERIC Educational Resources Information Center

    Cherrstrom, Catherine A.; Robbins, Stacey E.; Bixby, John

    2017-01-01

    Academic publications provide insights into a discipline's history, knowledge base, and research norms, and thus analyzing publication activity provides learning about the field of study. To learn more about the field of adult and continuing education, this study used content analysis to examine 10 years of "Adult Learning" from 2006…

  7. Content Management and the Future of Academic Libraries.

    ERIC Educational Resources Information Center

    Wu, Yuhfen Diana; Liu, Mengxiong

    2001-01-01

    Discusses Internet-based electronic content management in digital libraries and considers the future of academic libraries. Topics include digital technologies; content management systems; standards; bandwidth; security and privacy concerns; legal matters, including copyrights and ownership; lifecycle; and multilingual access and interface. (LRW)

  8. Academic Content, Student Learning, and the Persistence of Preschool Effects

    ERIC Educational Resources Information Center

    Claessens, Amy; Engel, Mimi; Curran, F. Chris

    2014-01-01

    Little research has examined the relationship between academic content coverage in kindergarten and student achievement. Using nationally representative data, we examine the association between reading and mathematics content coverage in kindergarten and student learning, both overall and for students who attended preschool, Head Start, or…

  9. Academic Dystopia: Knowledge, Performativity, and Tertiary Education

    ERIC Educational Resources Information Center

    Roberts, Peter

    2013-01-01

    Jean-Francois Lyotard's classic work, "The Postmodern Condition," was first published in 1979 and has been available in English translation since 1984 (Lyotard 1984). Intended as a "report on knowledge," "The Postmodern Condition" has gained a wide readership among critical policy analysts with an interest in…

  10. (En)Gendering Knowledge: Feminists in Academe.

    ERIC Educational Resources Information Center

    Hartman, Joan E., Ed.; Messer-Davidow, Ellen, Ed.

    This book summarizes the major conceptual dilemmas facing feminist intellectuals in academia today. It shows how scholars in very different disciplines can draw on particularities of race, class, ethnicity, sexuality, gender, and voice to enrich and contextualize the knowledge they produce. Examined are agency, perspectives, value judgments,…

  11. On-Site Pedagogical Content Knowledge Development

    NASA Astrophysics Data System (ADS)

    Chan, Kennedy Kam Ho; Yung, Benny Hin Wai

    2015-05-01

    Experiences and reflection have long been regarded as a foundation for pedagogical content knowledge (PCK) development. However, little is known about how experienced teachers develop their PCK via reflection-in-action during their moment-to-moment classroom instruction. Drawing upon data sources including classroom observations, semi-structured interviews and stimulated recall interviews based on lesson videos, this study examined instances when four experienced teachers were found to invent new instructional strategies/representations on the spot during the lesson (referred to as on-site PCK development) in their first attempts at teaching a new topic. The study documented the moment-to-moment experiences of the teachers, including their reconstructed thought processes associated with these instances of on-site PCK development. An explanatory model of a three-step process comprising a stimulus, an integration process and a response was advanced to account for the on-site PCK development observed among the teachers. Three categories of stimulus that triggered on-site PCK development were identified. Factors influencing the integration process and, hence, the resulting response, included teachers' subject matter knowledge of the new topic, their general pedagogical knowledge and their knowledge of student learning difficulties/prior knowledge related to the new topic. Implications for teacher professional development in terms of how to enhance teachers' on-site PCK development are discussed.

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

    NASA Astrophysics Data System (ADS)

    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

  13. Teaching Academic Content and Literacy to English Learners in Elementary and Middle School. IES Practice Guide. NCEE 2014-4012

    ERIC Educational Resources Information Center

    Baker, Scott; Lesaux, Nonie; Jayanthi, Madhavi; Dimino, Joseph; Proctor, C. Patrick; Morris, Joan; Gersten, Russell; Haymond, Kelly; Kieffer, Michael J.; Linan-Thompson, Sylvia; Newman-Gonchar, Rebecca

    2014-01-01

    As English learners face the double demands of building knowledge of a second language while learning complex grade-level content, teachers must find effective ways to make challenging content comprehensible for students. This updated English learner practice guide, "Teaching Academic Content and Literacy to English Learners in Elementary and…

  14. Learning Academic Content the Adventure Way.

    ERIC Educational Resources Information Center

    Lopez, Hector

    1997-01-01

    Describes and gives examples of integrating adventure activities into existing classroom curricula at three levels: review or metaphors, interwoven activities for content delivery, and total integration into classroom design. Example activities include "Speed Rabbit,""Have You Ever,""Stepping Stones,""Whale Watch," and "Mine Field." (SAS)

  15. Go-to's for content knowledge

    NASA Astrophysics Data System (ADS)

    Riendeau, Diane

    2015-09-01

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

  16. Threshold Concepts and Student Engagement: Revisiting Pedagogical Content Knowledge

    ERIC Educational Resources Information Center

    Zepke, Nick

    2013-01-01

    This article revisits the notion that to facilitate quality learning requires teachers in higher education to have pedagogical content knowledge. It constructs pedagogical content knowledge as a teaching and learning space that brings content and pedagogy together. On the content knowledge side, it suggests that threshold concepts, akin to a…

  17. Knowledge, Skills and Attributes for Academic Reference Librarians

    ERIC Educational Resources Information Center

    Haddow, Gaby

    2012-01-01

    A survey of Australian academic reference librarians was conducted as part of an international collaboration seeking to identify the most important knowledge, skills and attributes now and for the next ten years. Librarians working in or managing reference-related services at university and vocational education and training institutions…

  18. Evolving Health Care System: Academic Implications for Content and Skill.

    ERIC Educational Resources Information Center

    Hartzema, Abraham G.

    1987-01-01

    The impact of changing health care systems on the content of pharmaceutical education is examined, including the relationship between basic and applied sciences and between the applied sciences and skill and attitude formation, in both academic and clinical education. The role of pharmacy administration in the curriculum is discussed. (MSE)

  19. Academic Deans' Views on Curriculum Content in Medical Schools.

    ERIC Educational Resources Information Center

    Graber, David R.; Bellack, Janis P.; Musham, Catherine; O'Neil, Edward H.

    1997-01-01

    A survey of academic deans (n=100) in universities associated with medical and osteopathy schools found that administrators' attitudes about curriculum content are being influenced by changes in health care delivery and an increasingly generalist orientation. There appears to be support for medical school curricula fostering a broader, more…

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

    NASA Astrophysics Data System (ADS)

    Marshman, Emily Megan

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

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

    ERIC Educational Resources Information Center

    Sapp, Sarah B.; Thoron, Andrew C.

    2014-01-01

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

  2. Developing Mathematical Content Knowledge for Teaching Elementary School Mathematics

    ERIC Educational Resources Information Center

    Thanheiser, Eva; Browning, Christine A.; Moss, Meg; Watanabe, Tad; Garza-Kling, Gina

    2010-01-01

    In this paper the authors present three design principles they use to develop preservice teachers' mathematical content knowledge for teaching in their mathematics content and/or methods courses: (1) building on currently held conceptions, (2) modeling teaching for understanding, (3) focusing on connections between content knowledge and other…

  3. Assessing Academic Self-Efficacy, Knowledge, and Attitudes in Undergraduate Physiology Students.

    PubMed

    Woolcock, Andrew D; Creevy, Kate E; Coleman, Amanda E; Moore, James N; Brown, Scott A

    2016-01-01

    Academic self-efficacy affects the success of students in the sciences. Our goals were to develop an instrument to assess the self-efficacy and attitudes toward science of students in an undergraduate physiology course. We hypothesized 1) that our instrument would demonstrate that students taking this course would exhibit greater self-efficacy and more positive attitudes toward science than students in a non-science undergraduate course, and 2) that the physiology students' self-efficacy and attitudes would improve after completing the course. A 25-question survey instrument was developed with items investigating demographic information, self-efficacy, content knowledge, confidence, and attitudes regarding science. Students in either an undergraduate physiology course (Group P) or a history course (Group H) completed the survey. Forty-eight students in Group P completed both PRE- and POST-class surveys, while 50 students in Group H completed the pre-class survey. The academic self-efficacy of Group P as assessed by the PRE-survey was significantly higher than Group H (p=0.0003). Interestingly, there was no significant difference between groups in content knowledge in the PRE-survey. The self-efficacy of Group P was significantly higher as assessed by the POST-survey, when compared to the PRE-survey (p<0.0001) coincident with an improvement (p<0.001) in content knowledge for Group P in the POST-survey. This study established a survey instrument with utility in assessing self-efficacy, attitudes, and content knowledge. Our approach has applicability to studies designed to determine the impact of instructional variables on academic self-efficacy, attitudes, and confidence of students in the sciences.

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

    ERIC Educational Resources Information Center

    Etkina, Eugenia

    2010-01-01

    This paper contains a scholarly description of pedagogical practices of the Rutgers Physics/Physical Science Teacher Preparation program. The program focuses on three aspects of teacher preparation: knowledge of physics, knowledge of pedagogy, and knowledge of how to teach physics (pedagogical content knowledge--PCK). The program has been in place…

  5. Academic Perspectives and Experiences of Knowledge Translation: A Qualitative Study of Public Health Researchers

    ERIC Educational Resources Information Center

    Collie, Alex; Zardo, Pauline; McKenzie, Donna Margaret; Ellis, Niki

    2016-01-01

    This study explores the views and experiences of knowledge translation of 14 Australian public health academics. Capacity to engage in knowledge translation is influenced by factors within the academic context and the interaction of the academic and policy environments. Early and mid-career researchers reported a different set of experiences and…

  6. Exploring Preschool Children’s Science Content Knowledge

    PubMed Central

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

    2014-01-01

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

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

    ERIC Educational Resources Information Center

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

    2012-01-01

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

  8. Exploring Kindergarten Teachers' Pedagogical Content Knowledge of Mathematics

    ERIC Educational Resources Information Center

    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…

  9. A Threshold Model of Content Knowledge Transfer for Socioscientific Argumentation

    ERIC Educational Resources Information Center

    Sadler, Troy D.; Fowler, Samantha R.

    2006-01-01

    This study explores how individuals make use of scientific content knowledge for socioscientific argumentation. More specifically, this mixed-methods study investigates how learners apply genetics content knowledge as they justify claims relative to genetic engineering. Interviews are conducted with 45 participants, representing three distinct…

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

    ERIC Educational Resources Information Center

    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…

  11. Exploring the Role of Content Knowledge in Responsive Teaching

    ERIC Educational Resources Information Center

    Goodhew, Lisa M.; Robertson, Amy D.

    2017-01-01

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

  12. Fragility of Pedagogical Content Knowledge in Geography

    ERIC Educational Resources Information Center

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

    2017-01-01

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

  13. Undergraduate Knowledge of Aging: A Comparative Study of Biopsychosocial Content

    ERIC Educational Resources Information Center

    Damron-Rodriguez, JoAnn; Funderburk, Brooke; Lee, Martin; Solomon, David H.

    2004-01-01

    This study assesses undergraduate knowledge of aging, distinguishing between types of deficits (ignorance vs. misinformation) and content areas as delineated by a biopsychosocial framework. Knowledge is examined as an outcome of taking an aging elective, while accounting for course rating and knowledge retention. A diverse body of UCLA…

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

    ERIC Educational Resources Information Center

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

    2011-01-01

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

  15. Central Component Descriptors for Levels of Technological Pedagogical Content Knowledge

    ERIC Educational Resources Information Center

    Niess, Margaret L.

    2013-01-01

    Technological pedagogical content knowledge (TPACK) proposes a theoretical framework that incorporates four central components: an overarching conception of what it means to teach with technology, knowledge of students' thinking and understandings of specific topics with technologies, knowledge of curricular materials that incorporate…

  16. Spanning Knowledge Barriers in E-Learning Content Design

    ERIC Educational Resources Information Center

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

    2013-01-01

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

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

    ERIC Educational Resources Information Center

    Khakbaz, Azimehsadat

    2016-01-01

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

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

    ERIC Educational Resources Information Center

    Lin, Jing-Wen

    2017-01-01

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

  19. Adoption of Library 2.0 Functionalities by Academic Libraries and Users: A Knowledge Management Perspective

    ERIC Educational Resources Information Center

    Kim, Yong-Mi; Abbas, June

    2010-01-01

    This study investigates the adoption of Library 2.0 functionalities by academic libraries and users through a knowledge management perspective. Based on randomly selected 230 academic library Web sites and 184 users, the authors found RSS and blogs are widely adopted by academic libraries while users widely utilized the bookmark function.…

  20. Towards Shaping the Field: Theorising the Knowledge in a Formal Course for Academic Developers

    ERIC Educational Resources Information Center

    Vorster, Jo-Anne; Quinn, Lynn

    2015-01-01

    In recent years there have been calls both for building the knowledge base of academic development (AD) and for systematic induction of newcomers to the field if AD is to advance as a professional and an academic field. Despite the importance and complexity of AD, induction of novice academic developers remains mostly informal and predominantly…

  1. Using Knowledge To Build Knowledge: The Thematic Approach to Content Reading.

    ERIC Educational Resources Information Center

    Brownson, Jean

    1988-01-01

    Children who have difficulty reading content materials are sometimes found to read fiction quite well. These children may not have the conceptual knowledge they need to relate the text material to their own lives. Children may experience difficulty reading content texts because they do not actively try to relate to and build knowledge from one…

  2. Using Knowledge Networks to Develop Preschoolers' Content Vocabulary

    ERIC Educational Resources Information Center

    Pollard-Durodola, Sharolyn D.; Gonzalez, Jorge E.; Simmons, Deborah C.; Davis, Matthew J.; Simmons, Leslie; Nava-Walichowski, Miranda

    2012-01-01

    Research shows that children accrue vocabulary knowledge by understanding relationships between new words and their connected concepts. This article describes three research-based principles that preschool teachers can use to design shared book reading lessons that accelerate content vocabulary knowledge by helping young children to talk about…

  3. Foundation Content Knowledge: Providing Support for Pre-Service Teachers

    ERIC Educational Resources Information Center

    Linsell, Chris; Ingram, Naomi

    2014-01-01

    This paper describes the assessment of primary pre-service teachers' mathematics content knowledge and the associated support services provided at the University of Otago during 2013. Most pre-service teachers believed that the results from the assessments accurately reflected their mathematics knowledge and gave them useful feedback about…

  4. Technological Pedagogical Content Knowledge (TPACK) Literature Using Confidence Intervals

    ERIC Educational Resources Information Center

    Young, Jamaal R.; Young, Jemimah L.; Shaker, Ziad

    2012-01-01

    The validity and reliability of Technological Pedagogical Content Knowledge (TPACK) as a framework to measure the extent to which teachers can teach with technology hinges on the ability to aggregate results across empirical studies. The results of data collected using the survey of pre-service teacher knowledge of teaching with technology (TKTT)…

  5. Adaptation of Technological Pedagogical Content Knowledge Scale to Turkish

    ERIC Educational Resources Information Center

    Kaya, Zehra; Kaya, Osman Nafiz; Emre, Irfan

    2013-01-01

    The purpose of this study was to adapt "Survey of Pre-service Teachers' Knowledge of Teaching and Technology" in order to assess pre-service primary teachers' Technological Pedagogical Content Knowledge (TPACK) to Turkish. 407 pre-service primary teachers (227 female and 180 male) in their final semester in Education Faculties in Turkey…

  6. Content-Related Knowledge of Biology Teachers from Secondary Schools: Structure and learning opportunities

    NASA Astrophysics Data System (ADS)

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

    2014-09-01

    Teachers' content-related knowledge is a key factor influencing the learning progress of students. Different models of content-related knowledge have been proposed by educational researchers; most of them take into account three categories: content knowledge, pedagogical content knowledge, and curricular knowledge. As there is no consensus about the empirical separability (i.e. empirical structure) of content-related knowledge yet, a total of 134 biology teachers from secondary schools completed three tests which were to capture each of the three categories of content-related knowledge. The empirical structure of content-related knowledge was analyzed by Rasch analysis, which suggests content-related knowledge to be composed of (1) content knowledge, (2) pedagogical content knowledge, and (3) curricular knowledge. Pedagogical content knowledge and curricular knowledge are highly related (rlatent = .70). The latent correlations between content knowledge and pedagogical content knowledge (rlatent = .48)-and curricular knowledge, respectively (rlatent = .35)-are moderate to low (all ps < .001). Beyond the empirical structure of content-related knowledge, different learning opportunities for teachers were investigated with regard to their relationship to content knowledge, pedagogical content knowledge, and curricular knowledge acquisition. Our results show that an in-depth training in teacher education, professional development, and teacher self-study are positively related to particular categories of content-related knowledge. Furthermore, our results indicate that teaching experience is negatively related to curricular knowledge, compared to no significant relationship with content knowledge and pedagogical content knowledge.

  7. Parental knowledge of school backpack weight and contents.

    PubMed

    Forjuoh, S N; Little, D; Schuchmann, J A; Lane, B L

    2003-01-01

    Parental knowledge of their students' backpack weight and contents was assessed by identifying 188 students who carried backpacks weighing at least 10% of their body weights through a survey of 745 students in three elementary schools. Most parents (96%) had never checked their child's backpack weight; 34% had never checked the backpack contents.

  8. Technological Pedagogical Content Knowledge of Secondary Mathematics Teachers

    ERIC Educational Resources Information Center

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

    2013-01-01

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

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

    ERIC Educational Resources Information Center

    Scheiner, Thorsten

    2015-01-01

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

  10. Emotional Ecology: The Intersection of Emotional Knowledge and Pedagogical Content Knowledge in Teaching

    ERIC Educational Resources Information Center

    Zembylas, Michalinos

    2007-01-01

    The purpose of this paper is to offer some theoretical as well as empirical examples that describe the interrelations between pedagogical content knowledge (PCK) and emotional knowledge in teaching and learning. The argument put forward is that there is a need to expand current conceptions of PCK and acknowledge the role of emotional knowledge. It…

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

    NASA Astrophysics Data System (ADS)

    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.

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

    ERIC Educational Resources Information Center

    Yesiltas, Erkan

    2016-01-01

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

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

    NASA Astrophysics Data System (ADS)

    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.

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

    NASA Astrophysics Data System (ADS)

    Flynn, Natalie P.

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

  15. Supporting academic health centers with knowledge management: learning from the Web.

    PubMed

    Littleton, Dawn

    2009-01-01

    In a 2003 publication, the Association of Academic Health Sciences Libraries (AAHSL) made explicit the many ways in which a library might contribute to an academic health center's success through knowledge management (KM). Building on Success: Charting the Future of Knowledge Management within the Academic Health Center elucidated the ways in which a library can serve as the center of an organization's KM initiatives. The study and application of knowledge management tools is formidable; unlike information management (IM), the field of knowledge management has roots in a seemingly infinite and wide-ranging number of professional and academic disciplines. The planning of institutional KM initiatives is not commonly discussed, and history shows knowledge management projects often fail to thrive. This column introduces the topic of knowledge management and includes suggested Web-based resources for further understanding and project planning.

  16. Content Generation and Social Network Interaction within Academic Library Facebook Pages

    ERIC Educational Resources Information Center

    Witte, Ginna Gauntner

    2014-01-01

    The use of Facebook to share resources and engage patrons continues to gain acceptance within academic libraries. While many studies have analyzed the types of content academic libraries share on Facebook, there has not yet been a full examination of how this content is generated. This article examined the posting methods, the user responses, and…

  17. Investigating Correspondence between Language Proficiency Standards and Academic Content Standards: A Generalizability Theory Study

    ERIC Educational Resources Information Center

    Lin, Chih-Kai; Zhang, Jinming

    2014-01-01

    Research on the relationship between English language proficiency standards and academic content standards serves to provide information about the extent to which English language learners (ELLs) are expected to encounter academic language use that facilitates their content learning, such as in mathematics and science. Standards-to-standards…

  18. A Qualitative Content Analysis of Knowledge Storage in Nursing Education System

    PubMed Central

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

    2014-01-01

    Background: The need for effective management of intellectual and academic assets is constantly growing. The nursing educational system should be considered as a storage of knowledge since it is deposited in the nursing educational system in the form of intellectual investment. Objectives: The purpose of the present study was to explore nursing knowledge storage in the nursing educational system. Materials and Methods: The participants of this study consisted of eight nursing educators and five students. The inductive content analysis method was used in this research. Participants were interviewed through the semi-structured method. Data analysis was done by five stage framework approaches. The trustworthiness of the study was ensured through validity and acceptability criteria. Results: Data analysis showed that nursing educators and students were involve in teaching and learning activities by storing knowledge in subjective and objective forms. Knowledge was gained through the different educational activities of the nursing educators and through contact with their peers. Moreover, the nursing students gained knowledge for better learning and a more knowledgeable and advanced performance with the help of the educators. Conclusions: This study revealed the main components of knowledge storage. An enhanced preservation of explicit knowledge is recommended in the nursing educational system so that in the future, students and educators can easily access the same knowledge from storage sources and not from individuals who might be carrying only a single experience of the subject. PMID:25558388

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

    ERIC Educational Resources Information Center

    Johnston, Jane; Ahtee, Maija

    2006-01-01

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

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

    ERIC Educational Resources Information Center

    Chick, Helen

    2015-01-01

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

  1. Generating Pedagogical Content Knowledge in Teacher Education Students

    ERIC Educational Resources Information Center

    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, assessing preconceptions, and teaching…

  2. The Mathematical Content Knowledge of Prospective Teachers in Iceland

    ERIC Educational Resources Information Center

    Johannsdottir, Bjorg

    2013-01-01

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

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

    ERIC Educational Resources Information Center

    Demirdögen, Betül

    2016-01-01

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

  4. Describing Preservice Instrumental Music Educators' Pedagogical Content Knowledge

    ERIC Educational Resources Information Center

    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…

  5. Transforming Content Knowledge: Learning to Teach about Isotopes.

    ERIC Educational Resources Information Center

    Geddis, Arthur N.; And Others

    1993-01-01

    Presents a vignette about Karen, a student teacher in her first attempt at teaching chemical isotopes. Karen focuses on transmitting what she knows. An overview of Schulman's conceptions of pedagogical content knowledge is then provided. Shulman's ideas are employed to frame the experiences of Alan, a student teacher, as he and his cooperating…

  6. Math Intervention Teachers' Pedagogical Content Knowledge and Student Achievement

    ERIC Educational Resources Information Center

    Waller, Lisa Ivey

    2012-01-01

    This research investigated the relationship of math intervention teachers' (MITs) pedagogical content knowledge (PCK) and students' math achievement gains in primary math interventions. The Kentucky Center for Mathematics gathered data on the MITs and primary math intervention students included in this study. Longitudinal data were analyzed for a…

  7. "Nomadic Knowledge": Men Writing Zines for Content Learning

    ERIC Educational Resources Information Center

    Guzzetti, Barbara J.; Foley, Leslie M.; Lesley, Mellinee

    2015-01-01

    Adult men create zines (self-publications written as alternative to commercial magazines) that advance content learning and knowledge. We describe three of these zine writers who created five zines on topics related to the disciplines of science, social studies, and English/language arts. We collected their zines, interviewed the authors, and…

  8. Programming: Teachers and Pedagogical Content Knowledge in the Netherlands

    ERIC Educational Resources Information Center

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

    2012-01-01

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

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

    ERIC Educational Resources Information Center

    Rosenberg, Joshua M.; Koehler, Matthew J.

    2015-01-01

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

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

    ERIC Educational Resources Information Center

    Clark, Brian; Webster, Collin; Druger, Marvin

    2006-01-01

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

  11. Wikis for Building Content Knowledge in the Foreign Language Classroom

    ERIC Educational Resources Information Center

    Pellet, Stephanie H.

    2012-01-01

    Most pedagogical applications of wikis in foreign language education draw on this collaborative tool to improve (formal) writing skills or to develop target language cultural sensitivity, missing largely on the opportunity to support student-developed L2 content knowledge. Seeking an alternative to traditional teacher-centered approaches, this…

  12. Teaching and Learning about Solid Waste: Aspects of Content Knowledge

    ERIC Educational Resources Information Center

    Cinquetti, Heloisa Chalmers Sisla; de Carvalho, Luiz Marcelo

    2007-01-01

    This paper investigates aspects of content knowledge related to teaching and learning about solid waste, focusing on the processes of learning and teaching by Elementary School teachers in Brazil, in two modalities of continuing education: courses and school-based meetings. We analyse elements of teachers' reflections whilst referring to three…

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

    ERIC Educational Resources Information Center

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

    2016-01-01

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

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

    ERIC Educational Resources Information Center

    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…

  15. Teachers' Technological Pedagogical Content Knowledge Self-Efficacies

    ERIC Educational Resources Information Center

    Kazu, Ibrahim Yasar; Erten, Pinar

    2014-01-01

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

  16. Opportunities to Promote Mathematical Content Knowledge for Primary Teaching

    ERIC Educational Resources Information Center

    Livy, Sharyn; Herbert, Sandra

    2014-01-01

    Understanding the development of pre-service teachers' mathematical content knowledge (MCK) is important for improving primary mathematics' teacher education. This paper reports on a case study, Rose and her opportunities to develop MCK during the four years of her program. Program opportunities to promote MCK when planning and practicing primary…

  17. Examining Mathematics Teacher Content Knowledge: Policy and Practice

    ERIC Educational Resources Information Center

    Esprivalo Harrell, Pamela; Eddy, Colleen McLean

    2012-01-01

    This study examines mathematics teacher content knowledge in terms of state and national policymaker recommendations, college coursework and the Mathematics Texas Examination of Educator Standards (TExES) score. Results indicate differences between state and national policy recommendations and college degrees in mathematics. A statistically…

  18. Technology Mapping: An Approach for Developing Technological Pedagogical Content Knowledge

    ERIC Educational Resources Information Center

    Angeli, Charoula; Valanides, Nicos

    2013-01-01

    Technology mapping[TM] is proposed as an approach for developing technological pedagogical content knowledge (TPCK). The study discusses in detail instructional design guidelines in relation to the enactment of TM, and reports on empirical findings from a study with 72 pre-service primary teachers within the context of teaching them how to teach…

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

    NASA Astrophysics Data System (ADS)

    Rollnick, Marissa

    2016-09-01

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

  20. A Pedagogy of Conceptual Progression and the Case for Academic Knowledge

    ERIC Educational Resources Information Center

    Rata, Elizabeth

    2016-01-01

    The potential for academic knowledge to "interrupt" inter-generational reproduction in education is located in the structural contradictions that shape knowledge and democracy. Since the late 1990s research in the sociology of education, which theorises curriculum knowledge using the ideas of Durkheim, Vygotsky and Bernstein, suggests…

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

    ERIC Educational Resources Information Center

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

    2008-01-01

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

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

    ERIC Educational Resources Information Center

    Lachner, Andreas; Nückles, Matthias

    2016-01-01

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

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

    ERIC Educational Resources Information Center

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

    2014-01-01

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

  4. Science Trainee Teachers' Pedagogical Content Knowledge and Its Influence on Physics Teaching.

    ERIC Educational Resources Information Center

    Halim, Lilia; Meerah, Subahan Mohd.

    2002-01-01

    Reports on a study that examined Malaysian science teachers' pedagogical content knowledge. Concludes that trainee teachers' lack pedagogical content knowledge of conceptual change strategies. (Contains 23 references.) (DDR)

  5. Use of Increasingly Complex Text to Advance ELs' Knowledge and Academic Language

    ERIC Educational Resources Information Center

    O'Brien, Lisa M.; Leighton, Christine M.

    2015-01-01

    This mixed-methods study explored joining use of increasing-complex text with sound instructional practices on English Learners' (ELs) academic language and conceptual knowledge. Findings showed one-week postintervention, ELs achieved significant academic vocabulary gains such that there were no differences between ELs and general education (GE)…

  6. Academic Staff Utilization of Information and Communication Technology and Knowledge Creation in Cross River State Universities

    ERIC Educational Resources Information Center

    Ekpoh, Uduak Imo; Etor, Comfort Robert

    2012-01-01

    This study examined academic staff utilization of Information and Communication Technology (ICT) in knowledge creation in universities in Cross River State. The study was guided by two research questions and one hypothesis. A questionnaire was developed, validated and used for data collection from a sample of 300 academic staff. Descriptive…

  7. Knowledge/Democracy: Notes on the Political Economy of Academic Publishing

    ERIC Educational Resources Information Center

    Biesta, Gert

    2012-01-01

    The question as to who controls academics' knowledge is an important and increasingly urgent question. From the perspective of the good old ivory tower, it does indeed seem that corporate business has gained a high degree of control over the work of academics. The amount of money that is involved in publisher take-over deals not only shows how big…

  8. Implications of Academic Literacies Research for Knowledge Making and Curriculum Design

    ERIC Educational Resources Information Center

    Paxton, Moragh; Frith, Vera

    2014-01-01

    This article explores the issue of what academic literacies research can bring to the study of knowledge and curriculum in higher education from a theoretical perspective and by means of illustrations from a work in progress academic literacies research project in the natural sciences. It argues that reading and writing are central to the process…

  9. Knowledge Recontextualisation in Academic Development: An Empirical Exploration of an Emerging Academic Region

    ERIC Educational Resources Information Center

    Buyl, Ernst

    2017-01-01

    As an emerging field within higher education, academic development remains fragmented, both as a field of theory and practice. In the vibrant, on-going debate about the theoretical foundations and directions of academic development as a nascent field, some relatively wide-ranging claims which have been made seem to be lacking in supporting…

  10. An Integrated Customer Knowledge Management Framework for Academic Libraries

    ERIC Educational Resources Information Center

    Daneshgar, Farhad; Parirokh, Mehri

    2012-01-01

    The ability of academic libraries to produce timely and effective responses to various environmental changes constitutes a major challenge for them to enhance their survival rate and maintain growth in competitive environments. This article provides a conceptual model as an analytical tool for both improving current services as well as creating…

  11. Strategies and Tactics in Academic Knowledge Production by Multilingual Scholars

    ERIC Educational Resources Information Center

    Curry, Mary Jane; Lillis, Theresa M.

    2014-01-01

    In the past decade, academic evaluation systems worldwide have markedly increased the use of mechanisms that privilege the use of English in journal publishing. In the context of these trends, this article highlights our findings from more than 12 years of research on the experiences and perspectives of 50 multilingual European scholars with…

  12. Genre-Based Curricula: Multilingual Academic Literacy in Content and Language Integrated Learning

    ERIC Educational Resources Information Center

    Lorenzo, Francisco

    2013-01-01

    This study addresses academic literacy in content and language integrated learning (CLIL) secondary education. More precisely, this paper focuses on attempts to meet modern standards for language competences set in areas like Europe, where the notion involves multilingual academic competence. The study centres on new proposals for language…

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

    NASA Astrophysics Data System (ADS)

    Demirdöğen, Betül

    2016-08-01

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

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

    NASA Astrophysics Data System (ADS)

    Etkina, Eugenia

    2010-07-01

    This paper contains a scholarly description of pedagogical practices of the Rutgers Physics/Physical Science Teacher Preparation program. The program focuses on three aspects of teacher preparation: knowledge of physics, knowledge of pedagogy, and knowledge of how to teach physics (pedagogical content knowledge—PCK). The program has been in place for 7 years and has a steady production rate of an average of six teachers per year who remain in the profession. The main purpose of the paper is 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.

  15. Policy Route Map for Academic Libraries' Digital Content

    ERIC Educational Resources Information Center

    Koulouris, Alexandros; Kapidakis, Sarantos

    2012-01-01

    This paper presents a policy decision tree for digital information management in academic libraries. The decision tree is a policy guide, which offers alternative access and reproduction policy solutions according to the prevailing circumstances (for example acquisition method, copyright ownership). It refers to the digital information life cycle,…

  16. Developing Academic and Content Area Literacy: The Thai EFL Context

    ERIC Educational Resources Information Center

    Charubusp, Sasima; Chinwonno, Apasara

    2014-01-01

    This study investigated the effects of Academic Literacy-Based Intervention (ALI) on 30 undergraduate Thai university students' English reading proficiency. Based on the English reading proficiency test, these students were sub-classified into 2 groups, 15 in the high English reading proficiency group and 15 in the low English reading proficiency…

  17. Conceptualization of Depth of Vocabulary Knowledge with Academic Reading Comprehension

    ERIC Educational Resources Information Center

    Hasan, Md. Kamrul; Shabdin, Ahmad Affendi

    2016-01-01

    The present study embodies a conceptual framework, and it studies the concept regarding the depth of vocabulary knowledge. Literature review is employed as a foundation for developing the conceptual framework for the present study. The current study suggests that different dimensions of depth of vocabulary knowledge, namely paradigmatic relations,…

  18. Knowledge Management in Academic Libraries: Special Tools and Processes To Support Information Professionals.

    ERIC Educational Resources Information Center

    Jantz, Ron

    2001-01-01

    Examines issues of knowledge management within academic libraries and how reference librarians can become more effective as information intermediaries. Describes the common knowledge database (CKDB) developed at Rutgers University's New Brunswick campus to more fully integrate libraries on campus and to facilitate the use and management of…

  19. Academics, the "Cultural Third Mission" and the BBC: Forgotten Histories of Knowledge Creation, Transformation and Impact

    ERIC Educational Resources Information Center

    Smith, David N.

    2013-01-01

    This article focuses on historical dimensions of knowledge creation and transformation by university academics. It explores their often overlooked role in the broadcast output of BBC radio in disseminating knowledge and ideas outside the educational environment, directly into the homes of the audience. Examples of this activity include the Open…

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

    NASA Astrophysics Data System (ADS)

    Doby, Janice Kay

    1997-12-01

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

  1. A Study of the Relationship between Key Factors of Academic Innovation and Faculties' Teaching Goals--The Mediatory Role of Knowledge

    ERIC Educational Resources Information Center

    Mohammadi, Mehdi; Marzooghi, Rahmatullah; Dehghani, Fatemeh

    2017-01-01

    The following research tries to study the Relationship between key factors of academic innovations and faculties' teaching goals with the mediatory role of their pedagogical, technological and content knowledge. The statistical population in this research included faculty members of Shiraz University. By simple random sampling, 127 faculty members…

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

    PubMed

    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.

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

    PubMed Central

    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

  4. Academics' Perspectives on the Challenges and Opportunities for Student-Generated Mobile Content in Malaysia

    ERIC Educational Resources Information Center

    Ariffin, Shamsul Arrieya; Malim, Tanjong

    2016-01-01

    In Malaysian universities, there is a scarcity of local content to support student learning. Mobile content is predominantly supplied by the United States and the United Kingdom. This research aims to understand the situation from the academic perspective, particularly in the field of local cultural studies. Student-generated multimedia is…

  5. Leveled and Exclusionary Tracking: English Learners' Access to Academic Content in Middle School

    ERIC Educational Resources Information Center

    Umansky, Ilana M.

    2016-01-01

    This study examines the characteristics and determinants of English learners' (ELs') access to academic content in middle school (Grades 6-8). Following 10 years of data from a large urban school district in California, I identify two predominant characteristics of EL access to content: leveled tracking in which ELs are overrepresented in lower…

  6. The Readability of Information Literacy Content on Academic Library Web Sites

    ERIC Educational Resources Information Center

    Lim, Adriene

    2010-01-01

    This article reports on a study addressing the readability of content on academic libraries' Web sites, specifically content intended to improve users' information literacy skills. Results call for recognition of readability as an evaluative component of text in order to better meet the needs of diverse user populations. (Contains 8 tables.)

  7. [New merge of knowledge of the acu-moxibustion academic in the Republican period].

    PubMed

    Qiu, Le; Zhu, Jianping

    2015-05-01

    During the republican period, western science and technology as well as western medicine spread quickly in China, and inevitably had a profound influence on the academic of acu-moxibustion. The confluence of Chinese and western medicine with the scientification of acu-moxibustion had left an obvious mark on the academic of acu-moxibustion. No matter whether the theory involves science of channels and collaterals, acupoints and methods of needling and moxibustion or the improvement of acu-moxibustion apparatus and new therpy methods, all carrying remarkable characteristic of new merge of knowledge, and providing solid foundation and valuable reference for the development of contemporary academic of acu-moxibustion.

  8. Leveraging Institutional Knowledge for Student Success: Promoting Academic Advisors

    ERIC Educational Resources Information Center

    Pellegrino, Jeffrey Louis; Snyder, Charity; Crutchfield, Nikki; Curtis, Cesquinn M.; Pringle, Eboni

    2015-01-01

    To engage students and meet institutional goals, higher education leaders need to leverage the institutional knowledge of their staff and their professional competencies. Evidence based decision-making provides a stepping-stone to strategic staffing practices. Strategically developing and retaining staff members moves the conversation from…

  9. Enhancing Academic Engagement in Knowledge Transfer Activity in the UK

    ERIC Educational Resources Information Center

    Francis-Smythe, Jan

    2008-01-01

    There has been an increasing call in the UK over the last decade for universities to become more entrepreneurial with a strengthening of university and industry/community links to contribute more significantly to the knowledge economy., and for UK higher education institutions (HEIs) to consider ways in which they can more actively engage in…

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

    NASA Astrophysics Data System (ADS)

    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

  11. Use of the Rasch Measurement Model to Explore the Relationship between Content Knowledge and Topic-Specific Pedagogical Content Knowledge for Organic Chemistry

    ERIC Educational Resources Information Center

    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…

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

    NASA Astrophysics Data System (ADS)

    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

  13. Knowledge-based approach to video content classification

    NASA Astrophysics Data System (ADS)

    Chen, Yu; Wong, Edward K.

    2001-01-01

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

  14. Knowledge-based approach to video content classification

    NASA Astrophysics Data System (ADS)

    Chen, Yu; Wong, Edward K.

    2000-12-01

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

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

    ERIC Educational Resources Information Center

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

    2015-01-01

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

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

    PubMed Central

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

    2015-01-01

    High-quality after-school programs devoted to science have the potential to enhance students’ science knowledge and attitudes, which may impact their decisions about pursuing science-related careers. Due to the unique nature of these informal learning environments, an understanding of the relationships among aspects of students’ content knowledge acquisition and attitudes toward science may aid in the development of effective science-related interventions. We investigated the impact of a semester-long after-school intervention utilizing an inquiry-based infectious diseases curriculum (designed for use after-school) on 63 urban students’ content knowledge and aspects of their attitudes towards science. Content knowledge increased 24.6% from pre- to posttest. Multiple regression analyses indicated suggested that the “self-directed effort” subscale of the Simpson-Troost Attitude Questionnaire - Revised best predicted increases in students’ science content knowledge. The construct “science is fun for me” served as a suppressor effect. These findings suggest that future after-school programs focusing on aspects of attitudes toward science most closely associated with gains in content knowledge might improve students’ enthusiasm and academic preparedness for additional science coursework by improving student attitudes towards their perceptions of their self-directed effort. PMID:26778859

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

    PubMed

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

    2015-05-01

    High-quality after-school programs devoted to science have the potential to enhance students' science knowledge and attitudes, which may impact their decisions about pursuing science-related careers. Due to the unique nature of these informal learning environments, an understanding of the relationships among aspects of students' content knowledge acquisition and attitudes toward science may aid in the development of effective science-related interventions. We investigated the impact of a semester-long after-school intervention utilizing an inquiry-based infectious diseases curriculum (designed for use after-school) on 63 urban students' content knowledge and aspects of their attitudes towards science. Content knowledge increased 24.6% from pre- to posttest. Multiple regression analyses indicated suggested that the "self-directed effort" subscale of the Simpson-Troost Attitude Questionnaire - Revised best predicted increases in students' science content knowledge. The construct "science is fun for me" served as a suppressor effect. These findings suggest that future after-school programs focusing on aspects of attitudes toward science most closely associated with gains in content knowledge might improve students' enthusiasm and academic preparedness for additional science coursework by improving student attitudes towards their perceptions of their self-directed effort.

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

    NASA Astrophysics Data System (ADS)

    Fraser, Sharon P.

    2016-02-01

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

  19. Generating pedagogical content knowledge in teacher education students

    NASA Astrophysics Data System (ADS)

    van den Berg, Ed

    2015-09-01

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

  20. The Role of Motivators in Improving Knowledge-Sharing among Academics

    ERIC Educational Resources Information Center

    Tan, Christine Nya-Ling; Ramayah, T.

    2014-01-01

    Introduction: This research addresses a primary issue that involves motivating academics to share knowledge. Adapting the theory of reasoned action, this study examines the role of motivation that consists of intrinsic motivators (commitment; enjoyment in helping others) and extrinsic motivators (reputation; organizational rewards) to determine…

  1. The Market for Academic Knowledge: Its Historical Emergence and Inherent Tensions

    ERIC Educational Resources Information Center

    Weik, Elke

    2014-01-01

    This paper contributes to the discussion about the marketisation of universities by providing a historical perspective. Going back to the time when the market for academic knowledge emerged, I argue that it was created through incorporating a number of inherent tensions that have been, and still are, shaping its development. I show how these…

  2. An In-Depth Investigation into the Relationship between Vocabulary Knowledge and Academic Listening Comprehension

    ERIC Educational Resources Information Center

    Teng, Feng

    2016-01-01

    The present study was conducted in the context of learning English as a Foreign Language (EFL) with the purpose of assessing the roles of breadth and depth of vocabulary knowledge in academic listening comprehension. The Vocabulary Size Test (VST, Nation & Beglar, 2007) and the Word Associates Test (WAT, Read, 2004) were administered to…

  3. Relevant Prior Knowledge Moderates the Effect of Elaboration during Small Group Discussion on Academic Achievement

    ERIC Educational Resources Information Center

    Van Blankenstein, Floris M.; Dolmans, Diana H. J. M.; Van der Vleuten, Cees P. M.; Schmidt, Henk G.

    2013-01-01

    This study set out to test whether relevant prior knowledge would moderate a positive effect on academic achievement of elaboration during small-group discussion. In a 2 × 2 experimental design, 66 undergraduate students observed a video showing a small-group problem-based discussion about thunder and lightning. In the video, a teacher asked…

  4. Knowledge Sharing and Educational Technology Acceptance in Online Academic Communities of Practice

    ERIC Educational Resources Information Center

    Nistor, Nicolae; Baltes, Beate; Schustek, Monika

    2012-01-01

    Purpose: Online programs rely on the use of educational technology for knowledge sharing in academic virtual communities of practice (vCoPs). This poses the question as to which factors influence technology acceptance. Previous research has investigated the inter-relationship between educational technology acceptance (ETA) and the vCoP context…

  5. Related Core Academic Knowledge and Skills. Georgia Core Standards for Occupational Clusters.

    ERIC Educational Resources Information Center

    Georgia Univ., Athens. Dept. of Occupational Studies.

    This document lists the industry-identified core academic knowledge and skills that should be possessed by all Georgia students who are enrolled in occupational cluster programs and are preparing to enter the work force or continue their occupational specialization at the postsecondary level. First, 63 related communications competencies are…

  6. The Changing Functions of Citation: From Knowledge Networking to Academic Cash-Value

    ERIC Educational Resources Information Center

    Burbules, Nicholas C.

    2015-01-01

    This essay reviews the changing functions, and effects, of citation systems in scholarly research as they move from a range of uses primarily oriented around knowledge networking and epistemic validation, to their use as a set of metrics oriented around evaluating and rewarding certain kinds of academic performance (e.g. "impact…

  7. Stepping out of the Academic Brew: Using Critical Research to Break Down Hierarchies of Knowledge Production

    ERIC Educational Resources Information Center

    Kress, Tricia M.

    2011-01-01

    Critical theory and critical research are undeniably useful for revealing oppressive social structures and challenging the status quo in the realm of grand theory; yet, they are also useful for creating knowledge structures when academics deploy them on the ground. This article explores how critical theory and critical research can be used to…

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

    ERIC Educational Resources Information Center

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

    2017-01-01

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

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

    ERIC Educational Resources Information Center

    Li, Yufeng; Xiong, Jianwen

    2012-01-01

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

  10. Tutor Feedback on Draft Essays: Developing Students' Academic Writing and Subject Knowledge

    ERIC Educational Resources Information Center

    Court, Krista

    2014-01-01

    Providing feedback on draft essays is an accepted means of enacting a social-constructivist approach to assessment, aligning with current views on the value of formative feedback and assessment for learning (AFL). However, the use of this process as a means of improving not only content but also students' academic writing skills has not been…

  11. A Theory of the Measurement of Knowledge Content, Access, and Learning.

    ERIC Educational Resources Information Center

    Pirolli, Peter; Wilson, Mark

    1998-01-01

    An approach to the measurement of knowledge content, knowledge access, and knowledge learning is developed. First a theoretical view of cognition is described, and then a class of measurement models, based on Rasch modeling, is presented. Knowledge access and content are viewed as determining the observable actions selected by an agent to achieve…

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

    ERIC Educational Resources Information Center

    Horzum, Mehmet Baris

    2013-01-01

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

  13. Examining Prospective Mathematics Teachers' Pedagogical Content Knowledge on Fractions in Terms of Students' Mistakes

    ERIC Educational Resources Information Center

    Sahin, Ömer; Gökkurt, Burçin; Soylu, Yasin

    2016-01-01

    The aim of the study is to examine prospective mathematics teachers' pedagogical content knowledge in terms of knowledge of understanding students and knowledge of instructional strategies which are the subcomponents of pedagogical content knowledge. The participants of this research consist of 98 prospective teachers who are studying in two…

  14. The fragmented discourse of the 'knowledgeable doer': nursing academics' and nurse managers' perspectives on a master's education for nurses.

    PubMed

    Drennan, Jonathan; Hyde, Abbey

    2009-05-01

    There has been a proliferation of taught masters' degrees for nurses in recent years, and like masters' programmes in other disciplines, the aspirations of such educational endeavours are far from unanimous. This article reports on part of a wider study, and focuses on a qualitative analysis of the perspectives of two key sets of stakeholders, namely academic education providers, and senior clinical nursing personnel, on masters' education for nurses. Fifteen participants were interviewed in depth, and data were subjected to a qualitative content analysis. Findings indicated that while both sets of participants invoked the discourse of the 'knowledgeable doer', that is, the notion of amalgamating a high level of theoretical knowledge with practical know how, there were also differences in how each group deployed this discourse. Academics tended to emphasise the 'knowing that' or theoretical aspect of the discourse, whereas those in senior clinical roles adduced the practical component more strongly. We argue that the discourse of the 'knowledgeable doer' is far from stable, unified and universally agreed, but rather comprises competing elements with some emphasised over others according to the subject position of the particular individual. We locate the diverse perspectives of the two sets of stakeholders within debates about the status of masters' programmes in relation to vocational and liberal education.

  15. Enhancing Knowledge Sharing and Research Collaboration among Academics: The Role of Knowledge Management

    ERIC Educational Resources Information Center

    Tan, Christine Nya-Ling

    2016-01-01

    Although knowledge sharing (KS) has been acknowledged as important, universities face issues that may hinder active sharing among its faculty members such as the absence of trust among its members or insufficient incentives rewarded to those who deserved it. The aim of this research is to focus on the impact of knowledge management (KM) factors in…

  16. Teacher Knowledge and Representation of Content in Instruction about Heat Energy and Temperature.

    ERIC Educational Resources Information Center

    Magnusson, Shirley; Krajcik, Joseph S.

    Pedagogical content knowledge, the content-specific knowledge which embodies the aspects of content most germane to its teachability and which is most likely to distinguish the understanding of the content specialist from the pedagogue, has been widely regarded as important for effective teaching of complex subject matter such as science. This…

  17. Rationale and Content for English-Language Arts. Survey of Academic Skills: Grade 12. Preliminary Edition.

    ERIC Educational Resources Information Center

    California State Dept. of Education, Sacramento.

    As a preliminary version of the rationale and content for the English-language arts portion of the "Survey of Academic Skills: Grade 12," this booklet describes elements of the new reading and editing tests to be used to complement a direct writing assessment in this part of the 1987-88 California Assessment Program (CAP). After a brief…

  18. Sustained Content-Based Teaching for Academic Skills Development in ESL/EFL.

    ERIC Educational Resources Information Center

    Pally, Marcia

    This paper discusses the rationale for using sustained content-based instruction (CBI) to teach English for academic purposes to non- native speakers, drawing on recent research and theory and on both personal experience and a small-scale study of college students. Discussion begins with a look at college and graduate students' needs for both…

  19. Content-Based Recreational Book Reading and Taiwanese Adolescents' Academic Achievement

    ERIC Educational Resources Information Center

    Chen, Su-Yen; Chang, Hsing-Yu; Yang, Shih Ruey

    2017-01-01

    The linkage between reading for pleasure and language ability has been well established, but the relationship between content-based recreational reading and academic achievement in various subject areas has rarely been explored. To investigate whether reading literature, social studies, and science trade books for pleasure is related to students'…

  20. Evidence for the Importance of Academic Word Knowledge for the Academic Achievement of Diverse Middle School Students

    ERIC Educational Resources Information Center

    Townsend, Dianna; Filippini, Alexis; Collins, Penelope; Biancarosa, Gina

    2012-01-01

    Despite the current theoretical momentum for the importance of academic English and the acknowledgment that academic materials increase in complexity through the grades, little empirical attention has been devoted to the role of academic English in academic achievement. This study examined the amount of variance in academic achievement explained…

  1. Technological Pedagogical Content Knowledge in the Mathematics Classroom

    ERIC Educational Resources Information Center

    Guerrero, Shannon

    2010-01-01

    Teacher knowledge has long been a focus of many educational researchers. Current conceptualizations of teacher knowledge are beginning to reflect the knowledge and skills teachers need to successfully navigate increasingly technologically-rich mathematical classrooms with the addition of knowledge domains such as technological pedagogical content…

  2. Impact of Inquiry Based Distance Learning and Availability of Classroom Materials on Physical Science Content Knowledge of Teachers and Students in Central Appalachia

    ERIC Educational Resources Information Center

    Bradshaw, Timothy John

    2012-01-01

    Physical science is important for developing scientific literacy yet a majority of teachers responsible for physical science courses do not have an academic degree in physical science. Programs aimed at increasing teacher content knowledge can be time consuming. This dissertation examines the impact of an inquiry based, professional development…

  3. A "Knowledge Quartet" Used to Identify a Second-Year Pre-Service Teacher's Primary Mathematical Content Knowledge

    ERIC Educational Resources Information Center

    Livy, Sharyn

    2010-01-01

    This paper draws on observation of a primary mathematics lesson prepared and taught by a second-year pre-service teacher who lacked mathematical content knowledge. A "knowledge quartet" (Rowland, Turner, Thwaites, & Huckstep, 2009) was used to investigate when and how a pre-service teacher drew on their knowledge of mathematics during primary…

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

    NASA Astrophysics Data System (ADS)

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

    2002-07-01

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

  5. Do academic knowledge brokers exist? Using social network analysis to explore academic research-to-policy networks from six schools of public health in Kenya

    PubMed Central

    Jessani, Nasreen S; Boulay, Marc G; Bennett, Sara C

    2016-01-01

    The potential for academic research institutions to facilitate knowledge exchange and influence evidence-informed decision-making has been gaining ground. Schools of public health (SPHs) may play a key knowledge brokering role—serving as agencies of and for development. Understanding academic-policymaker networks can facilitate the enhancement of links between policymakers and academic faculty at SPHs, as well as assist in identifying academic knowledge brokers (KBs). Using a census approach, we administered a sociometric survey to academic faculty across six SPHs in Kenya to construct academic-policymaker networks. We identified academic KBs using social network analysis (SNA) in a two-step approach: First, we ranked individuals based on (1) number of policymakers in their network; (2) number of academic peers who report seeking them out for advice on knowledge translation and (3) their network position as ‘inter-group connectors’. Second, we triangulated the three scores and re-ranked individuals. Academic faculty scoring within the top decile across all three measures were classified as KBs. Results indicate that each SPH commands a variety of unique as well as overlapping relationships with national ministries in Kenya. Of 124 full-time faculty, we identified 7 KBs in 4 of the 6 SPHs. Those scoring high on the first measure were not necessarily the same individuals scoring high on the second. KBs were also situated in a wide range along the ‘connector/betweenness’ measure. We propose that a composite score rather than traditional ‘betweenness centrality’, provides an alternative means of identifying KBs within these networks. In conclusion, SNA is a valuable tool for identifying academic-policymaker networks in Kenya. More efforts to conduct similar network studies would permit SPH leadership to identify existing linkages between faculty and policymakers, shared linkages with other SPHs and gaps so as to contribute to evidence-informed health

  6. Do academic knowledge brokers exist? Using social network analysis to explore academic research-to-policy networks from six schools of public health in Kenya.

    PubMed

    Jessani, Nasreen S; Boulay, Marc G; Bennett, Sara C

    2016-06-01

    The potential for academic research institutions to facilitate knowledge exchange and influence evidence-informed decision-making has been gaining ground. Schools of public health (SPHs) may play a key knowledge brokering role-serving as agencies of and for development. Understanding academic-policymaker networks can facilitate the enhancement of links between policymakers and academic faculty at SPHs, as well as assist in identifying academic knowledge brokers (KBs). Using a census approach, we administered a sociometric survey to academic faculty across six SPHs in Kenya to construct academic-policymaker networks. We identified academic KBs using social network analysis (SNA) in a two-step approach: First, we ranked individuals based on (1) number of policymakers in their network; (2) number of academic peers who report seeking them out for advice on knowledge translation and (3) their network position as 'inter-group connectors'. Second, we triangulated the three scores and re-ranked individuals. Academic faculty scoring within the top decile across all three measures were classified as KBs. Results indicate that each SPH commands a variety of unique as well as overlapping relationships with national ministries in Kenya. Of 124 full-time faculty, we identified 7 KBs in 4 of the 6 SPHs. Those scoring high on the first measure were not necessarily the same individuals scoring high on the second. KBs were also situated in a wide range along the 'connector/betweenness' measure. We propose that a composite score rather than traditional 'betweenness centrality', provides an alternative means of identifying KBs within these networks. In conclusion, SNA is a valuable tool for identifying academic-policymaker networks in Kenya. More efforts to conduct similar network studies would permit SPH leadership to identify existing linkages between faculty and policymakers, shared linkages with other SPHs and gaps so as to contribute to evidence-informed health policies.

  7. Linguistic Knowledge, Metalinguistic Knowledge and Academic Success in a Language Teacher Education Programme

    ERIC Educational Resources Information Center

    Morris, Lori

    2003-01-01

    This study is part of an ongoing investigation of the knowledge base, learning and performance of Teaching English as a Second Language (TESL) students in the Canadian province of Quebec. The goal of the broad research initiative is to identify valid and reliable criteria for candidate selection and to provide those who are admitted to a programme…

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

    ERIC Educational Resources Information Center

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

    2013-01-01

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

  9. Examination of Lower Secondary Mathematics Teachers' Content Knowledge and Its Connection to Students' Performance

    ERIC Educational Resources Information Center

    Tchoshanov, Mourat; Cruz, Maria D.; Huereca, Karla; Shakirova, Kadriya; Shakirova, Liliana; Ibragimova, Elena N.

    2017-01-01

    This mixed methods study examined an association between cognitive types of teachers' mathematical content knowledge and students' performance in lower secondary schools (grades 5 through 9). Teachers (N = 90) completed the Teacher Content Knowledge Survey (TCKS), which consisted of items measuring different cognitive types of teacher knowledge.…

  10. ICT Student Teachers' Pedagogical Content Knowledge: A Case Study

    ERIC Educational Resources Information Center

    Yilmaz, Nuray Parlak

    2016-01-01

    This study aimed to identify the difficulties that information technology student teachers have in teaching concepts. This qualitative study was carried out with 12 student teachers. The student teachers were fourth-year students enrolled in the Special Teaching Methods II course in the spring semester of the 2010-2011 academic year. The research…

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

    ERIC Educational Resources Information Center

    Wilburne, Jane M.; Long, Michael

    2010-01-01

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

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

    ERIC Educational Resources Information Center

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

    2017-01-01

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

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

    ERIC Educational Resources Information Center

    Kuhara-Kojima, Keiko; Hatano, Giyoo

    1991-01-01

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

  14. Verbal final exam in introductory biology yields gains in student content knowledge and longitudinal performance.

    PubMed

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

    2013-01-01

    We studied gains in student learning over eight semesters in which an introductory biology course curriculum was changed to include optional verbal final exams (VFs). Students could opt to demonstrate their mastery of course material via structured oral exams with the professor. In a quantitative assessment of cell biology content knowledge, students who passed the VF outscored their peers on the medical assessment test (MAT), an exam built with 40 Medical College Admissions Test (MCAT) questions (66.4% [n = 160] and 62% [n = 285], respectively; p < 0.001);. The higher-achieving students performed better on MCAT questions in all topic categories tested; the greatest gain occurred on the topic of cellular respiration. Because the VF focused on a conceptually parallel topic, photosynthesis, there may have been authentic knowledge transfer. In longitudinal tracking studies, passing the VF also correlated with higher performance in a range of upper-level science courses, with greatest significance in physiology, biochemistry, and organic chemistry. Participation had a wide range but not equal representation in academic standing, gender, and ethnicity. Yet students nearly unanimously (92%) valued the option. Our findings suggest oral exams at the introductory level may allow instructors to assess and aid students striving to achieve higher-level learning.

  15. Content-based Learning in English for Academic Purposes Courses in Teachers' Colleges.

    ERIC Educational Resources Information Center

    Wiesen, Blossom

    2001-01-01

    Describes an effective way of teaching English at non-English-speaking teachers' colleges. Notes this Content-Based Unit Learning approach focuses on authentic content material necessary to increase teachers' college students' knowledge. Shows the approach increases students' motivation. Contends that language and reading skills are learned best…

  16. Facilitating Preservice Teachers' Development of Technological, Pedagogical, and Content Knowledge (TPACK)

    ERIC Educational Resources Information Center

    Chai, Ching Sing; Koh, Joyce Hwee Ling; Tsai, Chin-Chung

    2010-01-01

    Preparing preservice teachers for ICT integration in the classrooms is a key focus for many teacher education institutes. This paper examines the perceived development of preservice teachers in terms of their technological knowledge, pedagogical knowledge, content knowledge and the synthesis of such knowledge, i.e., the technological, pedagogical,…

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

    ERIC Educational Resources Information Center

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

    2016-01-01

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

  18. Health and Physical Activity Content Knowledge of Pima Children

    ERIC Educational Resources Information Center

    Brusseau, Timothy; Kulinna, Pamela H.; Cothran, Donetta J.

    2011-01-01

    This study grounded in constructivist theory and the public health literature investigated Native American children's knowledge related to physical activity and healthy behavior concepts. Learning tends to be more meaningful and relevant when teachers take into consideration the students' knowledge and experiences. Therefore it is important to…

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

    ERIC Educational Resources Information Center

    Fernández, Sainza; Figueiras, Lourdes

    2014-01-01

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

  20. Teachers Expanding Pedagogical Content Knowledge: Learning about Formative Assessment Together

    ERIC Educational Resources Information Center

    Wilson, Nance S.

    2008-01-01

    The present study explores the ways in which participating in a study group helped five US middle school teachers alter their construction of knowledge. The members came together to improve their knowledge on assessment for learning in response to school-level and district-level pressures. The analysis was a recursive review of teacher statements…

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

    ERIC Educational Resources Information Center

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

    2012-01-01

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

  2. The presence of academic health sciences libraries on Facebook: the relationship between content and library popularity.

    PubMed

    Garcia-Milian, Rolando; Norton, Hannah F; Tennant, Michele R

    2012-01-01

    Social networks such as Facebook allow libraries to be proactive in reaching their users. While some libraries have popular Facebook pages, it remains unclear what attracts users to these pages. This study evaluates relationships between libraries' Facebook page content and popularity. An analysis of 72 academic health sciences libraries' Facebook pages showed positive correlations between number of library fans and number of tabs, photos, events, and wall posts on Facebook. Libraries posting videos had significantly more fans than libraries without them. This study contributes to an understanding of correlations between content and popularity on Facebook, with implications for library outreach.

  3. How Global Academic Stratification Affects Local Academies: The Inflated Role of Knowledge Reception in the Philosophy Discipline in Modern Japan

    ERIC Educational Resources Information Center

    Chew, Matthew M.

    2008-01-01

    Sociologists of knowledge find that academic stratification is present among individual scholars, genders, networks, fields, and all kinds of scientific organizations, while communications scholars have been studying global cultural asymmetry for a long time. Yet few researchers have explored the global dimension of academic stratification. In…

  4. Academic Language Knowledge and Comprehension of Science Text for English Language Learners and Fluent English-Speaking Students

    NASA Astrophysics Data System (ADS)

    Chang, Sandy Ming-San

    As an initial step toward understanding which features of academic language make science-based expository text difficult for students with different English language proficiency (ELP) designations, this study investigated fifth-grade students' thoughts on text difficulty, their knowledge of the features of academic language, and the relationship between academic language and reading comprehension. Forty-five fifth-grade students participated in the study; 18 students were classified as English language learners (ELLs) and 27 students were fluent-English speakers. Participants read two science passages, answered comprehension questions, and engaged in a retrospective interview which probed their knowledge on the academic language features of vocabulary, grammar, and discourse. Qualitative analysis was used to code students' thoughts about the challenges to reading comprehension and to identify the challenges that were related to academic language. Quantitative analyses were conducted to examine whether students' knowledge of academic language features and reading comprehension differed by students' ELP designations, as well as to investigate the relationship between students' knowledge of academic language features and reading comprehension. Results for the qualitative analysis revealed that students found difficult vocabulary, reading abilities, and prior knowledge as the greatest challenges to comprehending the science passages. Results from the quantitative analyses indicated that ELL students' knowledge of academic vocabulary, grammar, discourse knowledge, and reading comprehension (as measured by multiple-choice questions) were significantly lower than the fluent-English speaking students. The results also indicated that vocabulary, not grammar or discourse features, was significantly related to students' comprehension scores. The results have implications for understanding the features of academic language that influence students' comprehension of expository

  5. Assessing English Language Learners' Content Knowledge in Middle School Classrooms

    ERIC Educational Resources Information Center

    Pappamihiel, N. Eleni; Mihai, Florin

    2006-01-01

    The purpose of this article is to highlight ways in which middle school content area teachers can more effectively assess English Language Learners (ELLs) in their classrooms. This article poses five questions to guide middle school content teachers in making adaptations and accommodations when using traditional classroom tests. The objective of…

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

    ERIC Educational Resources Information Center

    Canturk-Gunhan, Berna; Cetingoz, Duygu

    2013-01-01

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

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

    ERIC Educational Resources Information Center

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

    2013-01-01

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

  8. Promoting Pedagogical Content Knowledge Development for Early Career Secondary Teachers in Science and Technology Using Content Representations

    ERIC Educational Resources Information Center

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

    2012-01-01

    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…

  9. Multilingual Content Extraction Extended with Background Knowledge for Military Intelligence

    DTIC Science & Technology

    2011-06-01

    extraction) with application speci c combination of analysis results. The ZENON research system is an example, it does a partial content analysis of...inferences on the analysis results. In the project "Multilingual content analysis with semantic inference on military relevant texts" (mIE) we...possible approach is based on shallow parsing (information extraction) with ap- plication specific combination of analysis results. The ZENON research

  10. L2 Learning Opportunities in Different Academic Subjects in Content-Based Instruction -- Evidence in Favour of "Conventional Wisdom"

    ERIC Educational Resources Information Center

    Lo, Yuen Yi

    2014-01-01

    Content-based instruction (CBI) adopts a second language (L2) as the medium of instruction for some or all academic subjects to facilitate L2 learning. There seem however, no uniform policies concerning which academic subjects should be taught in L2, in case only some subjects are involved. Conventional wisdom tends to favour Humanities subjects…

  11. State of Colorado Consumer & Family Studies CORE Curriculums of Life Management & Relationships Crosswalk with the Colorado Academic Content Standards.

    ERIC Educational Resources Information Center

    Colorado State Community Coll. and Occupational Education System, Denver.

    This document cross-references Colorado's consumer and family studies core curriculums in life management and relationships with Colorado's academic content standards. Colorado's academic standards for students in grades 9-12 in the areas of reading and writing, geography, science, history, and mathematics are cross-referenced with student…

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

    ERIC Educational Resources Information Center

    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…

  13. Preservice Agricultural Education Teachers' Experiences in and Anticipation of Content Knowledge Preparation

    ERIC Educational Resources Information Center

    Rice, Amber H.; Kitchel, Tracy

    2015-01-01

    This study explored the experiences of preservice agriculture teachers in content knowledge preparation for pedagogical content knowledge (PCK) development. The researchers employed a phenomenological approach in which six preservice teachers were interviewed the semester prior to student teaching. The researchers found there was general…

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

    ERIC Educational Resources Information Center

    Rice, Amber H.; Kitchel, Tracy

    2016-01-01

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

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

    ERIC Educational Resources Information Center

    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…

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

    ERIC Educational Resources Information Center

    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…

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

    ERIC Educational Resources Information Center

    Lenhart, Sara Talley

    2010-01-01

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

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

    ERIC Educational Resources Information Center

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

    2016-01-01

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

  19. European Teachers' Technological Pedagogical Content Knowledge (TPCK) and Educational Use of Web Technologies

    ERIC Educational Resources Information Center

    Baris, Mehmet Fatih

    2015-01-01

    Several studies have been conducted on technological, pedagogical content knowledge and web-based education. In this study, the Technological Pedagogical Content Knowledge and Educational Use of Web Technologies (TPCK-W) were analyzed in addition to the self-efficacy and attitudes of 33 teachers from eight different branches carrying out their…

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

    ERIC Educational Resources Information Center

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

    2017-01-01

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

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

    ERIC Educational Resources Information Center

    Kim, Insook

    2016-01-01

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

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

    ERIC Educational Resources Information Center

    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…

  3. Investigating Content Knowledge of Traditionally vs. Alternatively Prepared Pre-Service Secondary Mathematics Teachers

    ERIC Educational Resources Information Center

    Bonner, Emily P.; Ruiz, Elsa C.; Travis, Betty

    2013-01-01

    Teacher content knowledge has been repeatedly linked to student achievement. Alternative Mathematics Teacher Education Programs are popular and prevalent, but do they prepare teachers with the content knowledge needed to teach secondary mathematics? This study reports on a quantitative analysis comparing scores between traditionally and…

  4. Multi-Level Assessment of Scientific Content Knowledge Gains Associated with Socioscientific Issues-Based Instruction

    ERIC Educational Resources Information Center

    Klosterman, Michelle L.; Sadler, Troy D.

    2010-01-01

    This study explored the impact of using a socioscientific issue (SSI) based curriculum on developing science content knowledge. Using a multi-level assessment design, student content knowledge gains were measured before and after implementation of a three-week unit on global warming (a prominent SSI) that explored both the relevant science content…

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

    ERIC Educational Resources Information Center

    Arslan, Yunus

    2015-01-01

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

  6. Validation and Profile of Chinese Pre-Service Teachers' Technological Pedagogical Content Knowledge Scale

    ERIC Educational Resources Information Center

    Sang, Guoyuan; Tondeur, Jo; Chai, Ching Sing; Dong, Yan

    2016-01-01

    Researchers state that teachers in different contexts reported different technological pedagogical content knowledge (TPACK). This phenomenon may partially be explained by cultural differences. Based on this consideration, the development and validation of the Chinese pre-service teachers' technological pedagogical content knowledge (CTPCK) scale…

  7. The Development of an Instrument to Assess Preservice Teacher's Technological Pedagogical Content Knowledge

    ERIC Educational Resources Information Center

    Lux, Nicholas J.; Bangert, Arthur W.; Whittier, David B.

    2011-01-01

    The purpose of this study was to develop and validate the Pre-service Teacher-Technological Pedagogical Content Knowledge Survey (PT-TPACK) instrument. The PT-TPACK survey items were written to assess preservice teachers' perceptions and understanding of the Technological Pedagogical Content Knowledge construct originally proposed by Mishra and…

  8. Developing Leadership Content Knowledge during School Leader Preparation

    ERIC Educational Resources Information Center

    Carver, Cynthia L.

    2012-01-01

    This instructional module describes a performance assessment designed to equip prospective principals with the knowledge and skill needed to evaluate curriculum, observe and assess instruction, interact meaningfully with teachers about instructional decision-making, and design professional learning opportunities that enhance student learning…

  9. Curriculum Knowledge and Justice: Content, Competency and Concept

    ERIC Educational Resources Information Center

    Winter, Christine

    2011-01-01

    This study is interested in understanding the configurations of knowledge underpinning three examples of curriculum policy texts in the specific case of the school subject of geography. The three policy texts are the 1991 Geography National Curriculum (GNC), the "Opening minds" curriculum and the GNC 2007. I start with the proposal that…

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

    PubMed Central

    2015-01-01

    also, there is an acknowledgment of the need for gender and culturally sensitive information. Both aimed to engage men by disrupting stereotypes about men, while simultaneously addressing men through authentic voices and faces. Finally, in both case studies we draw attention to the need to think beyond placement of content online to delivery to target audiences from the outset. Conclusions The case studies highlight some of the new skills required by academics in the emerging paradigm of translational research and contribute to the nascent literature on KT. Our approach to online KT was to go beyond dissemination and diffusion to actively repackage research knowledge through arts-based approaches (videos and film scripts) as health promotion tools, with optimal appeal, to target male audiences. Our findings highlight the importance of developing a multidisciplinary team to inform the design of content, the importance of adaptation to context, both in terms of the national implementation context and consideration of gender-specific needs, and an integrated implementation and evaluation framework in all KT work. PMID:25642787

  11. The Algebra Content Knowledge of Beginning Teachers in California

    ERIC Educational Resources Information Center

    Caswell, Lisa M.

    2009-01-01

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

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

    NASA Astrophysics Data System (ADS)

    Veal, William Richard

    1997-09-01

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

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

    ERIC Educational Resources Information Center

    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…

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

    ERIC Educational Resources Information Center

    Bair, Sherry L.; Rich, Beverly S.

    2011-01-01

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

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

    ERIC Educational Resources Information Center

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

    2015-01-01

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

  16. State of Academic Knowledge on Toxicity and Biological Fate of Quantum Dots

    PubMed Central

    Pelley, Jennifer L.; Daar, Abdallah S.; Saner, Marc A.

    2009-01-01

    Quantum dots (QDs), an important class of emerging nanomaterial, are widely anticipated to find application in many consumer and clinical products in the near future. Premarket regulatory scrutiny is, thus, an issue gaining considerable attention. Previous review papers have focused primarily on the toxicity of QDs. From the point of view of product regulation, however, parameters that determine exposure (e.g., dosage, transformation, transportation, and persistence) are just as important as inherent toxicity. We have structured our review paper according to regulatory risk assessment practices, in order to improve the utility of existing knowledge in a regulatory context. Herein, we summarize the state of academic knowledge on QDs pertaining not only to toxicity, but also their physicochemical properties, and their biological and environmental fate. We conclude this review with recommendations on how to tailor future research efforts to address the specific needs of regulators. PMID:19684286

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

    NASA Astrophysics Data System (ADS)

    Dietz, Laura

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

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

    NASA Astrophysics Data System (ADS)

    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.

  19. Trust and Work Place Spirituality on Knowledge Sharing Behaviour: Perspective from Non-Academic Staff of Higher Learning Institutions

    ERIC Educational Resources Information Center

    Rahman, Muhammad Sabbir; Osmangani, Aahad M; Daud, Nuraihan Mat; Chowdhury, Abdul Hannan; Hassan, Hasliza

    2015-01-01

    Purpose: This empirical research aims to add value in the existing research on knowledge sharing, investigate the antecedents of knowledge-sharing behaviour by embedding trust and workplace spirituality variable on non-academic staff from higher learning institution in Malaysia. The role of trust, perceived risk and workplace spirituality towards…

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

    ERIC Educational Resources Information Center

    Henning, Elizabeth

    2013-01-01

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

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

    ERIC Educational Resources Information Center

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

    2015-01-01

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

  2. Special Education Teacher Knowledge of Literacy: An Analysis of Two Preparation Programs' Effectiveness in Increasing Subject-Matter Knowledge and Pedagogical Content Knowledge of Reading Comprehension

    ERIC Educational Resources Information Center

    James, Susanne M.

    2011-01-01

    Special educators' knowledge of reading concepts are not only influenced by their understanding of the subject matter, but also by an amalgam of content and pedagogy that enables teachers to integrate this information to meet the diverse needs of students with disabilities. This study documented the conceptual knowledge that special education…

  3. The role biomedical science laboratories can play in improving science knowledge and promoting first-year nursing academic success

    NASA Astrophysics Data System (ADS)

    Arneson, Pam

    The Role Biomedical Science Laboratories Can Play In Improving Science Knowledge and Promoting First-Year Nursing Academic Success The need for additional nursing and health care professionals is expected to increase dramatically over the next 20 years. With this in mind, students must have strong biomedical science knowledge to be competent in their field. Some studies have shown that participation in bioscience laboratories can enhance science knowledge. If this is true, an analysis of the role bioscience labs have in first-year nursing academic success is apposite. In response, this study sought to determine whether concurrent enrollment in anatomy and microbiology lecture and lab courses improved final lecture course grades. The investigation was expanded to include a comparison of first-year nursing GPA and prerequisite bioscience concurrent lecture/lab enrollment. Additionally, research has indicated that learning is affected by student perception of the course, instructor, content, and environment. To gain an insight regarding students' perspectives of laboratory courses, almost 100 students completed a 20-statement perception survey to understand how lab participation affects learning. Data analyses involved comparing anatomy and microbiology final lecture course grades between students who concurrently enrolled in the lecture and lab courses and students who completed the lecture course alone. Independent t test analyses revealed that there was no significant difference between the groups for anatomy, t(285) = .11, p = .912, but for microbiology, the lab course provided a significant educational benefit, t(256) = 4.47, p = .000. However, when concurrent prerequisite bioscience lecture/lab enrollment was compared to non-concurrent enrollment for first-year nursing GPA using independent t test analyses, no significant difference was found for South Dakota State University, t(37) = -1.57, p = .125, or for the University of South Dakota, t(38) = -0.46, p

  4. Academics and Wikipedia: Reframing Web 2.0+ as a Disruptor of Traditional Academic Power-Knowledge Arrangements

    ERIC Educational Resources Information Center

    Eijkman, Henk

    2010-01-01

    Purpose: There is much hype about academics' attitude to Wikipedia. This paper seeks to go beyond anecdotal evidence by drawing on empirical research to ascertain how academics respond to Wikipedia and the implications these responses have for the take-up of Web 2.0+. It aims to test the hypothesis that Web 2.0+, as a platform built around the…

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

    PubMed

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

    2016-01-08

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

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

    NASA Astrophysics Data System (ADS)

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

    2016-05-01

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

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

    ERIC Educational Resources Information Center

    Kansanen, Pertti

    2009-01-01

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

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

    ERIC Educational Resources Information Center

    Sadler, Troy D.; Zeidler, Dana L.

    2005-01-01

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

  9. Postgraduate nursing student knowledge, attitudes, skills, and confidence in appropriately referencing academic work.

    PubMed

    Greenwood, Melanie; Walkem, Kerrie; Smith, Lindsay Mervyn; Shearer, Toniele; Stirling, Christine

    2014-08-01

    Preventing plagiarism is an ongoing issue for higher education institutions. Although plagiarism has been traditionally seen as cheating, it is increasingly thought to be the result of poor referencing, with students reporting difficulties citing and referencing bibliographic sources. This study examined the academic knowledge, attitude, skills, and confidence of students in a school of nursing to understand poor referencing. A cross-sectional quantitative and qualitative survey was distributed to postgraduate (N = 1,000) certificate, diploma, and master's students. Quantitative data gathered demographics, cultural and linguistic background, and use of technology. Thematic analysis discovered patterns and themes. Results showed participants understood requirements for referencing; half indicated poor referencing was due to difficulty referencing Internet sources or losing track of sources, and many lacked confidence in key referencing tasks. Despite this, 50% did not make use of referencing resources. Overall, these data suggest incorrect referencing is rarely intentional and predominantly caused by skills deficit.

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

    NASA Astrophysics Data System (ADS)

    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.

  11. Is Pedagogical Content Knowledge (PCK) Necessary for Reformed Science Teaching?: Evidence from an Empirical Study

    ERIC Educational Resources Information Center

    Park, Soonhye; Jang, Jeong-Yoon; Chen, Ying-Chih; Jung, Jinhong

    2011-01-01

    This study tested a hypothesis that focused on whether or not teachers' pedagogical content knowledge (PCK) is a necessary body of knowledge for reformed science teaching. This study utilized a quantitative research method to investigate the correlation between a teacher's PCK level as measured by the PCK rubric (Park et al. 2008) and the degree…

  12. Tracing the Development of Teacher Knowledge in a Design Seminar: Integrating Content, Pedagogy and Technology

    ERIC Educational Resources Information Center

    Koehler, Matthew J.; Mishra, Punya; Yahya, Kurnia

    2007-01-01

    Effective technology integration for teaching subject matter requires knowledge not just of content, technology and pedagogy, but also of their relationship to each other. Building on Schulman's [Schulman, L. S. (1987). "Knowledge and teaching: foundations for a new reform." "Harvard Educational Review," 57(1), 1-22] concept of pedagogical content…

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

    ERIC Educational Resources Information Center

    Juttner, Melanie; Neuhaus, Birgit J.

    2012-01-01

    In view of the lack of instruments for measuring biology teachers' pedagogical content knowledge (PCK), this article reports on a study about the development of PCK items for measuring teachers' knowledge of pupils' errors and ways for dealing with them. This study investigated 9th and 10th grade German pupils' (n = 461) drawings in an achievement…

  14. Declarative and Dynamic Pedagogical Content Knowledge as Elicited through Two Video-Based Interview Methods

    ERIC Educational Resources Information Center

    Alonzo, Alicia C.; Kim, Jiwon

    2016-01-01

    Although pedagogical content knowledge (PCK) has become widely recognized as an essential part of the knowledge base for teaching, empirical evidence demonstrating a connection between PCK and teaching practice or student learning outcomes is mixed. In response, we argue for further attention to the measurement of dynamic (spontaneous or flexible,…

  15. Somatic Knowledge: The Body as Content and Methodology in Dance Education.

    ERIC Educational Resources Information Center

    Green, Jill

    2002-01-01

    Explores applications of somatics to school and university curricula, addressing somatic knowledge as content and methodology in dance education, proposing strategies for bringing the body back into dance and dance curricula, exploring cultural diversity issues within dance and somatic education, and concluding that somatic knowledge and practice…

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

    ERIC Educational Resources Information Center

    Bansilal, Sarah; Brijlall, Deonarain; Mkhwanazi, Thokozani

    2014-01-01

    Many studies point to the problem of poor mathematics content knowledge of mathematics teachers in South Africa. The purpose of this study was to investigate teachers' knowledge of the mathematics they are themselves teaching. Data was generated from the teachers' (n = 253) written responses to test that was a shortened form of a previous Grade 12…

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

    ERIC Educational Resources Information Center

    Manizade, Agida Gabil; Mason, Marguerite M.

    2011-01-01

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

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

    ERIC Educational Resources Information Center

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

    2016-01-01

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

  19. A Study to Determine the Impact of Professional Development on Teachers' Knowledge of Literacy Content

    ERIC Educational Resources Information Center

    Bradley, Rosaline Teresita

    2012-01-01

    Scope and Method of Study: This quantitative study investigated the impact of professional development on Belizean teachers' knowledge of literacy content needed to effectively develop early literacy skills of primary school children between the ages of five to eight. The specific focus of the research was to survey teachers' knowledge level…

  20. Validating and Modelling Technological Pedagogical Content Knowledge Framework among Asian Preservice Teachers

    ERIC Educational Resources Information Center

    Chai, Ching Shing; Ng, Eugenia M. W.; Li, Wenhao; Hong, Huang-Yao; Koh, Joyce H. L.

    2013-01-01

    The Technological Pedagogical Content Knowledge (TPCK) framework has been adopted by many educational technologists and teacher educators for the research and development of knowledge about the pedagogical uses of Information and Communication Technologies (ICT) in classrooms. While the framework is potentially very important, efforts to survey…

  1. Pedagogical Content Knowledge Development and Pre-Service Physics Teacher Education: A Case Study

    ERIC Educational Resources Information Center

    Sperandeo-Mineo, R. M.; Fazio, C.; Tarantino, G.

    2006-01-01

    This paper addresses the question of how to develop prospective teachers' pedagogical content knowledge (PCK) in science teacher education. The main focus is on the knowledge transformation process and on the cognitive strategies used to shift prospective teachers' explanations within the domain of modelling thermal physical phenomena. This study…

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

    ERIC Educational Resources Information Center

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

    2014-01-01

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

  3. First Year Pre-Service Teachers' Mathematical Content Knowledge: Methods of Solution for a Ratio Question

    ERIC Educational Resources Information Center

    Livy, Sharyn; Vale, Colleen

    2011-01-01

    In this article, pre-service teachers' mathematics content knowledge is explored through the analysis of two items about ratio from a Mathematical Competency, Skills and Knowledge Test. Pre-service teachers' thinking strategies, common errors and misconceptions in their responses are presented and discussed. Of particular interest was the range…

  4. Pedagogical Content Knowledge in Action: Its Impromptu Development by an Expert Practitioner

    ERIC Educational Resources Information Center

    Saito, Eisuke; Atencio, Matthew

    2016-01-01

    Research into pedagogical content knowledge (PCK) has advanced over the years. Yet, since most research has developed within specific subject areas, this paper aims to investigate how an expert teacher generates PCK by using various forms of knowledge. This study draws upon the case of an expert Japanese teacher, Mr. T, an educational consultant…

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

    ERIC Educational Resources Information Center

    ACPA College Student Educators International, 2011

    2011-01-01

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

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

    ERIC Educational Resources Information Center

    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…

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

    ERIC Educational Resources Information Center

    Turner, Fay

    2012-01-01

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

  8. An Instructional Strategy to Introduce Pedagogical Content Knowledge Using Venn Diagrams

    ERIC Educational Resources Information Center

    Otto, Charlotte A.; Everett, Susan A.

    2013-01-01

    This paper describes the use of a three-circle Venn diagram as a vehicle for introducing pre-service elementary teachers to pedagogical content knowledge (PCK). Each circle of the diagram represents pedagogy, content and context individually. The overlap of any two circles represents the interaction between the circles. For example, the overlap of…

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

    ERIC Educational Resources Information Center

    Ayvazo, Shiri; Ward, Phillip

    2011-01-01

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

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

    ERIC Educational Resources Information Center

    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,…

  11. What It Is They Do: Differentiating Knowledge and Literacy Practices across Content Disciplines

    ERIC Educational Resources Information Center

    Johnson, Holly; Watson, Patricia A.; Delahunty, Tina; McSwiggen, Patrick; Smith, Tara

    2011-01-01

    This study addresses the gap that exists between literacy educators' knowledge of content disciplines and the literacy strategies often suggested for use in content classrooms. The authors worked with disciplinary experts in mathematics and geography to understand the differences that exist in their conceptions of the disciplines and what it means…

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

    ERIC Educational Resources Information Center

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

    2017-01-01

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

  13. Preservice Mathematics Teachers' Views on Distance Education and Their Web Pedagogical Content Knowledge

    ERIC Educational Resources Information Center

    Cagirgan Gulten, Dilek

    2013-01-01

    This research aims to investigate primary preservice mathematics teachers' views on distance education and web pedagogical content knowledge in terms of the subscales of general web, communicative web, pedagogical web, web pedagogical content and attitude towards web based instruction. The research was conducted with 46 senior students in the…

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

    ERIC Educational Resources Information Center

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

    2012-01-01

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

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

    ERIC Educational Resources Information Center

    Majelan, Marziyeh Tahmouresi

    2014-01-01

    The main objective of this study was to investigate empirically if promoting a multimedia package enhances content knowledge in essay writing of 80 junior English translation students at a University in Karaj, Iran; plus, whether the learners' writing content improve due to the presence of the multimedia package or not. The multimedia was…

  16. Examining Pedagogical Content Knowledge: The Construct and Its Implications for Science Education. Science & Technology Education Library.

    ERIC Educational Resources Information Center

    Gess-Newsome, Julie, Ed.; Lederman, Norman G., Ed.

    This book presents both historic and current conceptions and practical implications of pedagogical content knowledge (PCK). The content is divided into four sections: (1) introduction; (2) literature; (3) emerging lines of research in science teacher education; and (4) impacts of PCK on the development of science teacher education programs.…

  17. Discussion, Comprehension, and Knowledge Acquisition in Content Area Classrooms. Technical Report No. 480.

    ERIC Educational Resources Information Center

    Gallagher, Margaret; Pearson, P. David

    A series of studies addressed basic questions about instruction in subject areas such as science and social studies at the elementary level, focusing on group discussion of textbook content and addressing the effects of instruction in terms of students' knowledge acquisition and their independent reading comprehension of new content. Subjects,…

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

    ERIC Educational Resources Information Center

    Khourey-Bowers, Claudia; Fenk, Christopher

    2009-01-01

    The purpose of this study was to explore the relationship between teachers' (N = 69) participation in constructivist chemistry professional development (PD) and enhancement of content (CK) and pedagogical content knowledge (PCK) (representational thinking and conceptual change strategies) and self-efficacy (PSTE). Quantitative measures assessed…

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

    NASA Astrophysics Data System (ADS)

    Şahin, Ömer; Gökkurt, Burçin; Soylu, Yasin

    2016-05-01

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

  20. A Meeting of Minds around Pedagogical Content Knowledge: Designing an International PCK Summit for Professional, Community, and Field Development

    ERIC Educational Resources Information Center

    Helms, Jenifer; Stokes, Laura

    2013-01-01

    A "conference" is a familiar mode of work for academics. Conferences provide opportunities to bring professionals working in a field together to share and build knowledge. As common as conferences are, however, they are quite challenging to design in ways that truly succeed in galvanizing the attention of an academic community on a…

  1. The Third Language of Academic English

    ERIC Educational Resources Information Center

    Zwiers, Jeff

    2005-01-01

    Academic language is the linguistic glue that holds the tasks, texts, and tests of school together. If students can't use this glue well, their academic work is likely to fall apart. According to the author of this article, "academic language" is defined as the set of words and phrases that (1) describe content-area knowledge and procedures; (2)…

  2. Perception of Teachers' Knowledge, Attitude and Teaching Skills as Predictor of Academic Performance in Nigerian Secondary Schools

    ERIC Educational Resources Information Center

    Adediwura, A. A.; Tayo, Bada

    2007-01-01

    The study investigated the relationship/effect of students' perception of teachers' knowledge of subject matter, attitude to work and teaching skills on students' academic performance. The population consisted of senior secondary three (SS.III) students in the South West Nigeria senior secondary schools. The study sample consisted of 1600…

  3. How Social Relationships Influence Academic Health in the "Enterprise University": An Insight into Productivity of Knowledge Workers

    ERIC Educational Resources Information Center

    Ditton, Mary J.

    2009-01-01

    The comparatively poor mental health status of academics at Australian universities compared with the general Australian workforce poses a public health challenge. Productivity of knowledge workers is a key issue for the new economy. Using the case of one university, I interviewed employees stratified by level of employment and showed that their…

  4. Exploring Domain-General and Domain-Specific Linguistic Knowledge in the Assessment of Academic English Language Proficiency

    ERIC Educational Resources Information Center

    Romhild, Anja; Kenyon, Dorry; MacGregor, David

    2011-01-01

    This study examined the role of domain-general and domain-specific linguistic knowledge in the assessment of academic English language proficiency using a latent variable modeling approach. The goal of the study was to examine if modeling of domain-specific variance results in improved model fit and well-defined latent factors. Analyses were…

  5. Knowledge Acquisition or Participation in Communities of Practice? Academics' Metaphors of Teaching and Learning at the University

    ERIC Educational Resources Information Center

    Wegner, Elisabeth; Nückles, Matthias

    2015-01-01

    Learning has been described by two conceptual metaphors: as individual acquisition of knowledge ("acquisition metaphor"), and as an enculturation into a subject community ("participation metaphor"). On the other hand, academics' conceptions of teaching are usually reported to vary between teacher and student orientation. In…

  6. Core Academic Language Skills: Moving beyond Vocabulary Knowledge to Predict Reading Comprehension

    ERIC Educational Resources Information Center

    Uccelli, Paola; Galloway, Emily Phillips; Kim, Ha Yeon; Barr, Christopher D.

    2015-01-01

    Despite a longstanding awareness of academic language as a pedagogically-relevant research area, the construct of academic language proficiency--understood as a more comprehensive set of skills than just academic vocabulary--has remained only vaguely specified. This study examines the potential--for both research and practice--of a more inclusive…

  7. Promotion of Cultural Content Knowledge Through the Use of the History and Philosophy of Science

    NASA Astrophysics Data System (ADS)

    Galili, Igal

    2012-09-01

    Historical excurse was suggested as a beneficial form of using the history and philosophy of science in the modules of learning materials developed within the History and Philosophy in Science Teaching project. The paper briefly describes the theoretical framework of the produced modules, addressing ontological and epistemological aspects of historical changes in physics knowledge with regard to several particular concepts relevant to school course of physics. It is argued that such excurses create Cultural Content Knowledge which improves the Pedagogical Content Knowledge in teachers and are appropriate to facilitate the meaningful learning by students. The modules illustrate the new aspect of the scientific knowledge not sufficiently addressed in the current science educational discourse—the constructive diachronic discourse that took place in the history. Historical excurse makes explicit the paradigmatic conceptual changes in physics knowledge and thus creates the space of learning in which the "correct" knowledge (type I) emerges in a discourse with the alternates (type II knowledge). Some of the previous conceptions show certain similarity to students' misconceptions which further motivates essential use of both types of scientific knowledge to support the meaningful learning of physics curriculum. The epistemological aspects of the developed materials illuminate the nature of scientific knowledge and its major features: objectiveness and cumulative nature. Teachers found the developed modules interesting, important but challenging their background and requiring special preparation.

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

    NASA Astrophysics Data System (ADS)

    Wimsatt, Mary Jo

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

  9. Integrating Academic Language, Thinking, and Content: Learning Scaffolds for Non-Native Speakers in the Middle Grades

    ERIC Educational Resources Information Center

    Zwiers, Jeff

    2006-01-01

    The purpose of this action research study was to explore possibilities for scaffolding academic language and historical thinking for non-native English speaking students in two middle school classrooms. The teaching approach focused on six dimensions of historical thinking: background knowledge, cause, effect, bias, empathy, and application. The…

  10. Identifying and Exploring Future Trends Impacting on Academic Libraries: A Mixed Methodology Using Journal Content Analysis, Focus Groups, and Trend Reports

    ERIC Educational Resources Information Center

    Gwyer, Roisin

    2015-01-01

    This article compares three sources of information about academic libraries to consider what the future could hold and the skills needed to deliver effective services within that future. The starting point is the contents of "New Review of Academic Librarianship" (formerly "British Journal of Academic Librarianship") from 1986,…

  11. Academic Language across Content Areas: Lessons from an Innovative Assessment and from Students' Reflections about Language

    ERIC Educational Resources Information Center

    Uccelli, Paola; Phillips Galloway, Emily

    2017-01-01

    Educators are aware of the need to promote students' academic language to support text comprehension. Yet, besides teaching academic vocabulary, many educators continue to ask, What would this instruction entail? Guided by a new framework known as core academic language skills (CALS), the authors' research focuses on delineating core language…

  12. Providing Access to Academic Content for High-School Students with Significant Intellectual Disability through Interactive Videos

    ERIC Educational Resources Information Center

    Evmenova, Anya S.; Graff, Heidi J.; Behrmann, Michael M.

    2017-01-01

    There has been a slight increase in the number of studies focused on the strategies used to introduce content-based instruction to students with moderate/severe disability. However, interventions for students with significant intellectual disability (ID) are lacking adapted materials to make instruction available in all major academic areas…

  13. Alignment of an Alternate Assessment with State Academic Standards: "Evidence for the Content Validity of the Wisconsin Alternate Assessment"

    ERIC Educational Resources Information Center

    Roach, Andrew T.; Elliott, Stephan N.; Webb, Norman L.

    2005-01-01

    In this article, the authors describe an alignment and content analysis of the Wisconsin Alternate Assessment (WAA) for students with disabilities. The WAA is an assessment of the academic performance of students with significant disabilities and is an alternative to the traditional on-demand achievement test. Alternate assessments like the WAA…

  14. Mapping out the Integration of the Components of Pedagogical Content Knowledge (PCK): Examples from High School Biology Classrooms

    ERIC Educational Resources Information Center

    Park, Soonhye; Chen, Ying-Chih

    2012-01-01

    This study explored the nature of the integration of the five components of pedagogical content knowledge (PCK): (a) Orientations toward Teaching Science, (b) Knowledge of Student Understanding, (c) Knowledge of Instructional Strategies and Representations, (d) Knowledge of Science Curriculum, and (e) Knowledge of Assessment of Science Learning.…

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

    NASA Astrophysics Data System (ADS)

    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.

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

    NASA Astrophysics Data System (ADS)

    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

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

    NASA Astrophysics Data System (ADS)

    Mthethwa-Kunene, Khetsiwe Eunice Faith

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

  18. Can Cases Carry Pedagogical Content Knowledge? Yes, But We've Got Signs of a "Matthew Effect."

    ERIC Educational Resources Information Center

    Kleinfeld, Judith

    Teacher educators have come to appreciate that the teaching of difficult subjects combines knowledge of content and knowledge of generic teaching methods. A study was conducted, therefore, to explore the potential of cases to carry pedagogical content knowledge. A case was developed describing how an expert teacher goes about teaching…

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

    ERIC Educational Resources Information Center

    Shirvani, Hosin

    2015-01-01

    This study examined the knowledge of mathematics content of elementary pre-service teachers at a sixth grade level. The researcher administered a mathematics test for sixth graders mandated by the Texas Education Agency to pre-service teachers; the same test was given to sixth graders in Texas. The study found that pre-service teachers performed…

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

    ERIC Educational Resources Information Center

    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…

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

    ERIC Educational Resources Information Center

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

    2011-01-01

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

  2. Preservice Teachers' Pedagogical Content Knowledge of Using Particle Models in Teaching Chemistry

    ERIC Educational Resources Information Center

    De Jong, Onno; Van Driel, Jan H.; Verloop, Nico

    2005-01-01

    In this article, we describe the results of a study of the pedagogical content knowledge (PCK) of preservice chemistry teachers in the context of a postgraduate teacher education program. A group of preservice teachers (n = 12) took part in an experimental introductory course module about the use of particle models to help secondary school…

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

    ERIC Educational Resources Information Center

    Bigler, Amber M.; Hanegan, Nikki L.

    2011-01-01

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

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

    NASA Astrophysics Data System (ADS)

    Milbourne, Jeff; Wiebe, Eric

    2017-03-01

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

  5. Innovations in the Delivery of Content Knowledge in Special Education Teacher Preparation

    ERIC Educational Resources Information Center

    Kennedy, Michael J.; Alves, Kat D.; Rodgers, Wendy J.

    2015-01-01

    Teacher educators are expected to provide preservice special education teachers with extensive knowledge about a variety of topics as well as allowing candidates a chance to engage in higher-level thinking about content. Today, some teacher educators are thinking "outside the box" when it comes to instructional delivery by moving beyond…

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

    ERIC Educational Resources Information Center

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

    2008-01-01

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

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

    ERIC Educational Resources Information Center

    Harrell, Pamela Esprivalo; Eddy, Colleen McLean

    2011-01-01

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

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

    ERIC Educational Resources Information Center

    Tseng, Jun-Jie

    2016-01-01

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

  9. A Case Study of Alternatively Trained Science Teachers: Attainment of Pedagogical Content Knowledge

    ERIC Educational Resources Information Center

    Duncan, Benjamin R.

    2013-01-01

    Elements essential to effective teaching are closely aligned with the domains of a teacher's pedagogical content knowledge (PCK) (Park & Oliver, 2008). Often, alternatively trained teachers enter the teaching profession lacking exposure to pedagogical events that allow these educators opportunities to reflect on their practice and construction…

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

    ERIC Educational Resources Information Center

    Fraser, Sharon P.

    2016-01-01

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

  11. Learning to Teach: Pedagogical Content Knowledge in Adventure-Based Learning

    ERIC Educational Resources Information Center

    Sutherland, Sue; Stuhr, Paul T.; Ayvazo, Shiri

    2016-01-01

    Background: Many alternative curricular models exist in physical education to better meet the needs of students than the multi-activity team sports curriculum that dominates in the USA. These alternative curricular models typically require different content knowledge (CK) and pedagogical CK (PCK) to implement successfully. One of the complexities…

  12. Preservice Science and Technology Teachers' Pedagogical Content Knowledge on Cell Topics

    ERIC Educational Resources Information Center

    Usak, Muhammet

    2009-01-01

    The purpose of this study is to explain prospective science and technology teachers' pedagogical content knowledge (PCK) about the cell. Lesson preparation, laboratory plan, interview with teacher candidates, and concept mapping were used to collect the data for prospective teacher's PCK. The study was conducted with six prospective science and…

  13. Comparing Technology-Supported Teacher Education Curricular Models for Enhancing Statistical Content Knowledge

    ERIC Educational Resources Information Center

    Cross Francis, Dionne; Hudson, Rick; Vesperman, Crystal; Perez, Arnulfo

    2014-01-01

    Recent calls have been made to enhance and extend the statistical experiences of K-12 students. However, to ensure that such goals are met, teachers also need to develop deep conceptual understanding and pedagogical content knowledge that are essential to statistical thinking and reasoning. In this regard, over the past two decades, leading…

  14. Examining Practicing Teachers' Perceptions of Technological Pedagogical Content Knowledge (TPACK) Pathways: A Structural Equation Modeling Approach

    ERIC Educational Resources Information Center

    Koh, Joyce Hwee Ling; Chai, Ching Sing; Tsai, Chin-Chung

    2013-01-01

    The seven constructs of the technological pedagogical content knowledge (TPACK) framework has been widely adopted as a theoretical basis for understanding the scope of teachers' information and communication technology (ICT) expertise. Despite this, very little is understood about the inter-relationships between these constructs, especially how…

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

    ERIC Educational Resources Information Center

    Jang, Syh-Jong; Chang, Yahui

    2016-01-01

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

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

    ERIC Educational Resources Information Center

    Agyei, Douglas D.; Voogt, Joke

    2012-01-01

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

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

    ERIC Educational Resources Information Center

    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…

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

    ERIC Educational Resources Information Center

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

    2016-01-01

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

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

    ERIC Educational Resources Information Center

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

    2012-01-01

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

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

    ERIC Educational Resources Information Center

    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…

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

    ERIC Educational Resources Information Center

    Shechtman, Zipora; Abu Yaman, Mary

    2012-01-01

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

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

    ERIC Educational Resources Information Center

    Sanchez, Rebecca M.

    2010-01-01

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

  3. Teaching Science with Technology: Case Studies of Science Teachers' Development of Technology, Pedagogy, and Content Knowledge

    ERIC Educational Resources Information Center

    Guzey, S. Selcen; Roehrig, Gillian H.

    2009-01-01

    This study examines the development of technology, pedagogy, and content knowledge (TPACK) in four in-service secondary science teachers as they participated in a professional development program focusing on technology integration into K-12 classrooms to support science as inquiry teaching. In the program, probeware, mind-mapping tools (CMaps),…

  4. Changing Beginning Teachers' Content Knowledge and Its Effects on Student Learning

    ERIC Educational Resources Information Center

    Sinelnikov, Oleg A.; Kim, Insook; Ward, Phillip; Curtner-Smith, Mathew; Li, Weidong

    2016-01-01

    Background: Lack of content knowledge (CK) is problematic in teaching in classroom subject areas and in physical education. There is a dearth of data-based research on interventions aimed at helping teachers acquire CK and, in turn, on the effects of CK on student learning. Aim: To investigate the effect of professional development, in the form of…

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

    ERIC Educational Resources Information Center

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

    2007-01-01

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

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

    ERIC Educational Resources Information Center

    Millican, J. Si

    2013-01-01

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

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

    ERIC Educational Resources Information Center

    Drechsler, Michal; Van Driel, Jan

    2008-01-01

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

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

    ERIC Educational Resources Information Center

    Ladele, Omolola; Ormond, Christine; Hackling, Mark

    2014-01-01

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

  9. The Acquisition and Development of EFL Pre-Service Teachers' Pedagogical Content Knowledge about Classroom Management

    ERIC Educational Resources Information Center

    Za'za', Mona Salem Mahmoud

    2007-01-01

    Classroom management is an important component of effective teaching. Despite its importance, little is known about how pre-service teachers acquire and develop pedagogical content knowledge about classroom management. This study explored the PCK about classroom management of 22 EFL student teachers enrolled in Dhahran Al-Janoub (K.S.A.) Faculty…

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

    ERIC Educational Resources Information Center

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

    2013-01-01

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

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

    ERIC Educational Resources Information Center

    Anakin, Megan; Linsell, Chris

    2014-01-01

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

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

    ERIC Educational Resources Information Center

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

    2017-01-01

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

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

    ERIC Educational Resources Information Center

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

    2013-01-01

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

  14. Developing Pre-Service Teachers' Pedagogical Content Knowledge for Teaching Spatial Thinking through Geography

    ERIC Educational Resources Information Center

    Jo, Injeong; Bednarz, Sarah Witham

    2014-01-01

    Twenty-four pre-service teachers participated in a workshop designed to provide explicit opportunities to learn what spatial thinking is and how to incorporate it into teaching practice. The objectives of this paper are to: (1) examine the educational effect of the workshop on pre-service teachers' pedagogical content knowledge (PCK) and (2)…

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

    ERIC Educational Resources Information Center

    Karal, Isik Saliha; Alev, Nedim

    2016-01-01

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

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

    ERIC Educational Resources Information Center

    Yuksel, Ismail; Yasin, Elif

    2014-01-01

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

  17. Surveying Chinese In-Service K12 Teachers' Technology, Pedagogy, and Content Knowledge

    ERIC Educational Resources Information Center

    Liu, Qingtang; Zhang, Si; Wang, Qiyun

    2015-01-01

    Technology, pedagogy, and content knowledge (TPACK) has been considered as a promising theoretical framework to guide teacher educators in designing and developing in-service K12 teacher education programs. However, it seems unclear whether in-service teachers have different TPACK perceptions when entering the education programs. This study…

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

    ERIC Educational Resources Information Center

    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)…

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

    ERIC Educational Resources Information Center

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

    2012-01-01

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

  20. Minding the Knowledge Gap: The Importance of Content in Student Learning

    ERIC Educational Resources Information Center

    Christodoulou, Daisy

    2013-01-01

    In this article, author Daisy Christodoulou, a former teacher in the United Kingdom, debunks the myth that teaching facts prevents understanding, and she explains why teaching content knowledge is part of the primary mission of education. Throughout this article, she tries to stress that she shares the aims of many of the people whose methods she…

  1. Learning to Do Concept-Based Pragmatics Instruction: Teacher Development and L2 Pedagogical Content Knowledge

    ERIC Educational Resources Information Center

    van Compernolle, Rémi A.; Henery, Ashlie

    2015-01-01

    This article explores the development of pedagogical content knowledge in relation to one teacher's experience in learning to engage in a Vygotskian approach to teaching second language (L2) pragmatics known as "concept-based pragmatics instruction" (CBPI). The teacher, Mrs. Hanks, was a PhD candidate in second language acquisition at…

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

    ERIC Educational Resources Information Center

    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…

  3. An Investigation of Preservice Teachers' Technological Pedagogical Content Knowledge Based on a Variety of Characteristics

    ERIC Educational Resources Information Center

    Karaca, Feride

    2015-01-01

    A survey research was conducted to examine preservice teachers' Technological Pedagogical Content Knowledge (TPACK) and how it differs based on a variety of characteristics (i.e. gender, grade level, type of high school graduated, possession of different technologies etc.). The participants of the study included 142 preservice teachers from…

  4. Determining the Effects of Reflection Type and Cognitive Style on Students' Content Knowledge

    ERIC Educational Resources Information Center

    Blackburn, J. Joey; Robinson, J. Shane; Kacal, Amanda

    2015-01-01

    The purpose of this exploratory, experimental study was to determine the effects that the type of reflection-in-action and students' cognitive style had on content knowledge of preservice agriculture teachers (N = 57) at Oklahoma State University. Students' cognitive style was assessed using Kirton's Adaptation-Innovation Inventory (KAI). Students…

  5. Digital News Stories: Building Language Learners' Content Knowledge and Speaking Skills

    ERIC Educational Resources Information Center

    Lee, Lina

    2014-01-01

    The study explored how the use of digital news stories promoted the development of content knowledge and oral language skills. The study involved 15 advanced Spanish students who used VoiceThread, an interactive multimedia tool, to create and exchange digital news regarding current events over the course of one semester. Both quantitative and…

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

    ERIC Educational Resources Information Center

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

    2013-01-01

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

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

    ERIC Educational Resources Information Center

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

    2016-01-01

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

  8. A Turn toward Specifying Validity Criteria in the Measurement of Technological Pedagogical Content Knowledge (TPACK)

    ERIC Educational Resources Information Center

    Cavanagh, Robert F.; Koehler, Matthew J.

    2013-01-01

    The impetus for this paper stems from a concern about directions and progress in the measurement of the Technological Pedagogical Content Knowledge (TPACK) framework for effective technology integration. In this paper, we develop the rationale for using a seven-criterion lens, based upon contemporary validity theory, for critiquing empirical…

  9. Behavioural Intention and Pre-Service Mathematics Teachers' Technological Pedagogical Content Knowledge

    ERIC Educational Resources Information Center

    Gonzalez, Maria Jose; González-Ruiz, Ignacio

    2017-01-01

    Teachers' beliefs, together with sound technological pedagogical content knowledge (TPACK), are directly related to the effective integration of technology in mathematics teaching. This study explored the relationship between pre-service teachers' behavioural intention to use technology to teach mathematics and their TPACK. A case-study analysis…

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

    ERIC Educational Resources Information Center

    Fryling, Margo J.

    2013-01-01

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

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

    ERIC Educational Resources Information Center

    Barnett, Ellen; Friedrichsen, Patricia J.

    2015-01-01

    Research suggests discipline-specific, educative mentoring can help preservice teachers develop more sophisticated pedagogical content knowledge (PCK). However, there are few studies examining the nature of mentors' practice and "how" mentors influence preservice teacher's (PST) PCK. The purpose of this case study was to describe the…

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

    ERIC Educational Resources Information Center

    Öz, Hüseyin

    2015-01-01

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

  13. Teachers' Pedagogical Content Knowledge and Students' Learning Outcomes in Ball Game Instruction

    ERIC Educational Resources Information Center

    Creasy, Julia A.; Whipp, Peter R.; Jackson, Ben

    2012-01-01

    Pedagogical content knowledge (PCK) has particular relevance for understanding the factors that contribute to high-quality teaching behaviors. This study sought to explore the relationship between teachers' PCK and students' opportunities related to learning outcomes in primary school physical education (PE), during ball game instruction. Data…

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

    ERIC Educational Resources Information Center

    Mecoli, Storey

    2013-01-01

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

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

    ERIC Educational Resources Information Center

    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"…

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

    ERIC Educational Resources Information Center

    Shoulders, Catherine W.; Myers, Brian E.

    2013-01-01

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

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

    ERIC Educational Resources Information Center

    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…

  18. The Effect of "Tenebrio Obscurus" on Elementary Preservice Teachers' Content Knowledge, Attitudes, and Self-Efficacy

    ERIC Educational Resources Information Center

    Weinburgh, Molly

    2007-01-01

    This study explores the extent to which an activity used in an elementary science methods course affected the preservice teachers' content knowledge, attitudes, and self-efficacy. The participants were 172 students enrolled in five sections of elementary science methods. Students participated in a 9-week investigation on life cycles using…

  19. The Development, Validity and Reliability of TPACK-Deep: A Technological Pedagogical Content Knowledge Scale

    ERIC Educational Resources Information Center

    Yurdakul, Isil Kabakci; Odabasi, Hatice Ferhan; Kilicer, Kerem; Coklar, Ahmet Naci; Birinci, Gurkay; Kurt, Adile Askim

    2012-01-01

    The purpose of this study is to develop a TPACK (technological pedagogical content knowledge) scale based on the centered component of TPACK framework in order to measure preservice teachers' TPACK. A systematic and step-by-step approach was followed for the development of the scale. The validity and reliability studies of the scale were carried…

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

    ERIC Educational Resources Information Center

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

    2013-01-01

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

  1. The Quality of Pre-Service Science Teachers' Argumentation: Influence of Content Knowledge

    ERIC Educational Resources Information Center

    Cetin, Pinar Seda; Dogan, Nihal; Kutluca, Ali Yigit

    2014-01-01

    Research exploring the possible link between quality of argumentation and content knowledge is not straightforward. Some studies suggest a positive relationship (e.g. Dawson & Schibeci in "J Biol Educ" 38(1):7-12, 2003) while others do not (e.g. Zohar & Nemet in "J Res Sci Teach" 39:35-62, 2002). This study examined the…

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

    ERIC Educational Resources Information Center

    Williams, Jennifer S.

    2012-01-01

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

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

    ERIC Educational Resources Information Center

    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…

  4. Emergences and Affordances as Opportunities to Develop Teachers' Mathematical Content Knowledge

    ERIC Educational Resources Information Center

    Julie, Cyril

    2014-01-01

    Teachers' mathematical content knowledge has been under scrutiny for some time. This development is in the wake of learners' unsatisfactory performance in national examinations and international achievement tests. A widely held belief is that one, if not the most important, of the efforts to improve and enhance the performance and…

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

    ERIC Educational Resources Information Center

    Aydeniz, Mehmet; Kirbulut, Zubeyde Demet

    2014-01-01

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

  6. Teachers' Pedagogical Content Knowledge of Students' Problem Solving in Elementary Arithmetic.

    ERIC Educational Resources Information Center

    Carpenter, Thomas P.; And Others

    1988-01-01

    Forty first-grade teachers' pedagogical content knowledge of children's solutions of addition and subtraction word problems was investigated. Most teachers could identify many of the critical distinctions between problems, and the primary strategies used to solve them, but did not have a coherent organizational scheme. (MNS)

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

    ERIC Educational Resources Information Center

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

    2013-01-01

    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…

  8. The Interaction of Michigan Environmental Education Curriculum, Science Teachers' Pedagogical Content Knowledge, and Environmental Action Competence

    ERIC Educational Resources Information Center

    Alvarado, Angelita P.

    2010-01-01

    One of the main goals of Environmental Education (EE) is to develop people's environmental stewardship, which includes people's capacity to take environmental action--their action competence (AC). The purposes of my study were to characterize the interactions found in an EE curriculum, science teachers' pedagogical content knowledge (PCK), and…

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

    ERIC Educational Resources Information Center

    Bahcivan, Eralp; Cobern, William W.

    2016-01-01

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

  10. Links between Content Knowledge and Practice in a Mathematics Teacher Education Course: A Case Study

    ERIC Educational Resources Information Center

    Brijlall, D.; Isaac, V.

    2011-01-01

    This qualitative study examined the link between content knowledge and classroom practice from the perceptions of two university lecturers. The study was contextualized at a higher education institution in South Africa where the two university lecturers were lecturing to a second year undergraduate teacher trainee class (n = 78). The research was…

  11. Examining the Level of Content Knowledge of Recent Business Education Graduates

    ERIC Educational Resources Information Center

    Fletcher, Edward C., Jr.; Mountjoy, Kathy; Bailey, Glenn

    2011-01-01

    The majority of studies regarding the preparation of teachers in the area of content knowledge indicate there is a lack of deeper understanding of the subject matter in which teachers are licensed to teach (Wilson, Floden, & Ferrini-Mundy, 2001). The purpose of this Delphi research study was to identify the perceptions of recent business education…

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

    ERIC Educational Resources Information Center

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

    2009-01-01

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

  13. Relationships Among Academic Performance, Basic Skills, Subject Matter Knowledge, and Teaching Skills of Teacher Education Graduates.

    ERIC Educational Resources Information Center

    Guyton, Edith; Farokhi, Elizabeth

    1987-01-01

    In order to determine if successful academic performance assures good teaching, four measures of academic achievement of teacher education graduates of Georgia State University from 1981 through 1984 were correlated with on-the-job performance assessments. Results are presented and implications for education policies are discussed. (Author/MT)

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

    NASA Astrophysics Data System (ADS)

    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

  15. Knowledge Transfer and Capacity for Dissemination: A Review and Proposals for Further Research on Academic Knowledge Transfer

    ERIC Educational Resources Information Center

    Kuiken, Janna; van der Sijde, Peter

    2011-01-01

    The process of knowledge transfer has been extensively studied in the context of a variety of theoretical considerations. In this paper the authors adopt a communication theory perspective and focus on capacity for dissemination. Many studies assume that universities are able to disseminate and commercialize their knowledge (and technology).…

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

    ERIC Educational Resources Information Center

    Provost, Lauren E.

    2013-01-01

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

  17. Contemporary Development of Academic Reference Librarianship in the United States: A 44-Year Content Analysis

    ERIC Educational Resources Information Center

    Wang, Hanrong; Tang, Yingqi; Knight, Carley

    2010-01-01

    This study analyzes job advertisements to identify the contemporary development of academic reference librarianship in the United States. Results show that more job openings, higher educational backgrounds, more duties & responsibilities, and variety of titles were assigned to academic reference librarian positions from 1966 through 2009.…

  18. Academic Conversations: Classroom Talk That Fosters Critical Thinking and Content Understandings

    ERIC Educational Resources Information Center

    Zwiers, Jeff; Crawford, Marie

    2011-01-01

    Where would we be without conversation? Throughout history, conversations have allowed us to see different perspectives, build ideas, and solve problems. Conversations, particularly those referred to in this book as academic conversations, push students to think and learn in lasting ways. Academic conversations are back-and-forth dialogues in…

  19. Language, Content and Skills in the Testing of English for Academic Purposes.

    ERIC Educational Resources Information Center

    Gamaroff, R.

    1998-01-01

    A study investigated the consistency of criteria for academic English skills as applied by teachers of academic English and science lecturers in a South African historically black university. Both groups were asked to evaluate first-year students' essays on the greenhouse effect. Results indicated a wide variation in scores and judgments within…

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

    NASA Astrophysics Data System (ADS)

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

    2016-05-01

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

  1. Trends in academic health sciences libraries and their emergence as the “knowledge nexus” for their academic health centers*

    PubMed Central

    Kronenfeld, Michael R.

    2005-01-01

    Objectives: The objective of this study was to identify trends in academic health sciences libraries (AHSLs) as they adapt to the shift from a print knowledgebase to an increasingly digital knowledgebase. This research was funded by the 2003 David A. Kronick Traveling Fellowship. Methods: The author spent a day and a half interviewing professional staff at each library. The questionnaire used was sent to the directors of each library in advance of the visit, and the directors picked the staff to be interviewed and set up the schedule. Results: Seven significant trends were identified. These trends are part of the shift of AHSLs from being facility and print oriented with a primary focus on their role as repositories of a print-based knowledgebase to a new focus on their role as the center or “nexus” for the organization, access, and use of an increasingly digital-based knowledgebase. Conclusion: This paper calls for a national effort to develop a new model or structure for health sciences libraries to more effectively respond to the challenges of access and use of a digital knowledgebase, much the same way the National Library of Medicine did in the 1960s and 1970s in developing and implementing the National Network of Libraries of Medicine. The paper then concludes with some examples or ideas for research to assist in this process. PMID:15685271

  2. The effects of utilizing NASA educational materials on student knowledge of science content

    NASA Astrophysics Data System (ADS)

    Lutz, Ota

    2011-12-01

    Scope and method of study. This study investigates the effects of utilizing NASA educational materials on student knowledge of science content. This research study uses a quasi-experimental post-test-only research design featuring nonequivalent comparison groups. The sample consists of fifth grade students in California, Texas, and Massachusetts. One control and one treatment school were compared in each state. Students at the treatment schools participated in lessons involving NASA educational materials. Students at the control schools did not participate in lessons involving NASA educational materials. Because all classes in a given state are subject to the same curriculum guidelines, all students in that state should have been exposed to the same science content during the school year. Data utilized for this study were retrieved from state standardized test databases and consist of individual student test scores and group performance indices. Individual student test scores were compared for schools in California and Texas using an independent samples t test. Trends in performance indices were examined for California, Texas, and Massachusetts. Findings and conclusions. Analysis of data showed no significant difference in student knowledge of science content exists between students receiving instruction utilizing NASA educational materials and students receiving instruction utilizing traditional classroom science materials. Teachers may utilize NASA educational materials to teach science and accomplish the same student knowledge of content as if they had utilized traditional teaching materials.

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

    NASA Astrophysics Data System (ADS)

    Henson, Harvey, Jr.

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

  4. Associations of Emotion-Related Regulation with Language Skills, Emotion Knowledge, and Academic Outcomes

    ERIC Educational Resources Information Center

    Eisenberg, Nancy; Sadovsky, Adrienne; Spinrad, Tracy L.

    2005-01-01

    Research suggests that the development of emotional regulation in early childhood is interrelated with emotional understanding and language skills. Heuristic models are proposed on how these factors influence children's emerging academic motivation and skills. (Contains 2 figures.)

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

    NASA Astrophysics Data System (ADS)

    Shea, Nicole Anne

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

  6. Linguistic Knowledge Aspects in Academic Reading: Challenges and Deployed Strategies by English-Major Undergraduates at a Jordanian Institution of Higher Education

    ERIC Educational Resources Information Center

    Albashtawi, Abeer H.; Jaganathan, Paramaswari; Singh, Manjet

    2016-01-01

    This study aimed to investigate the linguistic knowledge aspect in academic reading, the challenges and the deployed strategies by English major undergraduates at a Jordanian institution of higher education. The importance of the study is attributed to the importance of the academic reading at university which is closely related to the academic…

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

    NASA Astrophysics Data System (ADS)

    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.

  8. Developing Pedagogical Content Knowledge for Teaching a New Topic: More Than Teaching Experience and Subject Matter Knowledge

    NASA Astrophysics Data System (ADS)

    Chan, Kennedy Kam Ho; Yung, Benny Hin Wai

    2017-03-01

    Teaching experience has been identified as an important factor in pedagogical content knowledge (PCK) development. However, little is known about how experienced teachers may draw on their previous experience to facilitate their PCK development. This study examined how two experienced high school biology teachers approached the teaching of a newly introduced topic in the curriculum, polymerase chain reaction and their PCK development from the pre-lesson planning phase through the interactive phase to the post-lesson reflection phase. Multiple data sources included classroom observations, field notes, semi-structured interviews and classroom artefacts. It was found that the teachers' previous experience informed their planning for teaching the new topic, but in qualitatively different ways. This, in turn, had a bearing on their new PCK development. Subject matter knowledge (SMK) can not only facilitate but may also hinder this development. Our findings identify two types of experienced teachers: those who can capitalise on their previous teaching experiences and SMK to develop new PCK and those who do not. The critical difference is whether in the lesson planning stage, the teacher shows the disposition to draw on a generalised mental framework that enables the teacher to capitalise on his existing SMK to develop new PCK. Helping teachers to acquire this disposition should be a focus for teacher training in light of continuous curriculum changes.

  9. The Quality of Pre-service Science Teachers' Argumentation: Influence of Content Knowledge

    NASA Astrophysics Data System (ADS)

    Cetin, Pinar Seda; Dogan, Nihal; Kutluca, Ali Yigit

    2014-04-01

    Research exploring the possible link between quality of argumentation and content knowledge is not straightforward. Some studies suggest a positive relationship (e.g. Dawson & Schibeci in J Biol Educ 38(1):7-12, 2003) while others do not (e.g. Zohar & Nemet in J Res Sci Teach 39:35-62, 2002). This study examined the possible relationship between pre-service science teachers' (PSTs) lines of argument regarding genetic cloning issues and their knowledge of the related content. In the research, pre-service teachers were divided into groups according to the results of a conceptual understanding test on genetic cloning, and were categorized as high, middle and low achievers. After introducing three socio-scientific scenarios (relating to genetic cloning) with the intention of prompting lines of argumentation, the PSTs then participated in semi-structured interviews with the research team. It was revealed that there is not a significant relationship between the quality of socio-scientific argumentation among PSTs and their knowledge of content in the domain of cloning. Explanations for these results are discussed in light of the related literature and with reference to the interviews.

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

    NASA Astrophysics Data System (ADS)

    Wang, Jianlan; Buck, Gayle A.

    2016-08-01

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

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

    ERIC Educational Resources Information Center

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

    2016-01-01

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

  12. Promoting and Assessing Pre-Service Teachers' Technological Pedagogical Content Knowledge (TPACK) in the Context of Case Development

    ERIC Educational Resources Information Center

    Mouza, Chrystalla; Karchmer-Klein, Rachel

    2013-01-01

    This study investigated the extent to which case development allowed pre-service teachers to recognize the interactions and integration of technology with content and pedagogy in their own practice. These interactions form the core of what has been called Technological Pedagogical Content Knowledge (TPACK), a distinct type of knowledge required…

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

    ERIC Educational Resources Information Center

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

    2015-01-01

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

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

    ERIC Educational Resources Information Center

    Mavhunga, Elizabeth; Rollnick, Marissa

    2016-01-01

    In science education, learner-centred classroom practices are widely accepted as desirable and are associated with responsive and reformed kinds of teacher beliefs. They are further associated with high-quality Pedagogical Content Knowledge (PCK). Topic-Specific Pedagogical Content Knowledge (TSPCK), a version of PCK defined at topic level, is…

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

    NASA Astrophysics Data System (ADS)

    Ravgiala, Rebekah Rae

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

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

    NASA Astrophysics Data System (ADS)

    Hites, Travis

    2015-01-01

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

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

    ERIC Educational Resources Information Center

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

    2006-01-01

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

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

    PubMed

    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.

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

    NASA Astrophysics Data System (ADS)

    Al-Hooli, Abeer Abdullah

    2001-10-01

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

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

    NASA Astrophysics Data System (ADS)

    Hill, Kathleen M.

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

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

    NASA Astrophysics Data System (ADS)

    Duncan, Benjamin R.

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

  2. Balance Between Merit and Equity in Academic Hiring Decisions: Judgemental Content Analysis Applied to the Phraseology of Australian Tenure-Stream Advertisements in Comparison with Canadian Advertisements

    ERIC Educational Resources Information Center

    Boyle, Gregory J.; Furedy, John J.; Neumann, David L.; Westbury, H. Rae; Reiestad, Magnus

    2010-01-01

    The wording of university academic job advertisements can reflect a commitment to equity (affirmative action) as opposed to academic merit in hiring decisions. The method of judgemental content analysis was applied by having three judges rate 810 Australian tenure-stream advertisements on seven-point magnitude scales of equity and merit. The…

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

    ERIC Educational Resources Information Center

    Rozenszajn, Ronit; Yarden, Anat

    2014-01-01

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

  4. Beyond knowledge transfer: The social construction of autonomous academic science in university-industry agricultural biotechnology research collaborations

    NASA Astrophysics Data System (ADS)

    Biscotti, Dina Louise

    Autonomy is a social product. Although some might view autonomy as the absence of social interference in individual action, it is in fact produced through social institutions. It enables social actors to act; it is the justification for the allocation of enormous public resources into institutions classified as "public" or "nonprofit;" it can lead to innovation; and, significantly, it is key to the public acceptance of new technologies. In this dissertation, I analyze the social construction of autonomy for academic science in U.S. university-industry agricultural biotechnology research collaborations. University-industry relationships (UIRs) are a site of concern about the influence of commercial interests on academic science. Agricultural biotechnology is a contentious technology that has prompted questions about the ecological and public health implications of genetically-modified plants and animals. It has also spurred awareness of the industrialization of agriculture and accelerating corporate control of the global food system. Through analysis of in-depth interviews with over 200 scientists and administrators from nine U.S. research universities and thirty agricultural biotechnology companies, I find that both the academy and industry have a vested interest in the social construction of the academy as an autonomous space from which claims to objective, disinterested scientific knowledge can be made. These claims influence government regulation, as well as grower and public acceptance of agricultural biotechnology products. I argue that the social production of autonomy for academic science can be observed in narratives and practices related to: (1) the framing of when, how and why academic scientists collaborate with industry, (2) the meanings ascribed to and the uses deemed appropriate for industry monies in academic research, and (3) the dissemination of research results into the public domain through publications and patents. These narratives and practices

  5. Making It Relevant. Exploring the World of Work Can Enhance Students' Academic and Technological Knowledge.

    ERIC Educational Resources Information Center

    Welty, Kenneth

    1990-01-01

    To make the junior high/middle school curriculum more responsive to early adolescents, Illinois teachers evolved the ACT curriculum. Its three missions are applied academics, career exploration, and technological literacy, organized around themes relevant to the lives of young people. (SK)

  6. Transforming and Constructing Academic Knowledge through Online Peer Feedback in Summary Writing

    ERIC Educational Resources Information Center

    Yang, Yu-Fen

    2016-01-01

    Recognizing that graduate students seldom have the opportunity to participate collaboratively, either in providing or receiving feedback to improve their academic writing skills, this study reports on the design of a computer-supported collaborative learning (CSCL) system used to investigate how graduate students transform and construct their…

  7. Re-Engineering Academic Library Services: The Case of the Technical Knowledge Center & Library of Denmark.

    ERIC Educational Resources Information Center

    Bjoernshauge, Lars

    The traditional mode of operation of academic libraries is in crisis due to a combination of zero growth funding, rapidly escalating pricing on information resources (especially scientific journals), necessary investments in technology and human resource development, and increasing customer expectations. These issues are addressed as they relate…

  8. Academics and Practitioners: Partners in Generating Knowledge or Citizens of Two Different Worlds?

    ERIC Educational Resources Information Center

    Gravani, Maria N.

    2008-01-01

    The research reported in this paper explores aspects of the relationship between academics and practitioners in the context of a professional development programme. It is illustrated by qualitative data from a case study of university teachers' and secondary teachers' experiences and perceptions of a university-led in-service training course in…

  9. 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

    ERIC Educational Resources Information Center

    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…

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

    PubMed

    Kahn-Horwitz, Janina

    2016-04-01

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

  11. Telecommuting Academics within an Open Distance Education Environment of South Africa: More Content, Productive, and Healthy?

    ERIC Educational Resources Information Center

    Tustin, Deon Harold

    2014-01-01

    Outside an academic setting, telecommuting has become fairly popular in recent years. However, research on telecommuting practices within a higher education environment is fairly sparse, especially within the higher distance education sphere. Drawing on existing literature on telecommuting and the outcome of a valuation study on the success of an…

  12. The Effects of Arts Integration on Long-Term Retention of Academic Content

    ERIC Educational Resources Information Center

    Hardiman, Mariale; Rinne, Luke; Yarmolinskaya, Julia

    2014-01-01

    Previous correlational and quasi-experimental studies of arts integration--the pedagogical practice of "teaching through the arts"--suggest its value for enhancing cognitive, academic, and social skills. This study reports the results of a small, preliminary classroom-based experiment that tested effects of arts integration on long-term…

  13. A Review of the Effectiveness of Guided Notes for Students Who Struggle Learning Academic Content

    ERIC Educational Resources Information Center

    Haydon, Todd; Mancil, G. Richmond; Kroeger, Stephen D.; McLeskey, James; Lin, Wan-Yu Jenny

    2011-01-01

    The No Child Left Behind Act (2001) requires that all students, including those with disabilities, to make adequate yearly progress in the general education curriculum. To ensure that this occurs, effective practices are needed that fit the classroom needs of teachers and result in improved academic gains. One practice that shows promise as an…

  14. Using Video Modeling and Video Prompting to Teach Core Academic Content to Students with Learning Disabilities

    ERIC Educational Resources Information Center

    Kellems, Ryan O.; Edwards, Sean

    2016-01-01

    Practitioners are constantly searching for evidence-based practices that are effective in teaching academic skills to students with learning disabilities (LD). Video modeling (VM) and video prompting have become popular instructional interventions for many students across a wide range of different disability classifications, including those with…

  15. Developing Reading Comprehension and Academic Vocabulary for English Language Learners through Science Content: A Formative Experiment

    ERIC Educational Resources Information Center

    Taboada, Ana; Rutherford, Vanessa

    2011-01-01

    This formative experiment explored the extent to which two instructional frameworks that varied in the explicitness of academic vocabulary instruction, comprehension strategy instruction, and supports for student autonomy influenced reading comprehension, vocabulary acquisition, perceptions of autonomy supports, and reading engagement in…

  16. Longitudinal Associations between Executive Functioning and Academic Skills across Content Areas

    ERIC Educational Resources Information Center

    Fuhs, Mary Wagner; Nesbitt, Kimberly Turner; Farran, Dale Clark; Dong, Nianbo

    2014-01-01

    This study assessed 562 four-year-old children at the beginning and end of their prekindergarten (pre-k) year and followed them to the end of kindergarten. At each time point children were assessed on 6 measures of executive function (EF) and 5 subtests of the Woodcock-Johnson III academic achievement battery. Exploratory factor analyses yielded…

  17. Beyond the Academic Journal: Unfreezing Misconceptions About Mental Illness and Gun Violence Through Knowledge Translation to Decision-Makers.

    PubMed

    Horwitz, Joshua; Grilley, Anna; Kennedy, Orla

    2015-06-01

    In a policy arena characterized by polarized debate, such as the consideration of legal interventions to prevent gun violence, research evidence is an important tool to inform decision-making processes. However, unless the evidence is communicated to stakeholders who can influence policy decisions, the research will often remain an academic exercise with little practical impact. The Educational Fund to Stop Violence's process of "unfreezing" individual perceptions and conventional interpretations of the relationship between mental illness and gun violence, forming a consensus, and translating this knowledge to stakeholders through state discussion forums is one way to inform policy change. The recent passage of gun violence prevention legislation in California provides an example of successfully closing the knowledge translation gap between research and decision-making processes.

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

    NASA Astrophysics Data System (ADS)

    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.

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

    NASA Astrophysics Data System (ADS)

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

    2015-09-01

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

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

    NASA Astrophysics Data System (ADS)

    Khourey-Bowers, Claudia; Fenk, Christopher

    2009-10-01

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

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

    NASA Astrophysics Data System (ADS)

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

    2016-05-01

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

  2. Globalisation, Transnational Academic Mobility and the Chinese Knowledge Diaspora: An Australian Case Study

    ERIC Educational Resources Information Center

    Yang, Rui; Welch, Anthony R.

    2010-01-01

    The master discourses of economic globalisation and the knowledge economy each cite knowledge diasporas as vital "trans-national human capital". Based on a case study of a major Australian university, this article examines the potential to deploy China's large and highly-skilled diaspora in the service of Chinese and Australian…

  3. Knowledge Creation in Higher Education and the Nigerian Academics: Practices and Challenges

    ERIC Educational Resources Information Center

    Oku, Obianuju O.; Ike-Obioha, Benny Uzo

    2012-01-01

    Institutions of Higher Learning (Universities, Polytechnics and Colleges of Education) are prepared as centres of excellence in their tripartite role as reservoir and transmitters of knowledge from generation to generation, the advancement of the horizons of knowledge by research and the provision of high level manpower. To be able to discharge…

  4. Finding Academic Voice: A Critical Narrative of Knowledge-Making and Discovery

    ERIC Educational Resources Information Center

    Potgieter, Ferdinand; Smit, Brigitte

    2009-01-01

    The narrative in this discussion article portrays the quest by two researchers to find their scholarly identity in their craft. The central issue in this narrative piece as design type of this inquiry is the "space" of knowledge crafting--distinguishing between adopted knowledge from the theories that sustain our thinking and the realities that…

  5. Operationalizing Levels of Academic Mastery Based on Vygotsky's Theory: The Study of Mathematical Knowledge

    ERIC Educational Resources Information Center

    Nezhnov, Peter; Kardanova, Elena; Vasilyeva, Marina; Ludlow, Larry

    2015-01-01

    The present study tested the possibility of operationalizing levels of knowledge acquisition based on Vygotsky's theory of cognitive growth. An assessment tool (SAM-Math) was developed to capture a hypothesized hierarchical structure of mathematical knowledge consisting of procedural, conceptual, and functional levels. In Study 1, SAM-Math was…

  6. Domain Knowledge and Individual Interest: The Effects of Academic Level and Specialization in Statistics and Psychology

    ERIC Educational Resources Information Center

    Lawless, Kimberly A.; Kulikowich, Jonna M.

    2006-01-01

    Numerous research studies have highlighted the significant impact of domain knowledge and individual interest on learning. However, much of this prior research has neglected several important issues regarding the dynamic interplay of domain knowledge and individual interest both within and between domains as well as across developmental stages of…

  7. Reflective Assessment in Knowledge Building by Students with Low Academic Achievement

    ERIC Educational Resources Information Center

    Yang, Yuqin; van Aalst, Jan; Chan, Carol K. K.; Tian, Wen

    2016-01-01

    This study investigated whether and how students with low prior achievement can carry out and benefit from reflective assessment supported by the Knowledge Connections Analyzer (KCA) to collaboratively improve their knowledge-building discourse. Participants were a class of 20 Grade 11 students with low achievement taking visual art from an…

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

    NASA Astrophysics Data System (ADS)

    Holliday, Gary M.

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

  9. In for the Long Haul: Knowledge Translation Between Academic and Nonprofit Organizations

    PubMed Central

    Jansson, S. Mikael; Benoit, Cecilia; Casey, Lauren; Phillips, Rachel; Burns, David

    2015-01-01

    Although scientists are continually refining existing knowledge and producing new evidence to improve health care and health care delivery, far too little scientific output finds its way into the tool kits of practitioners. Likewise, the questions that clinicians would like to be answered all too rarely get taken up by researchers. In this article we focus on knowledge translation challenges accompanying a longitudinal research program with nonprofit organizations providing direct and indirect health and social services to disadvantaged groups in one region of Canada. Three essential factors influencing authentic and reciprocal knowledge transfer and utilization between nonprofit service providers and researchers are discussed: strong institutional partnerships, the use of skilled knowledge brokers, and the meaningful involvement of frontline personnel. PMID:19801416

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

    PubMed

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

    2016-10-03

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

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

    NASA Astrophysics Data System (ADS)

    Menon, Deepika; Sadler, Troy D.

    2016-10-01

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

  12. Technical Communications in OSS Content Management Systems: An Academic Institutional Case Study

    ERIC Educational Resources Information Center

    Cripps, Michael J.

    2011-01-01

    Single sourcing through a content management system (CMS) is altering technical communication practices in many organizations, including institutions of higher education. Open source software (OSS) solutions are currently among the most popular content management platforms adopted by colleges and universities in the United States and abroad. The…

  13. Improving Teacher Content Knowledge about the Physical Basis of Climate Change

    NASA Astrophysics Data System (ADS)

    Gaboardi, M.

    2009-12-01

    In order for teachers to guide students to a deeper understanding of climate change science, teachers themselves must have a firm comprehension of: - the climate system, - how changes in climate can be measured over time, - how past changes are investigated. Improving teacher content knowledge about the physical basis of climate change, and the sources of paleoclimate data, was the primary focus of the 2009 Florida PROMiSE (Partnership to Rejuvenate and Optimize Mathematics and Science Education in Florida) Climate Change Institute. Our team of four, including two scientists, a district resource teacher, and a practicing classroom teacher, collaborated to create and implement 60 hours of professional development for teachers of grades 4-9. First we determined what primary learning outcome we expected: teachers should be able to unravel a basic multi-proxy paleoclimate record (ice core) and convey that in formation in terms of climate change on earth. We then constructed a concept map containing major concepts teachers would need to interpret their records. During the first week, each day was devoted to a major concept, and included: - stations, at which each group of four teachers openly explored components or misconceptions central to that concept; - a station debrief, during which all groups shared findings and were guided to understand the links between the different stations; - a whole group structured discussion, which helped to crystallize the main concept; - time for teachers to reflect on their own learning. Our district resource teacher and our classroom teacher led the development and instruction of stations; our scientists mainly led structured discussions, though all facilitators participated in all levels of development and implementation. The second week included less structure. Learners worked in groups of of four and were able to handle more complex inquiry. The week culminated in the day-long dissection of model ice cores, presentation of each

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

    PubMed Central

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

    2016-01-01

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

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

    PubMed

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

    2016-01-01

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

  16. Bible Knowledge and Moral Judgment: Knowing Scripture and Using Ethical Reasoning

    ERIC Educational Resources Information Center

    Nelson, Daniel

    2004-01-01

    The relationship between moral judgment and religious knowledge was investigated, with an analysis of the impact of academic skill on both domains. Fifty-six Bible college seniors completed measures of moral judgment (Defining Issues Test), Bible knowledge (Standardized Bible Content Test), and academic skill (Academic Profile). Results indicate…

  17. Developing Technological Pedagogical Content Knowledge: Preservice Teachers' Perceptions of How They Learn to Use Educational Technology in Their Teaching

    ERIC Educational Resources Information Center

    Terpstra, Marjorie Ann

    2009-01-01

    This study uses activity theory and current conceptions of knowledge for teaching content with technology to analyze the working knowledge and experience of a group of seven preservice teachers in order to yield insights into how preservice teachers learn to teach with technology. Seven preservice teachers, two secondary and five elementary, who…

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

    ERIC Educational Resources Information Center

    Fox, Antonia M.

    2014-01-01

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

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

    ERIC Educational Resources Information Center

    Kahn-Horwitz, Janina

    2016-01-01

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

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

    ERIC Educational Resources Information Center

    Murphy, Cliona; Smith, Greg

    2012-01-01

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

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

    ERIC Educational Resources Information Center

    Oskay, Özge Özyalçin; Odabasi, Zuhal

    2016-01-01

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

  2. The Influence of Pedagogical Content Knowledge (PCK) for Teaching Macroevolution on Student Outcomes in a General Education Biology Course

    ERIC Educational Resources Information Center

    Walter, Emily Marie

    2013-01-01

    This study investigated the influence of pedagogical content knowledge (PCK) for teaching macroevolution on non-science majors' knowledge of macroevolution and evolution acceptance. The nature and sources of an experienced faculty member's PCK and instruction as enacted PCK (Park & Oliver, 2008) were examined to consider the influence of these…

  3. The Influence of Content Knowledge on Teaching and Learning in Traditional and Sport Education Contexts: An Exploratory Study

    ERIC Educational Resources Information Center

    Iserbyt, Peter; Ward, Phillip; Martens, Jonas

    2016-01-01

    Background: Our understanding of the role in which content knowledge (CK) can strengthen instructional models and how that knowledge matters for professional development is limited. It is contended that mere use of an instructional model is insufficient to impact psychomotor learning in meaningful ways. Purpose: This study was conducted to…

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

    NASA Astrophysics Data System (ADS)

    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

  5. Students’ Attitudes, Academic Performance and Preferences for Content Delivery in a Very Large Self-Care Course Redesign

    PubMed Central

    Mistry, Amee; Schnee, David; Tataronis, Gary; Taglieri, Catherine; Zaiken, Kathy; Patel, Dhiren; Nigro, Stefanie; Jacobson, Susan; Goldman, Jennifer

    2016-01-01

    Objective. To evaluate students’ performance/attitudes toward a flipped team-based learning (TBL) format in a “very large” self-care course based on student content delivery preference. Design. Third-year students enrolled in the course were surveyed regarding elements of redesign and homework completion. Additionally, their performance and incoming grade point average were evaluated. Assessment. A survey was completed by 286 of 305 students. Nineteen percent of respondents preferred traditional content delivery, whereas 30% preferred flipped TBL, 48% preferred a mixed format, and 3% had no preference. The grades achieved in the course were: A (49%), B (48%), C (3%) and D (0%). The majority completed “all” or “most” of the homework, appreciated attributes of course redesign, felt home preparation and in-class activities engaged them, and reported improved communication/evaluation skills. Content delivery preference significantly affected attitudes. Conclusion. Students positively received a flipped team-based learning classroom format, especially those who preferred flipped TBL or mixed content delivery. A minority with preference for traditional teaching style did not enjoy the new format; however, their academic performance did not differ significantly from those who did. PMID:27293234

  6. Knowledge Production, Publication Productivity, and Intimate Academic Partnerships. ASHE Annual Meeting Paper.

    ERIC Educational Resources Information Center

    Creamer, Elizabeth G.

    Individual interviews with 27 tenured faculty members who had coauthored one or more scholarly publications with a spouse or partner were conducted to identify patterns of collaboration associated with knowledge production and publication productivity. The study identified three patterns of collaboration: (1) short term usually a one-time effort…

  7. Practical-Moral Knowledge: The Social Organization of Regulatory Processes in Academic Contexts

    ERIC Educational Resources Information Center

    Stone, Lynda D.; Kerrick, Madeleine R.; Stoeckl, Rita F.

    2013-01-01

    In this article, we developed a theoretical frame to analyze how practical-moral knowledge structures the regulatory processes of learning to control and direct behavior during literacy lessons in two elementary classrooms. We describe how regulatory behaviors were congruent with the local social and moral order, constituents of practical-moral…

  8. Academic Admission Requirements as Predictors of Counseling Knowledge, Personal Development, and Counseling Skills

    ERIC Educational Resources Information Center

    Smaby, Marlowe H.; Maddux, Cleborne D.; Richmond, Aaron S.; Lepkowski, William J.; Packman, Jill

    2005-01-01

    The authors investigated whether undergraduates' scores on the Verbal and Quantitative tests of the Graduate Record Examinations and their undergraduate grade point average can be used to predict knowledge, personal development, and skills of graduates of counseling programs. Multiple regression analysis produced significant models predicting…

  9. Bloom, Frye, and the Academic Aspiration after the Unity of Knowledge.

    ERIC Educational Resources Information Center

    Morgan, Peter

    1991-01-01

    Examines the dark analyses of modern higher education presented in Allan Bloom's "The Closing of the American Mind" and Northrop Frye's "On Education." The University of Toronto proposes an Integrated Studies (Unity of Knowledge) program which would involve students in interdisciplinary studies in humanities, social sciences,…

  10. The Effects of Cooperative Learning on the Academic Achievement and Knowledge Retention

    ERIC Educational Resources Information Center

    Tran, Van Dat

    2014-01-01

    This experimental study investigated the effects of cooperative learning on the achievement and knowledge retention of 110 first-year primary education students toward the psychology subject over the eight weeks of instruction at An Giang University. These tertiary students were divided into two matched groups of 55 to be taught by the same…

  11. Knowledge Monitoring, Goal Orientations, Self-Efficacy, and Academic Performance: A Path Analysis

    ERIC Educational Resources Information Center

    Al-Harthy, Ibrahim S.; Was, Christopher A.

    2013-01-01

    The purpose of this study was to examine the relationship between knowledge monitoring and motivation as defined by self-efficacy and goal orientations. A path model was proposed to hypothesize the causal relations among predictors of the students' total score in the Educational Psychology course. The sample consisted of undergraduate students…

  12. Credit Quandaries: How Career and Technical Education Teachers Can Teach Courses That Include Academic Credit. Ask the Team

    ERIC Educational Resources Information Center

    Jacques, Catherine

    2014-01-01

    Many career and technical education (CTE) courses not only provide students with vocational and technical skills and knowledge, but engage them in academic content as well. Designed thoughtfully, these courses can address rigorous academic content standards and be as intellectually demanding as traditional academic courses (Southern Regional…

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

    ERIC Educational Resources Information Center

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

    2008-01-01

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

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

    ERIC Educational Resources Information Center

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

    2013-01-01

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

  15. An Examination of the Content Knowledge Exam for Classroom Teaching in Accordance with the Opinions of the Branch Experts

    ERIC Educational Resources Information Center

    Ari, Sinan; Ünal, Emre

    2016-01-01

    The need for and employment of qualified teachers have always been in the agenda since the foundation of our country. It is aimed with this study to reveal the convenience of the Content Knowledge Test for Teaching (CKTT), which was first held in 2014, in terms of the content of the classroom teaching undergraduate programs, general competencies…

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

    ERIC Educational Resources Information Center

    Achinstein, Betty; Davis, Emily

    2014-01-01

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

  17. Targeting the Development of Content Knowledge and Scientific Reasoning: Reforming College-Level Chemistry for Nonscience Majors

    ERIC Educational Resources Information Center

    Carmel, Justin H.; Jessa, Yasmin; Yezierski, Ellen J.

    2015-01-01

    A liberal education curriculum requires discipline-specific courses that develop intellectual and practical skills. With this promise of development, it is crucial that instruction focuses on content knowledge as well as the thinking patterns associated with the content. In chemistry, scientific reasoning is one such skill that students should…

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

    PubMed Central

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

    2014-01-01

    The tranSMART knowledge management and high-content analysis platform is a flexible software framework featuring novel research capabilities. It enables analysis of integrated data for the purposes of hypothesis generation, hypothesis validation, and cohort discovery in translational research. tranSMART bridges the prolific world of basic science and clinical practice data at the point of care by merging multiple types of data from disparate sources into a common environment. The application supports data harmonization and integration with analytical pipelines. The application code was released into the open source community in January 2012, with 32 instances in operation. tranSMART’s extensible data model and corresponding data integration processes, rapid data analysis features, and open source nature make it an indispensable tool in translational or clinical research. PMID:25717408

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

    PubMed

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

    2014-01-01

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

  20. [The assessment of knowledge about recent tobacco law number 5727 among our university students, academic and administrative staff].

    PubMed

    Gelen, Mehmet Emin; Köksal, Nurhan; Ozer, Ali; Atilla, Nurhan; Cinkara, Müge; Kahraman, Hasan; Ekerbiçer, Hasan

    2011-01-01

    In this study we investigated the level of knowledge and ideas of the university students and staff, about the last stage of Tobacco Law No. 5727, which came into force on 19 July 2009 in our country. This is descriptive questionnaire survey. Study's universe was consisting of the students 2009-2010 academic year studying in our universities and academic and administrative staff. A total of 2271 people were included the study. In our study, smoking prevalence was 21.3%. The prevalence for narghile smoking as 4.8% was the highest among students. 94.9% of participants thought that passive smoking increased the risk for human health. Asked whether the banned places, the most correct answers were; the school (97.0%), bank branches (96.3%) and hospitals (96.2%) as the most incorrect answers were; in the garden of hospital (55.7%), garden of private education (53.4%) and the school playground (46.1%). 87.6% of the participants were supporting the new tobacco law. 61.3% of smokers were supporting the law (p= 0.000). 54.3% of narghile-smokers support the law, and this rate was lower than cigarette smokers. Overall, tobacco law is known and supported between our students and staff. More information and supervision should be given about the banned places like school garden and private course gardens which were the high rate of false knowledge. The support to law among students is lower than staff. Similarly narghile use among students is often more. The community should be informed also about the other tobacco products.

  1. 34 CFR 200.1 - State responsibilities for developing challenging academic standards.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... achievement standards; (2) Include the same knowledge and skills expected of all students and the same levels... year, science, and may include other subjects determined by the State. (b) Academic content standards... content; and (iii) Encourage the teaching of advanced skills. (2) A State's academic content standards...

  2. Content Analysis of International Research in Geographical and Environmental Education: 18 Years of Academic Publishing

    ERIC Educational Resources Information Center

    Kidman, Gillian; Papadimitriou, Fivos

    2012-01-01

    This paper examines the history of the "International Research in Geographical and Environmental Education" (IRGEE) journal in terms of its sustainable future. The development of geographical and environmental education is evaluated, as reflected from the papers published in the journal "IRGEE". A content analysis of all papers and forum sections…

  3. Literacy Coaching: Middle School Academic Achievement and Teacher Perceptions Regarding Content Area Literacy Strategy Instruction

    ERIC Educational Resources Information Center

    Edwards, Anjell H.; Neill, Patricia; Faust, Phyllis B.

    2015-01-01

    This study examined differences in perceptions of content area teachers receiving literacy coaching and teachers receiving no literacy coaching regarding implementation of literacy instruction. It also examined student achievement on standardized tests relative to literacy coaching. A survey measured teachers' perceptions regarding their…

  4. Misplaced Multiculturalism: Representations of American Indians in U.S. History Academic Content Standards

    ERIC Educational Resources Information Center

    Anderson, Carl B.

    2012-01-01

    This qualitative textual analysis investigates the ideological lenses through which U.S. History content standards for grades 5-12 for Arizona and Washington frame interactions between American Indians and European Americans during U.S. national development. The study's multiperspective critical conceptual framework interrogates the standards not…

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

    ERIC Educational Resources Information Center

    Peters, Erin E.

    2012-01-01

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

  6. NASA/DOD Aerospace Knowledge Diffusion Research Project. Paper 6: Aerospace knowledge diffusion in the academic community: A report of phase 3 activities of the NASA/DOD Aerospace Knowledge Diffusion Research Project

    NASA Technical Reports Server (NTRS)

    Pinelli, Thomas E.; Kennedy, John M.

    1990-01-01

    Descriptive and analytical data regarding the flow of aerospace-based scientific and technical information (STI) in the academic community are presented. An overview is provided of the Federal Aerospace Knowledge Diffusion Research Project, illustrating a five-year program on aerospace knowledge diffusion. Preliminary results are presented of the project's research concerning the information-seeking habits, practices, and attitudes of U.S. aerospace engineering and science students and faculty. The type and amount of education and training in the use of information sources are examined. The use and importance ascribed to various information products by U.S. aerospace faculty and students including computer and other information technology is assessed. An evaluation of NASA technical reports is presented and it is concluded that NASA technical reports are rated high in terms of quality and comprehensiveness, citing Engineering Index and IAA as the most frequently used materials by faculty and students.

  7. Intelligence, Academic Self-Concept, and Information Literacy: The Role of Adequate Perceptions of Academic Ability in the Acquisition of Knowledge about Information Searching

    ERIC Educational Resources Information Center

    Rosman, Tom; Mayer, Anne-Kathrin; Krampen, Günter

    2015-01-01

    Introduction: The present paper argues that adequate self-perceptions of academic ability are essential for students' realization of their intellectual potential, thereby fostering learning of complex skills, e.g., information-seeking skills. Thus, academic self-concept should moderate the relationship between intelligence and information…

  8. Nursing, Pharmacy, and Prescriber Knowledge and Perceptions of High-Alert Medications in a Large, Academic Medical Hospital

    PubMed Central

    Engels, Melanie J.

    2015-01-01

    Background: High-alert medications pose a greater risk of causing significant harm to patients if used in error. The Joint Commission requires that hospitals define institution-specific high-alert medications and implement processes to ensure safe medication use. Method: Nursing, pharmacy, and prescribers were asked to voluntarily complete a 34-question survey to assess their knowledge, experience, and perceptions regarding high-alert medications in an academic hospital. Results: The majority of respondents identified the organization’s high-alert medications, the consequences of an error involving a high-alert medication, and the reversal agent. Most of the risk-reduction strategies within the institution were viewed as being effective by respondents. Forty-five percent of the respondents utilized a high-alert medication in the previous 24 hours. Only 14.2% had experienced an error with a high-alert medication in the previous 12 months, with 46% being near misses. The survey found the 5 rights for medication administration were not being utilized consistently. Respondents indicated that work experience or hospital orientation is the preferred learning experience for high-alert medications. Conclusions: This study assessed all disciplines involved in the medication use process. Perceptions about high-alert medications differ between disciplines. Ongoing discipline-specific education is required to ensure that individuals accept accountability in the medication use process and to close knowledge gaps on high-alert medications and risk-reduction strategies. PMID:26446747

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

    NASA Astrophysics Data System (ADS)

    Smith, Erica L.

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

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

    NASA Astrophysics Data System (ADS)

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

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

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

    NASA Astrophysics Data System (ADS)

    Buoni, Michael H.

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

  12. Preservice teachers' pedagogical content knowledge of using particle models in teaching chemistry

    NASA Astrophysics Data System (ADS)

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

    2005-10-01

    In this article, we describe the results of a study of the pedagogical content knowledge (PCK) of preservice chemistry teachers in the context of a postgraduate teacher education program. A group of preservice teachers (n = 12) took part in an experimental introductory course module about the use of particle models to help secondary school students understand the relationship between phenomena (e.g., properties of substances, physical and chemical processes) and corpuscular entities (e.g., atoms, molecules, ions). The module emphasized learning from teaching by connecting authentic teaching experiences with institutional workshops. Research data were obtained from answers to written assignments, transcripts of workshop discussions, and reflective lesson reports, written by the participants. The outcomes of the study revealed that, initially, all participants were able to describe specific learning difficulties, such as problems secondary school students have in relating the properties of substances to characteristics of the constituent particles. Also, at this stage, all preservice teachers acknowledged the potential importance of using models of molecules and atoms to promote secondary school students' understanding of the relationship between phenomena and corpuscular entities. After teaching, all preservice teachers demonstrated a deeper understanding of their students' problems with the use of particle models. In addition, about half of the participants had become more aware of the possibilities and limitations of using particle models in specific teaching situations. Through learning from teaching, the preservice teachers further developed their PCK of using particle models, although this development varied among preservice teachers studied.

  13. Academic Commentary Faculty Development: Some Thoughts About the Process and Content

    PubMed Central

    Heffernan, M. W.

    1979-01-01

    Faculty development, particularly that aspect of it concerned with increasing the educational and teaching skills of faculty members, is currently a major issue for medicine in general—and family medicine in particular. This article presents the author's views about what might be aspects of the guiding philosophy and content of such a program of faculty development, where it is concerned with increasing teaching skills. These views have been distilled over several years of personal growth and development, whilst working in this area as an educator within the RACGP's family medicine program, as a participant and facilitator in international workshops examining related topics, and most recently as a visiting professor within the McGill Department of Family Medicine at Jewish General Hospital, Montreal. PMID:21297745

  14. Technological Pedagogical Content Knowledge and Teaching Poetry: Preparing Preservice Teachers to Integrate Content with VoiceThread Technology

    ERIC Educational Resources Information Center

    Carlson, David Lee; Archambault, Leanna

    2013-01-01

    Although there is a vast research base on the literacy practices of adolescents and the issues surrounding the integration of technology despite current widespread access to tools and the Internet (Cuban, 2003), very little has been completed on the attempts of teacher educators to integrate technology within a specific content area to prepare…

  15. Developing Content-Area Academic Literacy: A Randomized Control Trial of the Reading Apprenticeship Improving Secondary Education (RAISE) Project

    ERIC Educational Resources Information Center

    Fancsali, Cheri; Abe, Yasuyo; Pyatigorsky, Mikhail

    2016-01-01

    Nationally, two-thirds of high school students are unable to read and comprehend complex academic materials, think critically about texts, and synthesize information from multiple sources, or communicate what they have learned. Without a substantial change in their academic literacy, U.S. high school students face continued academic problems in…

  16. Determining the impact on the professional learning of graduates of a science and pedagogical content knowledge-based graduate degree program

    NASA Astrophysics Data System (ADS)

    Mike, Alyson Mary

    This study examined the professional learning of participants in a science and pedagogical content knowledge-based graduate degree program, specifically the Master of Science in Science Education (MSSE) at Montana State University. The program's blended learning model includes distance learning coursework and laboratory, field and seminar experiences. Three-quarters of the faculty are scientists. The study sought to identify program components that contribute to a graduate course of study that is coherent, has academic rigor, and contributes to educator's professional growth and learning. The study examined the program from three perspectives: recommendations for teachers' professional learning through professional development, components of a quality graduate program, and a framework for distance learning. No large-scale studies on comprehensive models of teacher professional learning leading to change in practice have been conducted in the United States. The literature on teachers' professional learning is small. Beginning with a comprehensive review of the literature, this study sought to identify components of professional learning through professional development for teachers. The MSSE professional learning survey was designed for students and faculty, and 349 students and 24 faculty responded. The student survey explored how course experiences fostered professional learning. Open-ended responses on the student survey provided insight regarding specific program experiences influencing key categories of professional learning. A parallel faculty survey was designed to elicit faculty perspectives on the extent to which their courses fostered science content knowledge and other aspects of professional learning. Case study data and portfolios from MSSE students were used to provide deeper insights into the influential aspects of the program. The study provided evidence of significant professional learning among science teacher participants. This growth occurred in

  17. Role of the Information Professional in the Development and Promotion of Digital Humanities Content for Research, Teaching, and Learning in the Modern Academic Library: An Irish Case Study

    ERIC Educational Resources Information Center

    Burns, Jane A.

    2016-01-01

    The Internet has been the catalyst for the convergence of many subject areas and online platforms. Information professionals such as Archivists, IT developers and especially Librarians have been impacted in the development and promotion of digital humanities content for research, teaching, and learning in the modern academic library. In this case…

  18. How primary trainee teachers perceive the development of their own scientific knowledge: links between confidence, content and competence?

    NASA Astrophysics Data System (ADS)

    Shallcross, Tony; Spink, Elaine; Stephenson, Philip; Warwick, Paul

    2002-12-01

    The significance of subject knowledge in the education of science teachers is much debated nationally and internationally. Part of this debate is about what the term 'science subject knowledge' means. This paper examines two UK research studies, one from Manchester Metropolitan University (MMU) and one from Homerton College, Cambridge, into initial teacher education (ITE) trainees' confidence with their science knowledge. Both surveys revealed the importance of school experience in developing this knowledge. The MMU survey also identified a disproportionate requirement being placed on trainees to teach particular science topics in schools. The paper discusses the implications of these surveys for the design of ITE primary core science programmes in the UK and raises questions about current approaches to the assessment of trainees' subject knowledge in ITE, which are of generic interest. How do we verify trainees' mastery of content? Does such mastery equate with competent teaching? Answers to both questions are proposed.

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

    ERIC Educational Resources Information Center

    Abbas, Andrea; Ashwin, Paul; McLean, Monica

    2016-01-01

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

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

    ERIC Educational Resources Information Center

    Chinnappan, Mohan; White, Bruce

    2015-01-01

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

  1. The Effect of Field Specialization Variation on Technological Pedagogical Content Knowledge (TPACK) among Malaysian TVET Instructors

    ERIC Educational Resources Information Center

    Chua, Junnaina Husin; Jamil, Hazri

    2014-01-01

    Technological Knowledge is directly related to productivity, enhanced performance and service quality. Technology integration in the Technical and Vocational Education and Training (TVET) curriculum is expected due to high application of technical knowledge and technology applications. TPACK is a professional knowledge framework that gives…

  2. Developing an Instrument for Measuring Teachers' Mathematics Content Knowledge on Ratio and Proportion: A Case of Indonesian Primary Teachers

    ERIC Educational Resources Information Center

    Ekawati, Rooselyna; Lin, Fou-Lai; Yang, Kai-Lin

    2015-01-01

    In this study, we developed an instrument for assessing teachers' mathematics content knowledge (MCK) on ratio and proportion and examined the profile of Indonesian primary teacher's MCK on this topic. The MCK items were administered to 271 Indonesian in-service primary teachers with a variety of educational backgrounds and teaching experiences.…

  3. Developing Content Knowledge for Teaching Assessments for the Measures of Effective Teaching Study. Research Report. ETS RR-14-33

    ERIC Educational Resources Information Center

    Phelps, Geoffrey; Weren, Barbara; Croft, Andrew; Gitomer, Drew

    2014-01-01

    This report documents the development of assessments of content knowledge for teaching (CKT) as part of the Measures of Effective Teaching (MET) study, funded by the Bill and Melinda Gates Foundation.The MET study was designed to develop a set of measures that together serve as an accurate indicator of teaching effectiveness. The study was…

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

    ERIC Educational Resources Information Center

    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…

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

    ERIC Educational Resources Information Center

    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…

  6. Development of a Performance Assessment Task and Rubric to Measure Prospective Secondary School Mathematics Teachers' Pedagogical Content Knowledge and Skills

    ERIC Educational Resources Information Center

    Koirala, Hari P.; Davis, Marsha; Johnson, Peter

    2008-01-01

    The purpose of this paper is to share a performance assessment task and rubric designed to assess secondary school mathematics preservice teachers' pedagogical content knowledge and skills. The assessment task and rubric were developed in collaboration with five education faculty, four arts and sciences faculty, and four high school teachers over…

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

    ERIC Educational Resources Information Center

    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…

  8. A Degree Is Not Enough: A Quantitative Study of Aspects of Pre-Service Science Teachers' Chemistry Content Knowledge

    ERIC Educational Resources Information Center

    Kind, Vanessa

    2014-01-01

    Aspects of chemistry content knowledge held by 265 UK-based pre-service teachers (PSTs) were probed using 28 diagnostic questions in five chemistry concept areas, "Particle theory and changes of state", "Mass conservation" (taught to 11-14-year-olds), and "Chemical bonding", "Mole calculations" and…

  9. Effect of Instructional Strategy on Critical Thinking and Content Knowledge: Using Problem-Based Learning in the Secondary Classroom

    ERIC Educational Resources Information Center

    Burris, Scott; Garton, Bryan L.

    2007-01-01

    The purpose of the study was to determine the effect of problem-based learning (PBL) on critical thinking ability and content knowledge among selected secondary agriculture students in Missouri. The study employed a quasi-experimental, non-equivalent comparison group design. The treatment consisted of two instructional strategies: problem-based…

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

    ERIC Educational Resources Information Center

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

    2013-01-01

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

  11. Investigating Prospective Primary Teachers' Pedagogical Content Knowledge of "Effect of Human on Environment" Subject in the Process of Teaching Practice

    ERIC Educational Resources Information Center

    Calik, Muammer; Aytar, Ayse

    2013-01-01

    The principal aim of this study is to determine what the extent of the prospective primary teachers' (PPT) pedagogical content knowledge (PCK) is on "effect of human on environment" subject in grade 5 science and technology curriculum before and after "Teaching Practice" course. Within case study research methodology, the study…

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

    ERIC Educational Resources Information Center

    Chien, Chin-Wen

    2015-01-01

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

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

    ERIC Educational Resources Information Center

    Simsek, Nurullah; Boz, Nihat

    2016-01-01

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

  14. The Impact of Experiencing 5E Learning Cycle on Developing Science Teachers' Technological Pedagogical Content Knowledge (TPACK)

    ERIC Educational Resources Information Center

    Mustafa, Mohamed Elfatih I.

    2016-01-01

    This study investigated the conditions and situations offered by Experiencing Inquiry Model (EIM) for developing science teacher's Technological Pedagogical Content Knowledge (TPACK). Also, the study explored the opportunities offered by EIM strategy in enhancing science teacher's abilities to design technology-based inquiry activities for science…

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

    ERIC Educational Resources Information Center

    Roberts, Ros; Sahin-Pekmez, Esin

    2012-01-01

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

  16. The Impact of Mathematics Professional Development on Elementary Teachers' Mathematics Content Knowledge for Teaching and Implementation of Innovative Pedagogical Practices

    ERIC Educational Resources Information Center

    Oleson, Vicki

    2010-01-01

    This study sought to understand the process of change elementary teachers experienced as they participated in mathematics professional development. This investigation explored the impact of mathematics professional development on teachers' content knowledge for teaching, their ability to implement innovative pedagogical practices, and the…

  17. An Inquiry into the Influence of Professional Learning Communities on English Language Arts Teachers' Pedagogical-Content Knowledge

    ERIC Educational Resources Information Center

    Pittman, Pamela Kay

    2015-01-01

    Teaching is an ever-evolving profession, one in which teachers must stay abreast of recent research and trends to continually deepen their knowledge and refine their skills. Therefore, teachers need high quality professional learning opportunities to help them master the content they teach and strengthen their teaching skills. Professional…

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

    ERIC Educational Resources Information Center

    Perez-Lopez, David; Contero, Manuel

    2013-01-01

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

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

    ERIC Educational Resources Information Center

    Beyer, Carrie J.; Davis, Elizabeth A.

    2012-01-01

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

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

    ERIC Educational Resources Information Center

    Meng, Chew Cheng; Sam, Lim Chap

    2013-01-01

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