Science.gov

Sample records for academic content knowledge

  1. What's in a Word? Using Content Vocabulary to "Generate" Growth in General Academic Vocabulary Knowledge

    ERIC Educational Resources Information Center

    Flanigan, Kevin; Templeton, Shane; Hayes, Latisha

    2012-01-01

    The role of vocabulary knowledge in supporting students' comprehension and understanding of their content-area reading is critical. This article explores how content-area teachers can help students become aware of, understand, and apply generative knowledge about English words to grow and develop their vocabularies. Generative vocabulary…

  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in presenting their subjects, yet educators have increasingly privileged argumentation to help novices to reason with historical content.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. Academic Proficiency (Language and Content) and the Role of Strategies

    ERIC Educational Resources Information Center

    Krashen, Stephen

    2011-01-01

    This report continues the work of Krashen and Brown (2007), developing and evaluating a set of hypotheses for the development of academic proficiency. That article defined academic proficiency as having two components: academic language proficiency and knowledge of academic content.

  4. 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…

  5. Pedagogical Content Knowledge Taxonomies.

    ERIC Educational Resources Information Center

    Veal, William R.; MaKinster, James G.

    1999-01-01

    Presents two taxonomies that offer a relatively comprehensive categorization scheme for future studies of pedagogical content knowledge (PCK) development in teacher education. "The General Taxonomy of PCK" addresses distinctions within and between the knowledge bases of various disciplines, science subjects, and science topics. "The Taxonomy of…

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

    ERIC Educational Resources Information Center

    Shastri, Anuradhaa

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

  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. What Is Technological Pedagogical Content Knowledge?

    ERIC Educational Resources Information Center

    Koehler, Matthew J.; Mishra, Punya

    2009-01-01

    This paper describes a framework for teacher knowledge for technology integration called technological pedagogical content knowledge (originally TPCK, now known as TPACK, or technology, pedagogy, and content knowledge). This framework builds on Lee Shulman's construct of pedagogical content knowledge (PCK) to include technology knowledge. The…

  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. Disciplinary Literacy and Pedagogical Content Knowledge

    ERIC Educational Resources Information Center

    Carney, Michelle; Indrisano, Roselmina

    2013-01-01

    This review reports selected literature on theory, research, and practice in disciplinary literacy, primarily reading. The authors consider the ways this literature can be viewed through the lens of Lee S. Shulman's theory of Pedagogical Content Knowledge, which includes: subject matter content knowledge, pedagogical content knowledge, and…

  16. 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.…

  17. 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…

  18. 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…

  19. The Effect of Content Knowledge on Pedagogical Content Knowledge: The Case of Teaching Phases of Matters

    ERIC Educational Resources Information Center

    Ozden, Mustafa

    2008-01-01

    The aim of the present research was to investigate the effect of the amount and quality of content knowledge on pedagogical content knowledge (PCK). The chemical content of phases of matters was used as an example. The research sample consisted of 28 science student teachers. The lesson preparation task, content knowledge test and semi-structured…

  20. 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…

  1. 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…

  2. 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…

  3. 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…

  4. 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…

  5. 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…

  6. Effective science teachers: Their content knowledge

    NASA Astrophysics Data System (ADS)

    Jackson, Debbie Kinne

    Subject matter and pedagogy have been components of teacher education since its origin, and research shows that they will continue to be debated in research and policy circles (Sosniak, 1999). Both components of teacher education are necessary, and research exists in both areas; however, explicit research about the content knowledge involved in effective teaching is lacking. This study focuses on the content knowledge of effective secondary science teachers and the role their content knowledge plays in planning and instruction. Case studies were developed for National Board Certified chemistry teachers. Data collected included classroom observations, interviews, concept maps, and classroom materials. The data were analyzed using the theoretical frameworks of Wertsch (1998), Shulman (1987), and Applebee (1996), and five themes were revealed. First, the teachers had various depths of content knowledge. Second, all of the teachers had experience working in a scientific laboratory; they had experience "doing" science. Third, each of the teachers planned with the goals of their students in mind. Fourth, all of the teachers were able to relate chemistry to the lives of their students. And finally, each of the teachers cited the context of his or her situation as being integral in decision making regarding planning and instruction. These findings were compared with literature in science teacher education to extend the possible implications. The themes have implications for teacher education programs, including the importance of (1) student knowledge, (2) discussing content in relationship to teaching, (3) scientific laboratory research, and (4) determining good and bad instructional representations.

  7. 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…

  8. 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…

  9. 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…

  10. 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…

  11. 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…

  12. On-Site Pedagogical Content Knowledge Development

    ERIC Educational Resources Information Center

    Chan, Kennedy Kam Ho; Yung, Benny Hin Wai

    2015-01-01

    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…

  13. Pedagogical Content Knowledge in Teaching Material

    ERIC Educational Resources Information Center

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

    2012-01-01

    The scope of this article is to understand to what extent Computer Science teachers can find support for their Pedagogical Content Knowledge (PCK) in teaching material. We report the results of a study in which PCK is used as framework to develop a research instrument to examine three high school computer science textbooks, with special focus on…

  14. 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…

  15. 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…

  16. 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)…

  17. Dramatically Improve How and Where Academic Content Is Taught

    ERIC Educational Resources Information Center

    Hyslop, Alisha

    2007-01-01

    The fourth recommendation in ACTE's high school reform position statement is to dramatically improve how and where academic content is taught. Even as advanced academic course-taking and high school graduation requirements have increased, student achievement on national benchmarks has remained flat, and college remediation rates continue to…

  18. 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

  19. 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…

  20. 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…

  1. 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…

  2. Content Knowledge and Professional Development Programs

    NASA Astrophysics Data System (ADS)

    Sweitzer, J. S.

    2004-05-01

    Many educational outreach programs focus on creating new curricula or re-training educators in sound, pedagogical methods. There is, however, important new evidence that content knowledge, even in advanced topics, is in high demand by both informal and formal educators. This talk will report on recent surveys and programs conducted for planetarium directors, in-service middle school educators, and NASA EP/O professionals. The common thread running through these surveys should be useful to astrophysicists planning or conducting EPO programs.

  3. 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 universities and research. Lyotard…

  4. 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

  5. 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.

  6. 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)

  7. 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…

  8. 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…

  9. 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.

  10. 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…

  11. 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)

  12. 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…

  13. 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…

  14. 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.…

  15. Content Knowledge for Teaching: What Makes It Special?

    ERIC Educational Resources Information Center

    Ball, Deborah Loewenberg; Thames, Mark Hoover; Phelps, Geoffrey

    2008-01-01

    This article reports the authors' efforts to develop a practice-based theory of content knowledge for teaching built on Shulman's (1986) notion of pedagogical content knowledge. As the concept of pedagogical content knowledge caught on, it was in need of theoretical development, analytic clarification, and empirical testing. The purpose of the…

  16. 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

  17. Measuring Teachers' Pedagogical Content Knowledge in Primary Technology Education

    ERIC Educational Resources Information Center

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

    2009-01-01

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

  18. Exploring the Development of Pre-Service Science Elementary Teachers' Pedagogical Content Knowledge

    ERIC Educational Resources Information Center

    Nilsson, Pernilla; Loughran, John

    2012-01-01

    This paper explores how a group of pre-service elementary science student teachers came to understand the development of their Pedagogical Content Knowledge (PCK) over the course of a semester's study in a science methods course. At the start of the semester, PCK was introduced to them as an academic construct and as a conceptual tool that they…

  19. How Does That Work? Developing Pedagogical Content Knowledge from Subject Knowledge

    ERIC Educational Resources Information Center

    Hillier, Judith

    2013-01-01

    The development of subject knowledge and pedagogical content knowledge has been the focus of much educational research and debate in recent years. Of particular interest is the process by which preservice science teachers develop pedagogical content knowledge from their subject knowledge. In the study presented here, a process of writing narrative…

  20. Learning to Teach Probability: Relationships among Preservice Teachers' Beliefs and Orientations, Content Knowledge, and Pedagogical Content Knowledge of Probability

    ERIC Educational Resources Information Center

    Ives, Sarah Elizabeth

    2009-01-01

    The purposes of this study were to investigate preservice mathematics teachers' orientations, content knowledge, and pedagogical content knowledge of probability; the relationships among these three aspects; and the usefulness of tasks with respect to examining these aspects of knowledge. The design of the study was a multi-case study of five…

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

    NASA Astrophysics Data System (ADS)

    Sadler, Troy D.; Donnelly, Lisa A.

    2006-10-01

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

  2. 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…

  3. 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…

  4. In-Service Science Teachers' Pedagogical Content Knowledge

    ERIC Educational Resources Information Center

    Nuangchalerm, Prasart

    2011-01-01

    The concept of pedagogical content knowledge is widely distributed in science and mathematics teaching. This study aims to study how in-service science teachers react their role in the concept of Pedagogical Content Knowledge (PCK). Five in-service science teachers participated in this study through project leader teacher to change in science and…

  5. 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…

  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. Interactions between teachers' existing pedagogical content knowledge and novel subject matter knowledge

    NASA Astrophysics Data System (ADS)

    Wischow, Emily D.

    While pedagogical content knowledge (PCK) has been widely studied in the literature, there have been few studies that focus on content knowledge exclusively, and none that examine the interactions between new content knowledge and existing PCK. This study traced the interactions between five teachers' pedagogical content knowledge and novel content as they implemented lessons from a professional development program in their classrooms. Case studies were created for each participant, and major themes were compared across all cases. This study found that pedagogical knowledge, knowledge of students, and knowledge of content all played major roles in the implementation process and, in turn, were impacted by implementation. Assessment was found to play little to no role in how teachers implemented a lesson. Implications and recommendations for professional development are discussed.

  8. Reading Content Knowledge: What Do Teachers Need to Know and How Can We Assess Their Knowledge?

    ERIC Educational Resources Information Center

    Lilienthal, Linda K.

    2008-01-01

    The purpose of this study was to investigate preservice teachers' reading content knowledge, to develop a definition of reading, and to develop an informal test of teachers' reading content knowledge. A content analysis of two contemporary reading textbooks used in university reading courses was the source of a six-tier, hierarchical definition of…

  9. 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…

  10. 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.…

  11. 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…

  12. 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…

  13. Adolescents' Metacognitive Knowledge Monitoring and Academic Help Seeking: The Role of Motivation Orientation

    ERIC Educational Resources Information Center

    Stavrianopoulos, Katherine

    2007-01-01

    This study examined the impact of motivation orientation on the accuracy of metacognitive knowledge monitoring; the impact of metacognitive knowledge monitoring on academic help seeking; and the impact of motivation orientation on academic help seeking behavior, and the joint impact of metacognitive knowledge monitoring and motivational…

  14. Do Subject Matter Knowledge, and Pedagogical Content Knowledge Constitute the Ideal Gas Law of Science Teaching?

    ERIC Educational Resources Information Center

    Lederman, Norman G.; Gess-Newsome, Julie

    1992-01-01

    Describes Pedagogical Content Knowledge and focuses on the empirical research directly concerned with the relationship between science teachers' subject matter knowledge or structures and actual classroom practice. Concludes there is little evidence that a relationship exists. (PR)

  15. The Relationship between Academics' Conceptions of Knowledge, Research and Teaching--A Metaphor Study

    ERIC Educational Resources Information Center

    Visser-Wijnveen, Gerda J.; Van Driel, Jan H.; Van Der Rijst, Roeland M.; Verloop, Nico; Visser, Anthonya

    2009-01-01

    Universities are supposed to be institutes where research and teaching are closely related. To understand this relationship fully, it is necessary to learn how academics perceive these key components. Different conceptions among academics may stem from varying conceptions of knowledge. Thirty academics were interviewed by means of metaphors about…

  16. 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.…

  17. 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…

  18. 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…

  19. 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.

  20. A threshold model of content knowledge transfer for socioscientific argumentation

    NASA Astrophysics Data System (ADS)

    Sadler, Troy D.; Fowler, Samantha R.

    2006-11-01

    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 groups: high school students with variable genetics knowledge, college nonscience majors with little genetics knowledge, and college science majors with advanced genetics knowledge. During the interviews, participants advance positions concerning three scenarios dealing with gene therapy and cloning. Arguments are assessed in terms of the number of justifications offered as well as justification quality, based on a five-point rubric. Multivariate analysis of variance results indicate that college science majors outperformed the other groups in terms of justification quality and frequency. Argumentation does not differ among nonscience majors or high school students. Follow-up qualitative analyses of interview responses suggest that all three groups tend to focus on similar, sociomoral themes as they negotiate socially complex, genetic engineering issues, but that the science majors frequently reference specific science content knowledge in the justification of their claims. Results support the Threshold Model of Content Knowledge Transfer, which proposes two knowledge thresholds around which argumentation quality can reasonably be expected to increase. Research and educational implications of these findings are discussed.

  1. Graduate Teaching Assistants' Statistical Content Knowledge of Sampling

    ERIC Educational Resources Information Center

    Noll, Jennifer

    2011-01-01

    Research investigating graduate teaching assistants' (TAs') knowledge of fundamental statistics concepts is sparse at best; yet at many universities, TAs play a substantial role in the teaching of undergraduate statistics courses. This paper provides a framework for characterizing TAs' content knowledge in a sampling context and endeavors to raise…

  2. A Qualitative Approach to Assessing Technological Pedagogical Content Knowledge

    ERIC Educational Resources Information Center

    Groth, Randall; Spickler, Donald; Bergner, Jennifer; Bardzell, Michael

    2009-01-01

    Because technological pedagogical content knowledge is becoming an increasingly important construct in the field of teacher education, there is a need for assessment mechanisms that capture teachers' development of this portion of the knowledge base for teaching. The paper describes a proposal drawing on qualitative data produced during lesson…

  3. 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)…

  4. 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…

  5. Content Area Reading Pedagogy and Domain Knowledge: A Bourdieusian Analysis

    ERIC Educational Resources Information Center

    Alvermann, Donna; Friese, Elizabeth; Beckmann, Sybilla; Rezak, Achariya

    2011-01-01

    The twofold purpose of this study was to trace prospective and practicing mathematics teachers' understandings of content area reading instruction in relation to domain knowledge in mathematics, and to examine the extent to which online pedagogical mentoring supported the integration of such instruction and knowledge. The design called for two…

  6. 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…

  7. Crisis? What Crisis? The Academic Professions in the "Knowledge" Society.

    ERIC Educational Resources Information Center

    Enders, Jurgen

    1999-01-01

    Discusses the analytical problems that research on the academic profession must address and summarizes recent trends and debates. Suggests possible future developments in the context of four scenarios: "key profession,""academic work,""mediator," and "antiquity." Findings of the International Study on the Academic Profession are discussed in the…

  8. Knowledge Creation from Australasian LIS Journals: A Content Analysis.

    ERIC Educational Resources Information Center

    Dorner, Daniel G.

    This paper reports on a study of the content of library and information science (LIS) journals published in Australasia (e.g., Australian Library Journal, Fiji Library Journal, New Zealand Libraries, and Singapore Libraries). The study's purpose was to analyze how the content of Australasian LIS journals is affecting knowledge creation among the…

  9. 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…

  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. Peer-to-Peer (P2P) Knowledge, Use, and Attitudes of Academic Librarians

    ERIC Educational Resources Information Center

    Hendrix, Dean

    2007-01-01

    To assess their knowledge, use, and attitudes regarding peer-to-peer (P2P) applications, this study surveyed academic librarians (n = 162) via a mail-in survey. Correlations between the sample characteristics (age, gender, year of MLS, type of library job) and P2P knowledge, use, and attitudes were also explored. Overall, academic librarians…

  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. Academic Emergency Medicine Physicians’ Knowledge of Mechanical Ventilation

    PubMed Central

    Wilcox, Susan R.; Strout, Tania D.; Schneider, Jeffrey I.; Mitchell, Patricia M.; Smith, Jessica; Lutfy-Clayton, Lucienne; Marcolini, Evie G.; Aydin, Ani; Seigel, Todd A.; Richards, Jeremy B.

    2016-01-01

    Introduction Although emergency physicians frequently intubate patients, management of mechanical ventilation has not been emphasized in emergency medicine (EM) education or clinical practice. The objective of this study was to quantify EM attendings’ education, experience, and knowledge regarding mechanical ventilation in the emergency department. Methods We developed a survey of academic EM attendings’ educational experiences with ventilators and a knowledge assessment tool with nine clinical questions. EM attendings at key teaching hospitals for seven EM residency training programs in the northeastern United States were invited to participate in this survey study. We performed correlation and regression analyses to evaluate the relationship between attendings’ scores on the assessment instrument and their training, education, and comfort with ventilation. Results Of 394 EM attendings surveyed, 211 responded (53.6%). Of respondents, 74.5% reported receiving three or fewer hours of ventilation-related education from EM sources over the past year and 98 (46%) reported receiving between 0–1 hour of education. The overall correct response rate for the assessment tool was 73.4%, with a standard deviation of 19.9. The factors associated with a higher score were completion of an EM residency, prior emphasis on mechanical ventilation during one’s own residency, working in a setting where an emergency physician bears primary responsibility for ventilator management, and level of comfort with managing ventilated patients. Physicians’ comfort was associated with the frequency of ventilator changes and EM management of ventilation, as well as hours of education. Conclusion EM attendings report caring for mechanically ventilated patients frequently, but most receive fewer than three educational hours a year on mechanical ventilation, and nearly half receive 0–1 hour. Physicians’ performance on an assessment tool for mechanical ventilation is most strongly

  14. 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.

  15. 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.).

  16. 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…

  17. Using YouTube Videos as a Primer to Affect Academic Content Retention

    ERIC Educational Resources Information Center

    Duverger, Philippe; Steffes, Erin M.

    2012-01-01

    College students today watch more content, academic or not, on the Internet than on any other media. Consequently, the authors argue that using any of these media, especially YouTube.com in particular, is an effective way to not only reach students, but also capture their attention and interest while increasing retention of academic content. Using…

  18. 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…

  19. Developing Science Pedagogical Content Knowledge Through Mentoring Elementary Teachers

    NASA Astrophysics Data System (ADS)

    Appleton, Ken

    2008-12-01

    Elementary teachers are typically hesitant to teach science. While a limited knowledge of science content is a reason for this, limited science pedagogical content knowledge (PCK) has emerged as another reason in recent research. This study constitutes two case studies of a professional development program for elementary teachers involving mentoring by a university professor. The mentor took the role of a critical friend in joint planning and teaching of science. The study examines the nature of the mentoring relationship and reports the type of teacher learning that occurred, with a particular focus on the teachers’ development of science PCK.

  20. 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

  1. 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…

  2. Validating Measures of Algebra Teacher Subject Matter Knowledge and Pedagogical Content Knowledge

    ERIC Educational Resources Information Center

    Buschang, Rebecca E.; Chung, Gregory K. W. K.; Delacruz, Girlie C.; Baker, Eva L.

    2012-01-01

    The purpose of this study was to validate inferences about scores of one task designed to measure subject matter knowledge and three tasks designed to measure aspects of pedagogical content knowledge. Evidence for the validity of inferences was based on two expectations. First, if tasks were sensitive to expertise, we would find group differences.…

  3. Virginia physical science teachers' content knowledge assessment and professional development preferences

    NASA Astrophysics Data System (ADS)

    Hendrick, M. Georgeann

    The course content for middle school physical science in Virginia is defined by the Standards of Learning. These eleven categories include topics in scientific experimentation, the nature of matter, chemistry and physics. Content knowledge is essential if teachers are to provide effective teaching, which includes analogies, illustrations, examples, and most importantly, hands-on experimentation. One means of assessing teacher content knowledge is by determining their academic major and minor. Teachers lacking a major or minor in the classes they teach are defined as "out-of-field" by Ingersoll (1996). When he examined data for middle school physical science teachers, 74% were "out-of-field." This survey study had two major facets. First, Virginia teachers were asked to assess their content knowledge in all eleven categories. They were also asked to provide descriptive and demographic data about themselves (including their academic degrees) and their schools. Secondly, the teachers were asked for their professional development preferences as well as organizational logistics including location, time, other participants, and use of technology. The survey was mailed to each school containing an eighth grade within the Commonwealth. The survey response rate was 73%. The data was analyzed descriptively and analytically, using frequency, percentages, T-tests, and ANOVA. Three major findings emerged. (1) The three areas which teachers assessed as lowest content knowledge included PS.11 (Electricity and Magnetism), PS.9 (Light), and PS.8 (Sound). These exactly match the three topics most desired for professional development. (2) Based on Ingersoll's definition, 68% of Virginia's teachers are providing "out-of-field" instruction. In addition, teachers with fewer years of teaching experience or mixed assignments, and/or those teaching in smaller, more rural schools report lower content knowledge. (3) Teachers desire professional development in all eleven categories. They are

  4. Developing Multimedia Enhanced Content to Upgrade Subject Content Knowledge of Secondary School Teachers in Tanzania

    ERIC Educational Resources Information Center

    Mtebe, Joel S.; Kibga, Elia Y.; Mwambela, Alfred A.; Kissaka, Mussa M.

    2015-01-01

    The failure rates and lack of interest amongst students in science and mathematics in secondary schools in Tanzania is a serious problem. The Ministry of Education and Vocational Training (MoEVT) implemented a project to enhance and upgrade the pedagogical knowledge and subject content knowledge of teachers in selected difficult topics in science…

  5. 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…

  6. 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…

  7. 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…

  8. Exploring Pedagogical Content Knowledge in Science Teacher Education

    ERIC Educational Resources Information Center

    Loughran, John; Mulhall, Pamela; Berry, Amanda

    2008-01-01

    While the development of pedagogical content knowledge (PCK) is considered to be a goal of teacher education, teaching about the concept itself is an unusual practice. In this case study, we explore the outcomes when a teacher educator explicitly introduces student-teachers to ideas about PCK through the use of a CoRes and PaP-eRs…

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

    ERIC Educational Resources Information Center

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

    2013-01-01

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

  10. "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…

  11. 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…

  12. 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…

  13. Teacher Pedagogical Constructions: A Reconfiguration of Pedagogical Content Knowledge

    ERIC Educational Resources Information Center

    Hashweh, Maher Z.

    2005-01-01

    A brief review of the history of pedagogical content knowledge reveals various definitions and conceptualizations of the construct, as well as some conceptual problems. A new conceptualization--teacher pedagogical constructions--is offered to address some of the problems associated with PCK. Seven assertions that comprise the new conceptualization…

  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. Investigating EFL Teachers' Technological Pedagogical Content Knowledge: Students' Perceptions

    ERIC Educational Resources Information Center

    Tseng, Jun-Jie

    2014-01-01

    Technological pedagogical content knowledge (TPACK) has received much attention recently, serving as a lens to examine the ways in which teachers integrate technology into teaching. Questionnaire instruments have been developed to examine teachers' TPACK. However, teacher-perceived TPACK may not fully reflect their real practices in classrooms. To…

  16. Enhancing Pedagogical Content Knowledge in Preservice Science Teachers

    ERIC Educational Resources Information Center

    Nuangchalerm, Prasart

    2012-01-01

    Preservice teachers are key element to shape students' attributes and key factor affecting to motivate students to have achievement in learning behaviors. This study aims to investigate pedagogical content knowledge of preservice teachers. Forty three preservice science teachers participated the study, inquiry-based instruction was implemented in…

  17. Literacy Content Knowledge Expertise among Adult Education Providers in Kentucky

    ERIC Educational Resources Information Center

    Henry, Laurie A.

    2013-01-01

    This paper summarizes the results of a literacy content knowledge survey and assessment administered to adult education providers in Kentucky (n=520). This descriptive study focused on two main goals: 1) to obtain a description of Kentucky adult education programs including instructors' backgrounds, professional preparation, and teaching…

  18. Socioscientific Argumentation: The Effects of Content Knowledge and Morality

    ERIC Educational Resources Information Center

    Sadler, Troy D.; Donnelly, Lisa A.

    2006-01-01

    Broad support exists within the science education community for the incorporation of socioscientific issues (SSI) and argumentation in the science curriculum. This study investigates how content knowledge and morality contribute to the quality of SSI argumentation among high school students. We employed a mixed-methods approach: 56 participants…

  19. 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…

  20. 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…

  1. 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…

  2. 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…

  3. 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…

  4. Teacher Professional Development Focusing on Pedagogical Content Knowledge

    ERIC Educational Resources Information Center

    Van Driel, Jan H.; Berry, Amanda

    2012-01-01

    Because pedagogical content knowledge (PCK) includes teachers' understanding of how students learn, or fail to learn, specific subject matter, the development of PCK is an important goal to focus on in professional development programs. The research literature clearly indicates the complex nature of PCK as a form of teachers' professional…

  5. 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…

  6. 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…

  7. 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…

  8. 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…

  9. 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…

  10. 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…

  11. Knowledge Sharing among Academics in Institutions of Higher Learning: A Research Agenda

    ERIC Educational Resources Information Center

    Ramayah, T.; Ignatius, Joshua; Leen, Jasmine Yeap Ai

    2009-01-01

    This paper presents a research agenda for a funded research project on knowledge sharing among academics in Malaysia. One of the main objectives is to develop validate and measure of knowledge sharing which is suitable for academicians. Previous studies on knowledge sharing have used standard measurement items which do not cater for the multiple…

  12. 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…

  13. 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…

  14. 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…

  15. 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…

  16. 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…

  17. Who's Using the Language? Supporting Middle School Students with Content Area Academic Language

    ERIC Educational Resources Information Center

    Townsend, Dianna

    2015-01-01

    This mixed-methods study examines middle school students' academic language development in the context of a year-long professional development project titled, Developing Content Area Academic Language (DCAAL). The purpose of DCAAL was to partner middle school teachers (n = 8) with a team of university researchers to explore how to integrate…

  18. 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…

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

    NASA Astrophysics Data System (ADS)

    Demirdöğen, Betül

    2016-05-01

    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.

  20. 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.

  1. 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.

  2. The Influence of Science Knowledge Structures on Children's Success in Solving Academic Problems.

    ERIC Educational Resources Information Center

    Champagne, Audrey B.; And Others

    Presented is a study of eighth-grade students' academic problem-solving ability based on their knowledge structures, or their information stored in semantic or long-term memory. The authors describe a technique that they developed to probe knowledge structures with an extension of the card-sort method. The method, known as the Concept Structure…

  3. 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…

  4. Envisioning Knowledge: Building Literacy in the Academic Disciplines. Language and Literacy Series

    ERIC Educational Resources Information Center

    Langer, Judith A.

    2010-01-01

    This book by Judith Langer--internationally known scholar in literacy learning--examines how people gain knowledge and become academically literate in the core subjects of English, mathematics, science, and social studies/history. Based on extensive research, it offers a new framework for conceptualizing knowledge development (rather than…

  5. 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…

  6. 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,…

  7. 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

  8. 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. PMID:25191300

  9. 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

  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. 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…

  12. 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…

  13. 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

  14. 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.

  15. 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.

  16. 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.

  17. Content listings for consistency of policies and procedures in an academic department.

    PubMed

    Hamilton, G C

    1989-06-01

    Communicating expectations is central to effective management. In a large academic department spread over several sites, written guidelines are often necessary to limit misinterpretation of these expectations. Three "operation manuals" for residents, faculty, and support staff were developed to supply these guidelines. They have evolved into an effective means of communicating departmental policy and standards for performance. The table of contents are provided as a guide for those developing new academic departments. PMID:2729693

  18. The Effect of Inquiry-Based Instruction on Elementary Teaching Majors' Chemistry Content Knowledge

    ERIC Educational Resources Information Center

    Sanger, Michael J.

    2007-01-01

    Study is conducted to find whether the students learning chemistry using different instructional methodologies develop comparable chemistry content knowledge. Results found the comparable chemistry content knowledge among the samples.

  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. 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…

  1. Metacognitive Knowledge Monitoring and Self-Regulated Learning: Academic Success and Reflections on Learning

    ERIC Educational Resources Information Center

    Isaacson, Randy M.; Fujita, Frank

    2006-01-01

    During the past decade the relationship of self-regulated learning (SRL) to academic success has been extensively explored but the impact of metacognition in this process has not been thoroughly examined. This study examined the relationship of metacognitive knowledge monitoring (MKM) to classroom performance. Eighty-four undergraduate students in…

  2. 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…

  3. 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…

  4. 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…

  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. Focus on Results: An Academic Impact Analysis of the Knowledge Is Power Program (KIPP)

    ERIC Educational Resources Information Center

    Online Submission, 2005

    2005-01-01

    The Education Policy Institute (EPI) conducted an analysis of recent academic data collected from 24 KIPP (Knowledge is Power Program) schools on behalf of the KIPP Foundation. The purpose of this study was to evaluate these data to determine whether KIPP schools have had a positive impact on the student learning of 5th-grade students as…

  7. 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…

  8. 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…

  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. 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…

  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. 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…

  13. Strategies to Assess the Core Academic Knowledge of English Language Learners

    ERIC Educational Resources Information Center

    Rabinowitz, Stanley; Ananda, Sri; Bell, Andrew

    2005-01-01

    This paper focuses on this assessment issue: How do you increase the validity of assessments of ELL student performance on core academic content? We begin by exploring NCLB expectations for ELL assessments and an increasingly popular approach to meeting these requirements proposed by some states--translation of assessments into students' native…

  14. Exploring the Development of Pre-Service Science Elementary Teachers' Pedagogical Content Knowledge

    NASA Astrophysics Data System (ADS)

    Nilsson, Pernilla; Loughran, John

    2012-11-01

    This paper explores how a group of pre-service elementary science student teachers came to understand the development of their Pedagogical Content Knowledge (PCK) over the course of a semester's study in a science methods course. At the start of the semester, PCK was introduced to them as an academic construct and as a conceptual tool that they could use to plan for, and assess, the development of their professional knowledge and practice as beginning science teachers. All participants were provided with a tool known as a CoRe (Content Representation) and the manner in which they worked with the CoRe was such that it supported them in planning for and assessing their own learning about teaching elementary science through a focus on the development of their PCK. Through analysis of data derived from the application of a CoRe based methodology (modified and adapted for this study) to the teaching of the science topic of Air, participants' reasons for, confidence in, and perceived meaningfulness of their learning about science teaching could be examined. In so doing, the nature of participants' PCK development over time was made explicit. The results illustrate real possibilities for ways of enhancing student teachers' ongoing professional learning in teacher preparation and offer a window into how the nature of PCK in pre-service education might be better understood and developed.

  15. Making Disciplinary Writing and Thinking Practices an Integral Part of Academic Content Teaching

    ERIC Educational Resources Information Center

    Hunter, Kerry; Tse, Harry

    2013-01-01

    Educators and researchers are increasingly calling for the processes of writing and knowledge construction to be an integral part of disciplinary learning. This article contributes to the literature by presenting an empirical analysis of a programme that was designed to expose students to the complexities of academic practices in conjunction with…

  16. 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…

  17. 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…

  18. Navigating Uncharted Waters: An Accelerated Content-Based English for Academic Purposes Program

    ERIC Educational Resources Information Center

    Hernandez, Kelly; Thomas, Michelle; Schuemann, Cynthia

    2012-01-01

    In 2008, Miami Dade College received a $1.9 million Title V grant from the US Department of Education to develop an Accelerated Content-Based English for Academic Purposes (EAP) track called Project ACE for ESL students. The ACE curriculum is anchored by the principles of flexibility, contextualization, and faculty buy-in--critical matters given…

  19. 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…

  20. 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…

  1. A Degree Is Not Enough: A quantitative study of aspects of pre-service science teachers' chemistry content knowledge

    NASA Astrophysics Data System (ADS)

    Kind, Vanessa

    2014-05-01

    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 Combustion reactions (taught to 14-16-year-olds). Data were collected over six years from academically able science graduates starting a full-time, university-based teacher education programme of one academic year duration. PSTs in three sub-cohorts ('chemists', 'physicists' and 'biologists' on the basis of their undergraduate degrees) demonstrated similar levels of content knowledge (CK) for Particle theory and changes of state and Mass conservation. Biologists demonstrated statistically significantly weaker understanding than chemists and physicists in Chemical bonding, Mole calculations and Combustion reactions. Forty-four 'triads' each comprising one chemist, physicist and biologist, matched by academic and personal backgrounds, showed that chemists outperformed biologists and physicists in Chemical bonding and Combustion reactions. The findings suggest that non-chemists' CK is insufficient for teaching these chemistry concepts in high schools, despite their possession of 'good' Bachelor of Science degrees. These data have implications for science teacher education, including how best to prepare science graduates from diverse backgrounds for teaching specialist science subjects to 11-16-year-olds.

  2. 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

  3. 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. PMID

  4. Exploring the Hidden Barriers in Knowledge Translation: A Case Study Within an Academic Community.

    PubMed

    Harvey, Gill; Marshall, Rhianon J; Jordan, Zoe; Kitson, Alison L

    2015-11-01

    Debates about knowledge translation (KT) typically focus on the research-practice gap, which appears to be premised on the assumption that academics are a homogeneous collective, sharing a common view. We argue that a number of hidden barriers need to be addressed related to the understanding, interpretation, ability, and commitment to translate knowledge within academic communities. We explore this by presenting a qualitative case study in a health sciences faculty. Applying organizational and management theory, we discuss different types of boundaries and the resultant barriers generated, ranging from diversity in understanding and perceptions of KT to varying motivations and incentives to engage in translational activity. We illustrate how we are using the empirical findings to inform the development of a KT strategy that targets the identified barriers. Investing in this internal KT-focused activity is an important step to maximize the potential of future collaborations between producers and users of research in health care. PMID:25847856

  5. 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…

  6. 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)

  7. 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…

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

    PubMed Central

    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. PMID:24006399

  9. 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…

  10. 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,…

  11. Dancing with Maggots and Saints: Past and Future Visions for Subject Matter Knowledge, Pedagogical Knowledge, and Pedagogical Content Knowledge in Science Teacher Education Reform.

    ERIC Educational Resources Information Center

    Zeidler, Dana L.

    The act of exemplary teaching requires the orchestration of subject matter knowledge and pedagogical knowledge with pedagogical content knowledge. If this last component is not sufficiently present, then we may be quite efficient in presenting students with rote information. If this last component is sufficiently present (and carried out well),…

  12. 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…

  13. 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,…

  14. 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

  15. Integrating movement in academic classrooms: understanding, applying and advancing the knowledge base.

    PubMed

    Webster, C A; Russ, L; Vazou, S; Goh, T L; Erwin, H

    2015-08-01

    In the context of comprehensive and coordinated approaches to school health, academic classrooms have gained attention as a promising setting for increasing physical activity and reducing sedentary time among children. The aims of this paper are to review the rationale and knowledge base related to movement integration in academic classrooms, consider the practical applications of current knowledge to interventions and teacher education, and suggest directions for future research. Specifically, this paper (i) situates movement integration amid policy and research related to children's health and the school as a health-promoting environment; (ii) highlights the benefits of movement integration; (iii) summarizes movement integration programs and interventions; (iv) examines factors associated with classroom teachers' movement integration; (v) offers strategies for translating research to practice and (vi) forwards recommendations for future inquiry related to the effectiveness and sustainability of efforts to integrate movement into classroom routines. This paper provides a comprehensive resource for developing state-of-the-art initiatives to maximize children's movement in academic classrooms as a key strategy for important goals in both education and public health. PMID:25904462

  16. Beyond Mathematical Content Knowledge: A Mathematician's Knowledge Needed for Teaching an Inquiry-Oriented Differential Equations Course

    ERIC Educational Resources Information Center

    Wagner, Joseph F.; Speer, Natasha M.; Rossa, Bernd

    2007-01-01

    In this research report we examine knowledge other than content knowledge needed by a mathematician in his first use of an inquiry-oriented curriculum for teaching an undergraduate course in differential equations. Collaboratively, the mathematician and two mathematics education researchers identified the challenges faced by the mathematician as…

  17. 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. PMID:22559180

  18. 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 teacher…

  19. 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…

  20. Effects of Improving Teachers' Content Knowledge on Teaching and Student Learning in Physical Education

    ERIC Educational Resources Information Center

    Ward, Phillip; Kim, Insook; Ko, Bomna; Li, Weidong

    2015-01-01

    Purpose: The purpose of this study was to examine the efficacy of a content knowledge (CK) workshop on the enacted pedagogical content knowledge (PCK) of teachers and in turn the effects on student learning. Method: A quasiexperimental design was used to examine 4 questions: (a) How does student learning differ as a function of PCK? (b) How does…

  1. Portraying Physical Education-Pedagogical Content Knowledge for the Professional Learning of Physical Educators

    ERIC Educational Resources Information Center

    You, JeongAe

    2011-01-01

    Pedagogical content knowledge (PCK) is one of the most critical components in teaching expertise. It helps understand the crucial points that teaching is more than just delivering subject content knowledge to students, and that student learning is considerably more than absorbing information. Since the seminal studies of Shulman (1986, 1987), a…

  2. 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…

  3. 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…

  4. 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…

  5. 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…

  6. 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…

  7. 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…

  8. On the Content-Dependence of Prospective Teachers' Knowledge: A Case of Exemplifying Definitions

    ERIC Educational Resources Information Center

    Leikin, Roza; Zazkis, Rina

    2010-01-01

    In this article, we demonstrate that prospective teachers' content knowledge related to defining mathematical concepts is dependent on content area. We use the example of generation (a research tool we developed in a previous study) to investigate prospective teachers' knowledge. We asked prospective secondary mathematics teachers to provide…

  9. 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…

  10. 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…

  11. 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…

  12. 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…

  13. Tracing the Evolution of Pedagogical Content Knowledge as the Development of Interanimated Discourses

    ERIC Educational Resources Information Center

    Seymour, Jennifer R.; Lehrer, Richard

    2006-01-01

    For this article, the development of 1 teacher's pedagogical content knowledge (Shulman, 1986) was tracked longitudinally across 2 years as she taught a new instructional unit in middle school mathematics. Growth in pedagogical content knowledge is characterized as the interanimation of 2 Discourses (Gee, 1999). One Discourse refers to…

  14. 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…

  15. 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…

  16. 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…

  17. 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

  18. Using Technology Pedagogical Content Knowledge Development to Enhance Learning Outcomes

    ERIC Educational Resources Information Center

    Agyei, Douglas D.; Keengwe, Jared

    2014-01-01

    This paper describes an intervention in which pre-service teachers developed their TPACK through multiple data sources. Teachers' self-reports of their TPACK knowledge were triangulated with performance-based assessment of their instructional practices and artifacts to give a better understanding and nature of pre-service teachers' TPACK…

  19. Teacher Listening: The Role of Knowledge of Content and Students

    ERIC Educational Resources Information Center

    Johnson, Estrella M. S.; Larsen, Sean P.

    2012-01-01

    In this research report we consider the kinds of knowledge needed by a mathematician as she implemented an inquiry-oriented abstract algebra curriculum. Specifically, we will explore instances in which the teacher was unable to make sense of students' mathematical struggles in the moment. After describing each episode we will examine the…

  20. 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…

  1. 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 each…

  2. Examining Domains of Technological Pedagogical Content Knowledge Using Factor Analysis

    ERIC Educational Resources Information Center

    Shinas, Valerie Harlow; Yilmaz-Ozden, Sule; Mouza, Chrystalla; Karchmer-Klein, Rachel; Glutting, Joseph J.

    2013-01-01

    This study examined the construct validity of the Survey of Preservice Teachers' Knowledge of Teaching and Technology through an exploratory factor analysis using responses from 365 preservice teachers enrolled in an educational technology course in the United States. The participants were completing methods courses and field experience concurrent…

  3. 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

  4. The significance of content knowledge for informal reasoning regarding socioscientific issues: Applying genetics knowledge to genetic engineering issues

    NASA Astrophysics Data System (ADS)

    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 quantitative test of genetics concepts. Two subsets (n = 15 for each group) of the original sample representing divergent levels of content knowledge participated in individual interviews, during which they articulated positions, rationales, counterpositions, and rebuttals in response to three gene therapy scenarios and three cloning scenarios. A mixed-methods approach was used to examine the effects of content knowledge on the use of informal reasoning patterns and the quality of informal reasoning. Participants from both groups employed the same general patterns of informal reasoning. Data did indicate that differences in content knowledge were related to variations in informal reasoning quality. Participants, with more advanced understandings of genetics, demonstrated fewer instances of reasoning flaws, as defined by a priori criteria, and were more likely to incorporate content knowledge in their reasoning patterns than participants with more naïve understandings of genetics. Implications for instruction and future research are discussed.

  5. 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…

  6. 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…

  7. The Development of Diploma in Education Student Teachers' Mathematics Pedagogical Content Knowledge

    ERIC Educational Resources Information Center

    Lim-Teo, Suat Khoh; Chua, Kwee Gek; Cheang, Wai Kwong; Yeo, Joseph K.

    2007-01-01

    Mathematics pedagogical content knowledge (MPCK) of teachers cannot be easily defined but is a complex concept integrating generic pedagogical knowledge, mathematics teaching methodology as well as knowledge of the discipline of mathematics. It is the objective of mathematics methodology courses in teacher preparation programmes to begin the…

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

    NASA Astrophysics Data System (ADS)

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

    2013-06-01

    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 two cohorts of teachers to assess changes in science teacher knowledge. In study 1, 34 teachers developed pre- and post-concept maps in one of the nine different content areas. A repeated measures analysis of six quantitative scores showed statistically significant increases in knowledge representation. Quantitative and qualitative scoring methods indicate that concept maps are effective for assessing teacher knowledge gains from professional development. Study 2 replicated the results with 24 teachers and provided further information about how knowledge changes.

  9. 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…

  10. 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…

  11. 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.

  12. 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.

  13. 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…

  14. 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…

  15. 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…

  16. The Role of Academic Discipline and Gender in High School Teachers' AIDS-Related Knowledge and Attitudes.

    ERIC Educational Resources Information Center

    Dawson, Lori J.; Chunis, Michelle L.; Smith, Danielle M.; Carboni, Anthony A.

    2001-01-01

    Surveyed 141 teachers from nine Massachusetts high schools to examine their knowledge of and attitudes toward AIDS. Results indicated a direct relationship between teachers' knowledge of HIV/AIDS and positive or supportive attitudes toward HIV/AIDS. There were significant differences based on academic discipline. Allied health teachers had…

  17. 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…

  18. 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

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

    PubMed

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

    2016-01-01

    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. PMID:26562054

  20. 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…

  1. Knowledge and Perceptions of Family Leave Policies Among Female Faculty in Academic Medicine

    PubMed Central

    Freund, Karen M.; Kaplan, Samantha A.; Raj, Anita; Carr, Phyllis L.

    2014-01-01

    Objective The purpose of this research was to examine the knowledge and perceptions of family leave policies and practices among senior leaders including American Association of Medical College members of the Group on Women in Medicine and Science (GWIMS) to identify perceived barriers to career success and satisfaction among female faculty. Methods In 2011–2012 GWIMS representatives and senior leaders at 24 medical schools were invited to participate in an interview about faculty perceptions of gender equity and overall institutional climate. An inductive thematic analysis of the qualitative data was conducted to identify themes represented in participant responses. The research team read and reviewed institutional family leave policies for concordance with key informant descriptions. Findings 22 GWIMS representatives and senior leaders comprised the final sample. Participants were female, 18 (82%) were full professors with the remainder being associate professors. Compared with publicly available policies at each institution, the knowledge of nine participants was consistent with policies, was discrepant for six, with the remaining seven acknowledging a lack of knowledge of policies. Four major themes were identified from the interview data: 1) Framing family leave as a personal issue undermines its effect on female faculty success; 2) Poor communication of policies impairs access and affects organizational climate; 3) Discrepancies in leave implementation disadvantage certain faculty in terms of time and pay; 4) Leave policies are valued and directly related to academic productivity. Conclusions Family leave policies are an important aspect of faculty satisfaction and academic success, yet policy awareness by senior leaders is lacking. Further organizational support is needed to promote equitable policy creation and implementation to support women in medical academia. PMID:24533979

  2. The Effects of a Content Knowledge Workshop on Teachers' Pedagogical Content Knowledge and Student Learning in a Soccer Unit in Middle School Physical Education

    ERIC Educational Resources Information Center

    Lee, Yun Soo

    2011-01-01

    There is an assumption that pedagogical content knowledge (PCK) is observable and measurable. Yet, in many studies referencing PCK, the construct of PCK remains both undefined operationally and poorly described. In physical education, although one study has measured teachers' PCK using teachers' weak and strong units of instruction (Ayvazo, 2007),…

  3. 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.

  4. 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…

  5. 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.

  6. 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. PMID:25054474

  7. HIV-Related Knowledge and Perceptions by Academic Major: Implications for University Interventions.

    PubMed

    Smith, Matthew Lee; La Place, Lisa L; Menn, Mindy; Wilson, Kelly L

    2014-01-01

    Most universities offer human sexuality courses, although they are not required for graduation. While students in health-related majors may receive sexuality education in formal settings, majority of college students never receive formal sexual health or HIV/AIDS-related education, which may lead to elevated engagement in high-risk sexual behaviors. This study examines perceived knowledge about HIV/AIDS, perceived risk, and perceived consequences among college students by two distinct classifications of academic majors. Data were collected from 510 college students. Binary and multinomial logistic regressions were performed to compare HIV-related covariates by academic major category. Limited differences were observed by science, technology, engineering, and mathematics categorization. Relative to health and kinesiology majors, those who self-reported being "completely knowledgeable" about HIV were less likely to be physical sciences, mathematics, engineering, and business (PMEB) (OR = 0.41, P = 0.047) or education, humanities, and social sciences majors (OR = 0.25, P = 0.004). PMEB majors were less likely to report behavioral factors as a risk for contracting HIV (OR = 0.86, P = 0.004) and perceived acquiring HIV would be more detrimental to their quality of life (OR = 2.14, P = 0.012), but less detrimental to their mental well-being (OR = 0.58, P = 0.042). Findings can inform college-wide campaigns and interventions to raise HIV/AIDS awareness and improve college health. PMID:24660165

  8. 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…

  9. A Comparison Study of the Pedagogical Content Knowledge of Single Subject Mathematics Credential Candidates

    ERIC Educational Resources Information Center

    Vierra, Vicki Ann

    2011-01-01

    This descriptive study compares the entry-level pedagogical content knowledge of single subject mathematics credential candidates based on career status and undergraduate majors. Career changers from science, technology, engineering or math (STEM) fields are compared to first career candidates to see if they bring different skills and knowledge to…

  10. 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…

  11. 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…

  12. When Teaching Makes a Difference: Developing Science Teachers' Pedagogical Content Knowledge through Learning Study

    ERIC Educational Resources Information Center

    Nilsson, Pernilla

    2014-01-01

    It is a common view that developing teachers' competence to restructure or reframe their knowledge and beliefs is inevitably a complex challenge. This paper reports on a research project with the aim to develop science teachers' pedagogical content knowledge (PCK) through their participation in a learning study. A learning study is a…

  13. Pedagogical Content Knowledge in Science Education: Perspectives and Potential for Progress

    ERIC Educational Resources Information Center

    Kind, Vanessa

    2009-01-01

    Pedagogical content knowledge (PCK), since its inception as teacher-specific professional knowledge, has been researched extensively. Drawing on a wide range of literature, this paper seeks to clarify how the potential offered by PCK could be utilised to further develop science teacher education. An analysis of PCK models proposed by various…

  14. Pedagogical Content Knowledge as Reflected in Teacher-Student Interactions: Analysis of Two Video Cases

    ERIC Educational Resources Information Center

    Alonzo, Alicia C.; Kobarg, Mareike; Seidel, Tina

    2012-01-01

    Despite the theorized centrality of pedagogical content knowledge (PCK) for teaching, we have little evidence of the relationship between PCK and students' learning and know relatively little about how to help teachers to develop PCK. This study is a preliminary attempt to address these gaps in our knowledge of PCK through exploration of two…

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

    ERIC Educational Resources Information Center

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

    2014-01-01

    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…

  16. Making PCK Explicit--Capturing Science Teachers' Pedagogical Content Knowledge (PCK) in the Science Classroom

    ERIC Educational Resources Information Center

    Nilsson, Pernilla; Vikström, Anna

    2015-01-01

    One way for teachers to develop their professional knowledge, which also focuses on specific science content and the ways students learn, is through being involved in researching their own practice. The aim of this study was to examine how science teachers changed (or not) their professional knowledge of teaching after inquiring into their own…

  17. 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…

  18. The Evolution of Pedagogical Content Knowledge in Prospective Secondary Physics Teachers.

    ERIC Educational Resources Information Center

    Veal, William R.; Tippins, Deborah J.; Bell, John

    The purpose of this study was to describe the evolution of pedagogical content knowledge (PCK) in prospective secondary physics teachers. Craft knowledge was used as one epistemological perspective. The researcher used two cases, two prospective physics teachers, and followed their development through the science curriculum class and student…

  19. 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…

  20. 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…

  1. Technological Pedagogical Content Knowledge in Action: A Case Study of a Middle School Digital Documentary Project

    ERIC Educational Resources Information Center

    Hofer, Mark; Swan, Kathleen Owings

    2008-01-01

    In recent years researchers in educational technology have begun to look closely at the complexity of integrating technology in K-12 classrooms. The development of the notion of Technological Pedagogical Content Knowledge (TPCK) provides a useful theoretical framework to explore the requisite forms of teacher knowledge required to effectively…

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

    ERIC Educational Resources Information Center

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

    2015-01-01

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

  3. 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…

  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. Integrating Problem-Based Learning with ICT for Developing Trainee Teachers' Content Knowledge and Teaching Skill

    ERIC Educational Resources Information Center

    Karami, Mehdi; Karami, Zohreh; Attaran, Mohammad

    2013-01-01

    Professional teachers can guarantee the progress and the promotion of society because fostering the development of next generation is up to them and depends on their professional knowledge which has two kinds of sources: content knowledge and teaching skill. The aim of the present research was studying the effect of integrating problem-based…

  6. 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…

  7. 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…

  8. Pedagogical Content Knowledge for Preschool Mathematics: Construct Validity of a New Teacher Interview

    ERIC Educational Resources Information Center

    McCray, Jennifer S.; Chen, Jie-Qi

    2012-01-01

    This study examines the construct validity of a new teacher interview designed to assess teachers' pedagogical content knowledge (PCK) for preschool mathematics. PCK describes the subject matter knowledge a teacher needs for effective teaching. Data from 22 teachers and 113 Head Start children in a large midwestern city in the United States were…

  9. Changes in Knowledge Structures from Building Semantic Net versus Production Rule Representations of Subject Content.

    ERIC Educational Resources Information Center

    Jonassen, David H.

    1993-01-01

    Compares the effects on the knowledge structure of the learners of using two different Mindtools--semantic networks and rule-based expert systems--for representing the content of a course. Results showed that students in the semantic network class possessed more hierarchical knowledge structures than the other group. (Contains 29 references.) (JLB)

  10. 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…

  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. 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…

  13. 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…

  14. 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.…

  15. Impact of Prior Knowledge of Informational Content and Organization on Learning Search Principles in a Database.

    ERIC Educational Resources Information Center

    Linde, Lena; Bergstrom, Monica

    1988-01-01

    The importance of prior knowledge of informational content and organization for search performance on a database was evaluated for 17 undergraduates. Pretraining related to content, and information did facilitate learning logical search principles in a relational database; contest pretraining was more efficient. (SLD)

  16. 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,…

  17. Undergraduate Professors' Pedagogical Content Knowledge: The Case of "Amount of Substance"

    ERIC Educational Resources Information Center

    Padilla, Kira; Ponce-de-Leon, Ana Maria; Rembado, Florencia Mabel; Garritz, Andoni

    2008-01-01

    This paper documents the pedagogical content knowledge (PCK) of four university professors in General Chemistry for the topic "amount of substance"; a fundamental quantity of the International System of Units (SI). The research method involved the development of a Content Representation and the application of Mortimer's Conceptual Profile Model to…

  18. 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…

  19. 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…

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

    NASA Astrophysics Data System (ADS)

    Manno, Christopher M.

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

  1. 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.

  2. Emergences and affordances as opportunities to develop teachers' mathematical content knowledge

    NASA Astrophysics Data System (ADS)

    Julie, Cyril

    2014-04-01

    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 achievement in mathematics of learners is addressing teachers' mathematical content and pedagogical content knowledge through continuous professional development initiatives. The focus of this article is on the former. It describes how emergent and affording opportunities are brought to the fore from classroom observations and interactions in workshops and institutes with practising teachers. It concludes that this in situ dealing with mathematical content knowledge holds much promise for buy-in by teachers because it addresses an immediate need related to their practice.

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

    ERIC Educational Resources Information Center

    Mitton Kukner, Jennifer; Murray Orr, Anne

    2015-01-01

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

  4. 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)…

  5. Using CoRes to Develop the Pedagogical Content Knowledge (PCK) of Early Career Science and Technology Teachers

    ERIC Educational Resources Information Center

    Williams, John; Lockley, John

    2012-01-01

    Research has shown that one of the factors that enable effective teachers is their rich "Pedagogical Content Knowledge" (PCK), a special blend of content knowledge and pedagogical knowledge that is built up over time and experience. This form of professional knowledge, first theorized by Shulman (1987), is topic-specific, unique to each teacher,…

  6. 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…

  7. 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…

  8. 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…

  9. 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…

  10. HIV-Related Knowledge and Perceptions by Academic Major: Implications for University Interventions

    PubMed Central

    Smith, Matthew Lee; La Place, Lisa L.; Menn, Mindy; Wilson, Kelly L.

    2014-01-01

    Most universities offer human sexuality courses, although they are not required for graduation. While students in health-related majors may receive sexuality education in formal settings, majority of college students never receive formal sexual health or HIV/AIDS-related education, which may lead to elevated engagement in high-risk sexual behaviors. This study examines perceived knowledge about HIV/AIDS, perceived risk, and perceived consequences among college students by two distinct classifications of academic majors. Data were collected from 510 college students. Binary and multinomial logistic regressions were performed to compare HIV-related covariates by academic major category. Limited differences were observed by science, technology, engineering, and mathematics categorization. Relative to health and kinesiology majors, those who self-reported being “completely knowledgeable” about HIV were less likely to be physical sciences, mathematics, engineering, and business (PMEB) (OR = 0.41, P = 0.047) or education, humanities, and social sciences majors (OR = 0.25, P = 0.004). PMEB majors were less likely to report behavioral factors as a risk for contracting HIV (OR = 0.86, P = 0.004) and perceived acquiring HIV would be more detrimental to their quality of life (OR = 2.14, P = 0.012), but less detrimental to their mental well-being (OR = 0.58, P = 0.042). Findings can inform college-wide campaigns and interventions to raise HIV/AIDS awareness and improve college health. PMID:24660165

  11. 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…

  12. Conceptualizing In-service Secondary School Science Teachers' Knowledge Base for Climate Change Content

    NASA Astrophysics Data System (ADS)

    Campbell, K. M.; Roehrig, G.; Dalbotten, D. M.; Bhattacharya, D.; Nam, Y.; Varma, K.; Wang, J.

    2011-12-01

    The need to deepen teachers' knowledge of the science of climate change is crucial under a global climate change (GCC) scenario. With effective collaboration between researchers, scientists and teachers, conceptual frameworks can be developed for creating climate change content for classroom implementation. Here, we discuss how teachers' conceptualized content knowledge about GCC changes over the course of a professional development program in which they are provided with place-based and culturally congruent content. The NASA-funded Global Climate Change Education (GCCE) project, "CYCLES: Teachers Discovering Climate Change from a Native Perspective", is a 3-year teacher professional development program designed to develop culturally-sensitive approaches for GCCE in Native American communities using traditional knowledge, data and tools. As a part of this program, we assessed the progression in the content knowledge of participating teachers about GCC. Teachers were provided thematic GCC content focused on the elements of the medicine wheel-Earth, Fire, Air, Water, and Life -during a one week summer workshop. Content was organized to emphasize explanations of the natural world as interconnected and cyclical processes and to align with the Climate and Earth Science Literacy Principles and NASA resources. Year 1 workshop content was focused on the theme of "Earth" and teacher knowledge was progressively increased by providing content under the themes of 1) understanding of timescale, 2) understanding of local and global perspectives, 3) understanding of proxy data and 4) ecosystem connectivity. We used a phenomenographical approach for data analysis to qualitatively investigate different ways in which the teachers experienced and conceptualized GCC. We analyzed categories of teachers' climate change knowledge using information generated by tools such as photo elicitation interviews, concept maps and reflective journal perceptions. Preliminary findings from the pre

  13. CREATE: A Comprehensive Model for Instruction of Academic Language and Literacy in the Content Areas. CREATE Brief

    ERIC Educational Resources Information Center

    Duguay, Annie

    2012-01-01

    This brief outlines a systematic school-wide intervention that consistently integrates content knowledge and language and literacy development in content area curricula. The brief first describes the elements of the intervention, including implementation, professional development and coaching support, in critical content areas. It then explains…

  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. 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,…

  16. 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.

  17. 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

  18. Pedagogical Content Knowledge and the 2003 Science Teacher Preparation Standards for NCATE Accreditation or State Approval

    NASA Astrophysics Data System (ADS)

    Hagevik, Rita; Veal, William; Brownstein, Erica M.; Allan, Elizabeth; Ezrailson, Cathy; Shane, Joseph

    2010-02-01

    The 2003 National Science Teachers Association Standards for Science Teacher Preparation (NSTA-SSTP) were developed to provide guidelines and expectations for science teacher preparation programs. This article is the fourth in a special JSTE series on accreditation written to assist science teacher educators in meeting the NSTA-SSTP. In this article, the authors discuss pedagogical content knowledge and how this is expressed in the NSTA-SSTP. Included are competencies and examples needed for a science teacher preparation program to document developing pedagogical content knowledge in preservice science teachers.

  19. Informal reasoning regarding socioscientific issues: The influence of morality and content knowledge

    NASA Astrophysics Data System (ADS)

    Sadler, Troy Dow

    This study focused on informal reasoning regarding socioscientific issues. It explored how morality and content knowledge influenced the negotiation and resolution of contentious and complex scenarios based on genetic engineering. Two hundred and sixty-nine undergraduate students completed a quantitative test of genetics concepts. A sub-set of the students (n = 30) who completed this instrument and represented divergent levels of content knowledge participated in two individual interviews, during which they discussed their ideas, reactions, and solutions to three gene therapy scenarios and three cloning scenarios. A mixed-methods approach was used to examine patterns of informal reasoning and the influence of morality, the effects of content knowledge on the use of informal reasoning patterns, and the effects of content knowledge on the quality of informal reasoning. Students demonstrated evidence of rationalistic, emotive, and intuitive forms of informal reasoning. Rationalistic informal reasoning described reason-based considerations; emotive informal reasoning described care-based considerations; and intuitive reasoning described considerations based on immediate reactions to the context of a scenario. Participants frequently relied on combinations of these reasoning patterns as they worked to resolve individual socioscientific scenarios. Most of the participants appreciated at least some of the moral implications of their decisions, and these considerations were typically interwoven within an overall pattern of informal reasoning. Although differences in content knowledge were not found to be related to modes of informal reasoning (rationalistic, emotive, and informal), data did indicate that differences in content knowledge were related to variations in informal reasoning quality. Participants, with more advanced understandings of genetics, demonstrated fewer instances of reasoning flaws, as defined by a priori criteria (intra-scenario coherence, inter

  20. Making Standards Work! A Teacher's Guide to Contextual Learning: Integrating Academic Content Standards with Career Development and Workplace Competencies. History.

    ERIC Educational Resources Information Center

    McAlonan, Susan; Longo, Pat; Hotchkiss, Heather; Roark, Kelli; Fitzgerald, Joy

    This handbook, intended for K-12 teachers in Colorado, is a tool to help educators weave academic content standards, assessments, and career development methods into an integrated and comprehensive educational strategy that prepares all students to meet their future goals. The examples contained in the handbook were created to provide a vision of…

  1. Making Standards Work! A Teacher's Guide to Contextual Learning: Integrating Academic Content Standards with Career Development and Workplace Competencies.

    ERIC Educational Resources Information Center

    Colorado School to Career Partnership, Denver.

    This publication is a tool to help educators weave academic content standards, assessments, and school-to-career methods into an integrated and comprehensive educational strategy that prepares all students to meet their future goals. Examples included in the publication were created by Colorado educators to provide a vision of how teachers can…

  2. 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

  3. Examining Physics Graduate Teaching Assistants' Pedagogical Content Knowledge for Teaching a New Physics Curriculum

    NASA Astrophysics Data System (ADS)

    Seung, Eulsun; Bryan, Lynn A.; Haugan, Mark P.

    2012-08-01

    In this study, we investigated the pedagogical content knowledge (PCK) that physics graduate teaching assistants (TAs) developed in the context of teaching a new introductory physics curriculum, Matter and Interactions ( M&I). M&I is an innovative introductory physics course that emphasizes a unified framework for understanding the world and presents physics through a few fundamental principles rather than exposing students to concepts through a series of derived equations. Through a qualitative, multiple case study research design, data were collected from multiple sources: non-participant observations, digitally recorded video, semi-structured interviews, TAs' written reflections, and researchers' field notes. The TAs' PCK included three components: (a) knowledge of M&I curriculum goals, (b) knowledge of instructional strategies appropriate to the M&I course, and (c) knowledge of students' learning. This study shows the complexity of adopting curriculum reforms and the necessity to support the faculty's and TAs' knowledge development when a novel science curriculum is adopted.

  4. Enhanced One-to-One Technology Integration through Elementary Teachers' Technological, Pedagogical, and Content Knowledge

    ERIC Educational Resources Information Center

    Lewis, Delilah Holley

    2012-01-01

    Although technology, pedagogy, and content are three separate knowledge domains, the interactions of these three domains comprise the technological, pedagogical, and content knowledge framework, thus representing the knowledge that teachers need to integrate technology effectively. The purpose of this qualitative case study was to identify the…

  5. 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…

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

    ERIC Educational Resources Information Center

    Kafyulilo, Ayoub; Fisser, Petra; Pieters, Jules; Voogt, Joke

    2015-01-01

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

  7. 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…

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

    ERIC Educational Resources Information Center

    Ngo, Federick J.

    2013-01-01

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

  9. A Functional Approach to Evaluating Content Knowledge and Language Development in ESL Students' Science Classification Texts.

    ERIC Educational Resources Information Center

    Huang, Jingzi; Morgan, Glenn

    2003-01-01

    Investigates use of a functional approach to discourse analysis--knowledge structure analysis, which focuses on meaning, form, and function simultaneously--to evaluate both writing development and content learning. Examined written texts in science, produced by English-as-a-Second-Language students with limited to intermediate English language…

  10. 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…

  11. 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…

  12. 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…

  13. 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 Teaching…

  14. Student Content Knowledge Increases After Participation in a Hands-on Biotechnology Intervention

    NASA Astrophysics Data System (ADS)

    Bigler, Amber M.; Hanegan, Nikki L.

    2011-06-01

    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, a biotechnology professional development program. Students from both schools completed a pre and post assessment. The classroom was the unit of analysis. When the assessment was analyzed, each school had statistically significant increases in student content knowledge ( p < 0.0001 for the intervention school and p = 0.0481 for the control school). When the schools were compared to each other, a p-value of 0.0543 provided a suggestive relationship that the biotechnology intervention school had a larger increase in student content knowledge overall. When the assessment was divided into the five components, the intervention school showed significant increases in all five components. The control school had significant increases in student content knowledge in the PCR and DNA sequencing components ( p = 0.0459, p = 0.0043, respectively).

  15. A Phenomenological Study of Teacher/Mentors' Pedagogical Content Knowledge

    ERIC Educational Resources Information Center

    Pientka, Valerie Jane

    2012-01-01

    This qualitative, phenomenological study examines how second-stage teacher/mentors view, interpret, and construct pedagogical content knowledge and then utilize their constructions within a student work sample analysis experience in a mentoring relationship. Three theories undergird this study: Black and Ammon's (1992) teacher development…

  16. School Subject Departments as Sites for Science Teachers Learning Pedagogical Content Knowledge

    ERIC Educational Resources Information Center

    McNicholl, Jane; Childs, Ann; Burn, Katharine

    2013-01-01

    This paper reports a study that explored science teacher learning of pedagogical content knowledge and the factors that facilitated this in their workplace, schools. The research design employed interview and observation in two secondary school science departments in England. A seven part construct of PCK was used to analyse all data and the…

  17. Twenty Years Later: Does Pedagogical Content Knowledge Remain a Useful Idea?

    ERIC Educational Resources Information Center

    Abell, Sandra K.

    2008-01-01

    This paper considers how the notion of pedagogical content knowledge (PCK) has developed and changed over the past 20 years. It draws on the preceding papers in this special issue to reflect on the big picture issues and ideas that are important in shaping understandings of PCK and the nature of research on PCK. The paper is structured around four…

  18. 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…

  19. Examining Chemistry Teachers' Use of Curriculum Materials: In View of Teachers' Pedagogical Content Knowledge

    ERIC Educational Resources Information Center

    Chen, Bo; Wei, Bing

    2015-01-01

    This paper aimed to explore how pedagogical content knowledge (PCK) of teachers influenced their adaptations of the curriculum materials of the new senior secondary chemistry curriculum, a standards-based science curriculum, in China. This study was based on the premise that the interaction of the teacher with the curriculum materials determines…

  20. 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…

  1. 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…

  2. 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 training.…

  3. Using Multiple Choice Examination Items To Measure Teachers' Content-Specific Pedagogical Knowledge.

    ERIC Educational Resources Information Center

    Kromrey, Jeffrey D.; Renfrow, Donata D.

    The use of multiple-choice test items measuring content-specific pedagogical knowledge (C-P) as a viable method of increasing the validity of teacher tests is described. The purposes of the paper are to: (1) present examples of multiple-choice test items used for the assessment of C-P and contrast these items with items used for assessing content…

  4. The Integration of Teacher's Pedagogical Content Knowledge Components in Teaching Linear Equation

    ERIC Educational Resources Information Center

    Yusof, Yusminah Mohd.; Effandi, Zakaria

    2015-01-01

    This qualitative research aimed to explore the integration of the components of pedagogical content knowledge (PCK) in teaching Linear Equation with one unknown. For the purpose of the study, a single local case study with multiple participants was used. The selection of the participants was made based on various criteria: having more than 5 years…

  5. 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…

  6. 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…

  7. Science Teacher Learning Progressions: A Review of Science Teachers' Pedagogical Content Knowledge Development

    ERIC Educational Resources Information Center

    Schneider, Rebecca M.; Plasman, Kellie

    2011-01-01

    Learning progressions are the successively more sophisticated ways of thinking about an idea that follow one another over a broad span of time. This review examines the research on science teachers' pedagogical content knowledge (PCK) in order to refine ideas about science teacher learning progressions and how to support them. Research published…

  8. 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…

  9. 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…

  10. Developing Primary Pre-Service Teachers' Mathematical Content Knowledge during Practicum Teaching

    ERIC Educational Resources Information Center

    Livy, Sharyn L.; Vale, Colleen; Herbert, Sandra

    2016-01-01

    While it is recognised that a teachers' mathematical content knowledge (MCK) is crucial for teaching, less is known about when different categories of MCK develop during teacher education. This paper reports on two primary pre-service teachers, whose MCK was investigated during their practicum experiences in first, second and fourth years of a…

  11. 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…

  12. 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…

  13. 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…

  14. The Impact of CLIL on L2 Vocabulary Development and Content Knowledge

    ERIC Educational Resources Information Center

    Xanthou, Maria

    2011-01-01

    This paper examines whether students involved in CLIL are able to learn content through the medium of L2 and simultaneously exhibit significant gains in L2 vocabulary knowledge. Two experiments were set up in two public primary schools. Two groups of 6th grade students participated in each experiment. The first group was taught three 80-minute…

  15. 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…

  16. 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…

  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. 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…

  19. 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,…

  20. 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…

  1. 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…

  2. 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)…

  3. 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…

  4. Rethinking about the Pedagogy for Pedagogical Content Knowledge in the Context of Mathematics Teaching

    ERIC Educational Resources Information Center

    Ozmantar, Mehmet Fatih

    2011-01-01

    This study reconsiders the notion of pedagogy for pedagogical content knowledge (PCK) in the context of teaching mathematics. The perspectives of critical pedagogy are employed for this reconsideration, stressing the operation of historical, social, ideological, political, institutional and cultural forces in the production of pedagogical…

  5. 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,…

  6. 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…

  7. Effects of Integrating Hypermedia into Elementary Science Professional Development on Science Content Knowledge

    ERIC Educational Resources Information Center

    Hartshorne, Richard

    2005-01-01

    Past research has indicated that a number of problems in the teaching of science in elementary classrooms are rooted in the preparation of inservice teachers. One continuing concern is elementary teachers' lack of science content knowledge. As indicated by numerous research studies reporting positive results, one method of addressing these…

  8. 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…

  9. 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…

  10. Pedagogical Content Knowledge as a Foundation for an Interdisciplinary Graduate Program

    ERIC Educational Resources Information Center

    Barrett, Diane; Green, Kris

    2009-01-01

    Despite the long history of the study of pedagogical content knowledge (PCK), two facts remain obvious. First, there are almost as many conceptions regarding the definition of PCK as there are researchers interested in it. Second, it is largely unclear which methods enable teacher educators to best prepare teacher candidates to use PCK. Recently,…

  11. Turkish Adaptation of Technological Pedagogical Content Knowledge Survey for Elementary Teachers

    ERIC Educational Resources Information Center

    Kaya, Sibel; Dag, Funda

    2013-01-01

    The purpose of this study was to adapt the Technological Pedagogical Content Knowledge (TPACK) Survey developed by Schmidt and colleagues into Turkish and investigate its factor structure through exploratory and confirmatory factor analysis. The participants were 352 elementary pre-service teachers from three large universities in northwestern…

  12. 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…

  13. 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…

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

    ERIC Educational Resources Information Center

    Hsieh, Feng-Jui

    2013-01-01

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

  15. 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…

  16. 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…

  17. 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…

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

    ERIC Educational Resources Information Center

    Harris, Lauren McArthur; Bain, Robert B.

    2011-01-01

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

  19. GeoThentic: Designing and Assessing with Technology, Pedagogy, and Content Knowledge

    ERIC Educational Resources Information Center

    Doering, Aaron; Scharber, Cassandra; Miller, Charles; Veletsianos, George

    2009-01-01

    GeoThentic, an online teaching and learning environment, focuses on engaging teachers and learners in solving real-world geography problems through use of geospatial technologies. The design of GeoThentic is grounded on the technology, pedagogy, and content knowledge (TPACK) framework as a metacognitive tool. This paper describes how the TPACK…

  20. 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)…

  1. 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…

  2. 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…

  3. 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…

  4. Content Structure in Science Instructional Materials and Knowledge Structure in Students' Memories.

    ERIC Educational Resources Information Center

    Champagne, Audrey B.; And Others

    The research reported in this paper concerns the design of instructional materials that represent the content structure of a science discipline and the development of methods of probing and representing the knowledge structure in a student's memory. The science discipline selected for the study was geology. Specifically, the conceptual structures…

  5. 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)…

  6. 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…

  7. Learning the Skill Theme Approach: Salient and Problematic Aspects of Pedagogical Content Knowledge

    ERIC Educational Resources Information Center

    Chen, Weiyun

    2004-01-01

    The purpose of this study was to describe salient aspects of pedagogical content knowledge that preservice physical education teachers acquired and found problematic while learning a specific skill theme approach (Graham, Holt/Hale, & Parker, 1993) to teaching elementary physical education during their field-based methods course. The participants…

  8. 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…

  9. 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…

  10. 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),…

  11. The Role of Content Knowledge and Problem Features on Preservice Teachers' Appraisal of Elementary Mathematics Tasks

    ERIC Educational Resources Information Center

    Osana, Helena P.; Lacroix, Guy L.; Tucker, Bradley J.; Desrosiers, Chantal

    2006-01-01

    The objective of this study was to examine the nature of preservice teachers' evaluations of elementary mathematics problems using the Mathematical Tasks Framework (MTF), a model designed to discriminate among tasks according to their cognitive complexity. We also tested the relationship between mathematics content knowledge and problem length on…

  12. Using the Technological, Pedagogical, and Content Knowledge Framework to Design Online Learning Environments and Professional Development

    ERIC Educational Resources Information Center

    Doering, Aaron; Veletsianos, George; Scharber, Cassandra; Miller, Charles

    2009-01-01

    In this article we sought to understand how social studies teachers' metacognitive awareness of their technological, pedagogical, and content knowledge (TPACK) changed after their participation in a program that consisted of: (a) professional development for the use of an online learning environment; and (b) using an online learning environment in…

  13. 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:…

  14. 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…

  15. 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…

  16. 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…

  17. 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…

  18. 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…

  19. Utilising Year Three NAPLAN Results to Improve Queensland Teachers' Mathematical Pedagogical Content Knowledge

    ERIC Educational Resources Information Center

    van Klinken, Eduarda

    2010-01-01

    Poor results in Queensland Year Three NAPLAN Numeracy tests have provided a focus to critically review the classroom practices of lower primary mathematics teachers. This paper outlines how pedagogical content knowledge can be strengthened by emphasising conceptual understanding, by utilising dynamic classroom discourse, by an awareness of…

  20. Examining Physics Graduate Teaching Assistants' Pedagogical Content Knowledge for Teaching a New Physics Curriculum

    ERIC Educational Resources Information Center

    Seung, Eulsun; Bryan, Lynn A.; Haugan, Mark P.

    2012-01-01

    In this study, we investigated the pedagogical content knowledge (PCK) that physics graduate teaching assistants (TAs) developed in the context of teaching a new introductory physics curriculum, "Matter and Interactions" ("M&I"). "M&I" is an innovative introductory physics course that emphasizes a unified framework for understanding the world and…

  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. Faith without Works? Twenty-five Years of Undervaluing Content Area Knowledge.

    ERIC Educational Resources Information Center

    Stanley, Gregory Kent

    2001-01-01

    Cites anecdotal and research examples indicating that content knowledge, especially in history, is undervalued in schools of education, teacher selection and assignment, and staff development. States that as long as theory is valued over subject matter, the situation will not change. (SK)

  3. 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,…

  4. 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…

  5. The Interaction of Knowledge and Text Structure on the Ability to Identify Main Ideas in Texts. Content Knowledge and Reading Comprehension.

    ERIC Educational Resources Information Center

    Day, Jeanne D.; Engelhardt, Jean

    Two studies examined how the factors of content-relevant knowledge and text organization influence students' abilities to study and to remember text information. The first experiment examined the effect of prior content knowledge on students' ability to identify important information in the text. Forty 7th- and forty 11th-grade students, experts…

  6. Longitudinal associations between executive functioning and academic skills across content areas.

    PubMed

    Fuhs, Mary Wagner; Nesbitt, Kimberly Turner; Farran, Dale Clark; Dong, Nianbo

    2014-06-01

    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 EF and achievement factor scores. We examined the longitudinal bidirectional associations between these domains as well as the bidirectional associations among the separate content areas and the EF factor. In the pre-k year, strong bidirectional associations were found for EF skills and mathematics and oral comprehension skills but not for literacy skills. After controlling for pre-k gains in both EF and achievement, EF skills continued to be strong predictors of gains in mathematics in kindergarten and a more moderate predictor of kindergarten language gains. These results provide important information on the interrelationship of the developmental domains of EF and achievement as well as support for efforts to determine effective pre-k activities and/or curricula that can improve children's EF skills. They also suggest that mathematics activities may be a possible avenue for improving EF skills in young children. PMID:24749550

  7. Experiences of Academic Members About their Professional Challenges: a Content Analysis Qualitative study

    PubMed Central

    Shahhosseini, Zohreh; Danesh, Mahmonier

    2014-01-01

    Background: University faculty members of different disciplines in any country, by giving better quality services, will further accelerate the development of their respective countries. This study aims to explore the experiences of faculty members about their professional challenges. Aim: In this qualitative study, which was conducted in 2013, fifteen faculty members in the departments of clinical and basic sciences of Mazandaran university of Medical Sciences in northern Iran were chosen for semi-structured in-depth interviews by purposive sampling method. All tape-recorded data were fully transcribed and content analysis was performed. Results: After immersion and data analysis, three main themes were emerged including: “Imbalances in academic members’ tasks in different areas”, “Weakness of evaluation and promotion system” and “Failure to provide the infrastructure educational facilities”. The main themes and sub-themes are explained by the help of participants’ direct quotations. Conclusions: This study suggested that it is better to take effective measures to improve the faculty members’ situation and therefore increase their efficiency, effectiveness and productivity. PMID:24825939

  8. Knowledge Representation, Content Specification, and the Development of Skill in Situation-Specific Knowledge Assembly; Some Constructivist Issues as They Relate to Cognitive Flexibility Theory and Hypertext.

    ERIC Educational Resources Information Center

    Spiro, Rand J.; And Others

    1991-01-01

    Expands on constructivist theories that were discussed in an earlier issue. Highlights include cognitive flexible theory; multiple knowledge representations; prespecification of knowledge; teaching content versus skill; and cognitive flexibility hypertexts (CFHs), including the kinds of knowledge domains for which they should be used and the…

  9. 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…

  10. 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).…

  11. 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.

  12. 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

  13. PCK to practice: Two experienced high school chemistry teachers' pedagological content knowledge in their teaching practice

    NASA Astrophysics Data System (ADS)

    Boesdorfer, Sarah B.

    Pedagogical content knowledge has been defined by Magnusson, Krajcik, and Borko (1999) and others for the purpose of understanding science teachers' knowledge and teaching practice. It is hoped that by improving our understanding of science teachers' PCK, we can improve the education and practice of science teachers. Research describing all domains of a teacher's PCK and its use in the practice of teaching has not been well established. The purpose of this study is to understand how two experienced secondary chemistry teachers' PCK manifests itself in their daily teaching practice. For each teacher, observations, interviews, and class documents were utilized to provide a detailed description of the five domains for PCK as defined by Magnusson et al. Both teachers were well regarded in their schools, but one teacher's PCK was found to be significantly more consistent with our current understanding of science teaching and learning. Along with the comparisons of the two teachers' knowledge, this research found that the teachers' knowledge and their enacted knowledge did not always correspond---suggesting the importance of observations for understanding PCK's influence on teaching practices. In addition, this study supports the importance of clearly defining a teacher's orientation toward science teaching in understanding a teacher's PCK. Both teachers' orientations toward science teaching were found to greatly influence their knowledge and actions in the other PCK domains. Finally, this study suggests that a teacher's knowledge of science curriculum should not be defined only as the knowledge of goals and objectives because this narrow definition of curriculum does not allow a complete understanding of the teacher's knowledge nor how their knowledge affects their practice. These conclusions have implications for future research and teacher educators.

  14. 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…

  15. 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.…

  16. 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…

  17. 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

  18. The Relation between Middle School Science Teachers' Science Content Preparation, Professional Development, and Pedagogical Content Knowledge and Their Attitudes and Beliefs towards Inquiry-Based Instruction

    ERIC Educational Resources Information Center

    Cwik, Lawrence C.

    2012-01-01

    This study is a quantitative investigation of the relation of middle school science teachers' attitudes and beliefs about inquiry-based instruction to their accumulated amounts of science content preparation, content and pedagogical professional development, and their pedagogical content knowledge. Numerous researchers have found that even…

  19. 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.)

  20. 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.

  1. 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

    2015-06-01

    The purpose of this case study is to delve into the complexities of the early development of preservice chemistry teachers' science teaching orientations, knowledge of learners, knowledge of instructional strategies, and knowledge of assessment during a two-semester intervention designed to enhance their pedagogical content knowledge (PCK) for teaching nature of science (NOS). Thirty preservice chemistry teachers enrolled in a Research in Science Education course participated in the study. Qualitative data sources included responses to an open-ended instrument, interviews, observations, and artifacts such as lesson plans and reflection papers. Through the in-depth analysis of explicit PCK and constant comparative method of analysis, we identified the influence of the intervention on participants' PCK for NOS. Analysis of data revealed four major themes related to the nature of preservice chemistry teachers' NOS teaching practices and their PCK for NOS: (1) prerequisite knowledge and beliefs are necessary to teach NOS, (2) there is a developmental progression of PCK for NOS from knowledge to application level, (3) teachers need some comfort in their NOS understanding to teach NOS, and (4) the higher integration of PCK components leads to successful NOS teaching practices. Implications for science teacher education and research are discussed.

  2. 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.

  3. 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.

  4. 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.

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

    NASA Astrophysics Data System (ADS)

    Wang, Jianlan; Buck, Gayle A.

    2016-06-01

    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.

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

    NASA Astrophysics Data System (ADS)

    Jüttner, Melanie; Neuhaus, Birgit J.

    2012-05-01

    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 test about the knee-jerk in biology, which were analysed by using the inductive qualitative analysis of their content. The empirical data were used for the development of the items in the PCK test. The validation of the items was determined with think-aloud interviews of German secondary school teachers (n = 5). If the item was determined, the reliability was tested by the results of German secondary school biology teachers (n = 65) who took the PCK test. The results indicated that these items are satisfactorily reliable (Cronbach's alpha values ranged from 0.60 to 0.65). We suggest a larger sample size and American biology teachers be used in our further studies. The findings of this study about teachers' professional knowledge from the PCK test could provide new information about the influence of teachers' knowledge on their pupils' understanding of biology and their possible errors in learning biology.

  7. 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…

  8. Pedagogical content knowledge and the gas laws: A multiple case study

    NASA Astrophysics Data System (ADS)

    Sande, Mary Elizabeth

    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 speaking of representations, Johnstone (1991) and Gabel (1993, 1998) suggest that there are three categories of representations in chemistry: the macroscopic, particulate, and symbolic. For the present study, a fourth category has been added, the graphic representation. In addition, Bell, Veal & Tippins (1998) proposed a hierarchy of PCK, a structure wherein the broadest concept (science PCK) is specified by discipline PCK (chemistry PCK) and finally by topic PCK (Gas Law PCK). The present study will investigate the apex of this hierarchy, the intersection of PCK and the specific topic of the Gas Laws. The Gas Law PCK Model was created to illustrate the intersection of subject matter knowledge for teaching and topic-specific PCK. Four chemistry teachers, each holding a degree in chemistry, who had taught high school chemistry for at least three years, and who had taught the Gas Laws during each of the last three years, were given an assessment of their subject matter knowledge for teaching regarding the Gas Laws. Two interviews were conducted to address Gas Law PCK, focusing on representations and student preconceptions and alternate conceptions. Findings of this multiple case study indicate that the participants' subject matter knowledge for teaching, ability to move among representations, i.e. representational competence, and understanding of student alternate conceptions regarding the Gas Laws and how to address those conceptions were limited. Possible influential factors of curricula and lesson planning were also explored. Recommendations for emphasis on specific subject matter knowledge for teaching representations

  9. 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

  10. 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.

  11. 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.

  12. 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

  13. 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

  14. Investigating the Development of Prospective Mathematics Teachers' Pedagogical Content Knowledge of Generalising Number Patterns through School Practicum

    ERIC Educational Resources Information Center

    Yesildere Imre, Sibel; Akkoc, Hatice

    2012-01-01

    The purpose of this study is to investigate the development of three prospective elementary mathematics teachers' pedagogical content knowledge (PCK) of number patterns with its two components: (1) knowledge of students' understanding and difficulties and (2) knowledge of topic-specific strategies and representations. For our investigation, we use…

  15. 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…

  16. 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…

  17. 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…

  18. 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

  19. The Knowledge of Web 2.0 by Library and Information Science Academics

    ERIC Educational Resources Information Center

    Al-Daihani, Sultan

    2009-01-01

    This research paper reports the results of a Web-based survey designed to explore the attitude of Library and Information Science (LIS) academics to Web 2.0. It investigates their familiarity with Web 2.0 concepts, tools and services and applications as these relate to LIS education, and the barriers to their use. A Web-based questionnaire was…

  20. The Effects of English/Language Arts Academic Vocabulary Alignment on Elementary Student Vocabulary Knowledge

    ERIC Educational Resources Information Center

    Elkins, Stacey Michelle

    2012-01-01

    The purpose of this study was to provide professional development in vocabulary instructional practices and analyze the impact on student achievement. This quasi-experimental study utilized the PLC to curriculum map English/Language Arts state academic vocabulary words in K-4 into each of the four nine-weeks. The first through fourth grade…

  1. 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…

  2. Who "Owns" the University? Institutional Autonomy and Academic Freedom in an Age of Knowledge Capitalism

    ERIC Educational Resources Information Center

    Shore, Cris; Taitz, Mira

    2012-01-01

    The neoliberal reframing of universities as economic engines and the growing emphasis on "third stream" commercial activities are global phenomena albeit with significant local variations. This article uses the concept of "ownership" to examine how these processes are impacting on institutional self-understandings and academic-management…

  3. Measuring Funds of Knowledge: Contributions to Latina/o Students' Academic and Nonacademic Outcomes

    ERIC Educational Resources Information Center

    Rios-Aguilar, Cecilia

    2010-01-01

    Background/Context: The educational performance of Latina/o students in the United States is becoming a central concern in education policy and reform. In an attempt to explain variation in the academic achievement of Latina/o students, considerable sociological and economic research has emerged. Even though the contributions of these studies are…

  4. 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…

  5. 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. PMID:26856875

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

    NASA Astrophysics Data System (ADS)

    Singletary, Joanna Lynn Bush

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

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

    NASA Astrophysics Data System (ADS)

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

    2011-03-01

    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 to which his/her classroom is reform-oriented as measured by RTOP (Sawada et al. 2002). Data included 33 instructional sessions of photosynthesis and heredity videotaped with 7 high school biology teachers. Each session was given a score on both the PCK rubric and RTOP by two independent raters. Results indicate that PCK score is significantly related to RTOP score in terms of both total score ( r = .831, p < .01) and sub-component scores (ranging from r = .616 to .805, p < .01). Implications for science teacher education and future research are discussed.

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

    NASA Astrophysics Data System (ADS)

    Rozenszajn, Ronit; Yarden, Anat

    2014-02-01

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

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

    NASA Astrophysics Data System (ADS)

    Otto, Charlotte A.; Everett, Susan A.

    2013-03-01

    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 pedagogy and context relates to the ways that each of these general topics influences the other. The overlap of all three circles represents a complete lesson that is an integration of the three major components of PCK. The Venn diagram is an easily remembered graphic illustration of PCK that can be useful in planning lessons. The use of this graphic organizer in a science capstone course required of all pre-service elementary teachers is described.

  10. 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.

  11. What We Learned by Moving Beyond Content Knowledge and Diversifying Our Research Agenda

    NASA Astrophysics Data System (ADS)

    Sabella, Mel S.

    2010-10-01

    The Physics Program at Chicago State University has been investigating student learning for the past eight years in an effort to construct an effective instructional environment for the urban physics student. In our initial work, the targeted analysis on student content understanding caused us to miss the specific attitudes, thinking, and reasoning skills present in our students. As our research focus began to shift to identifying these other skills, we began to identify specific student resources that foster an active learning environment in the introductory physics course. In addition, we began to uncover a set of coherent, robust content knowledge that we had previously overlooked. Research studies on collaboration in the classroom and work on identifying intuitive and formal reasoning has since provided a rich, complex picture of student understanding and has informed the development of our instructional environment.

  12. Pedagogical content knowledge of experienced teachers in physical education: functional analysis of adaptations.

    PubMed

    Ayvazo, Shiri; Ward, Phillip

    2011-12-01

    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 the instructional interaction to examine PCK. We observed and measured student-teacher interactions and their appropriateness. Participants were 2 experienced elementary physical educators who taught stronger and weaker units. Primarily, the appropriateness data indicated PCK differences between the stronger and weaker units. Results show that functional analysis of instructional adaptations is an effective strategy for examining PCK and that teachers were better able to meet students' needs in the stronger unit. PMID:22276409

  13. 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.

  14. 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…

  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. 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…

  17. 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…

  18. 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…

  19. 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 scientific and…

  20. 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…

  1. Triple Translation: Academic and Managerial Discourses of Knowledge Transfer Policy in a New University in Scotland

    ERIC Educational Resources Information Center

    Wersun, Alec

    2010-01-01

    Higher education systems in many parts of the world are experiencing the emergence of policies for knowledge transfer (KT). KT policy discourse reflects attempts to make universities more responsive to the needs of the knowledge economy and can be seen as a trend towards extracting a greater contribution from universities to the economy and…

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

    NASA Astrophysics Data System (ADS)

    Barnett, Ellen; Friedrichsen, Patricia J.

    2015-11-01

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

  3. 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

  4. 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

  5. Racial-ethnic identity in mid-adolescence: content and change as predictors of academic achievement.

    PubMed

    Altschul, Inna; Oyserman, Daphna; Bybee, Deborah

    2006-01-01

    Three aspects of racial-ethnic identity (REI)-feeling connected to one's racial-ethnic group (Connectedness), being aware that others may not value the in-group (Awareness of Racism), and feeling that one's in-group is characterized by academic attainment (Embedded Achievement)-were hypothesized to promote academic achievement. Youth randomly selected from 3 low-income, urban schools (n=98 African American, n=41 Latino) reported on their REI 4 times over 2 school years. Hierarchical linear modeling shows a small increase in REI and the predicted REI-grades relationship. Youth high in both REI Connectedness and Embedded Achievement attained better grade point average (GPA) at each point in time; youth high in REI Connectedness and Awareness of Racism at the beginning of 8th grade attained better GPA through 9th grade. Effects are not moderated by race-ethnicity. PMID:16999790

  6. When Teaching Makes a Difference: Developing science teachers' pedagogical content knowledge through learning study

    NASA Astrophysics Data System (ADS)

    Nilsson, Pernilla

    2014-07-01

    It is a common view that developing teachers' competence to restructure or reframe their knowledge and beliefs is inevitably a complex challenge. This paper reports on a research project with the aim to develop science teachers' pedagogical content knowledge (PCK) through their participation in a learning study. A learning study is a collegial process in which teachers work together with a researcher to explore their own teaching activities in order to identify what is critical for their students' learning. During one semester, three secondary science teachers worked in a learning study together with a researcher in a cyclical process in order to create prerequisites and further identify conditions for students' learning. During the learning study, data were collected from video-recorded lessons and stimulated recall sessions in which the teachers and the researcher reflected on the lessons to analyze their development of PCK, their students' learning and the impact of that knowledge on their own teaching. The results provide an insight into how the teachers developed their self-understanding in which they questioned their own epistemological beliefs, aims and objectives of teaching and taken-for-granted assumptions about science teaching and learning. As such, the study provides an understanding of teacher professional learning through a careful investigation of how teachers' PCK is enhanced through their participation in the learning study, and further, how students' learning might be developed as a consequence.

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

    NASA Astrophysics Data System (ADS)

    Menon, Deepika; Sadler, Troy D.

    2016-07-01

    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.

  8. The interaction of Michigan Environmental Education curriculum, science teachers' pedagogical content knowledge, and environmental action competence

    NASA Astrophysics Data System (ADS)

    Alvarado, Angelita P.

    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 their use of AC, and to identify factors that appear to be associated with the use of AC in curriculum and instruction. My study was divided into three parts: (1) content analysis of the Water Quality Unit of the Michigan Environmental Education Curriculum Support (MEECS, nine lessons); (2) a survey of MEECS training participants (N=131 [28.4% response rate]); and (3) an in-depth examination of pedagogical content strategies and use of AC of four science teachers using class observations (December 2007 -- April 2008: N=38), semi-structured interviews (October 2007 -- April 2008: N=20), Content Representations (CoRes: N=6), and surveys (N=4). The extent that individual elements of AC occurred in each data source was variable; that is, some elements were more prevalent in one data source than another. Of the five elements of AC, knowledge/insight, planning and action experiences, and critical thinking and reflection were more prevalent than commitment and visions in two of the three data sources, namely, the Water Quality Unit (EE curriculum) and the four teachers. Visions was consistently the least prevalent element of AC in each of the three data sources. In general, the types of and/or extent that goals and beliefs, pedagogical approaches, instructional methods, student skills foci, and manifestations of PCK occurred helped explain the prevalence of individual elements of AC across the data sources. For example, use of activity-driven, project-based, and process-oriented pedagogical approaches appeared important for engaging students in real world planning and action experiences. Other factors that appeared to be

  9. 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…

  10. 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…

  11. 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…

  12. 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…

  13. Pedagogical Content Knowledge of Argumentation: Using Classroom Contexts to Assess High-Quality PCK Rather than Pseudoargumentation

    ERIC Educational Resources Information Center

    McNeill, Katherine L.; González-Howard, María; Katsh-Singer, Rebecca; Loper, Suzanna

    2016-01-01

    Despite the recent emphasis on science practices, little work has focused on teachers' knowledge of these key learning goals. The development of high quality assessments for teachers' pedagogical content knowledge (PCK) of science practices, such as argumentation, is important to better assess the needs of teachers and to develop supportive…

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

    ERIC Educational Resources Information Center

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

    2015-01-01

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

  15. PCK to Practice: Two Experienced High School Chemistry Teachers' Pedagological Content Knowledge in Their Teaching Practice

    ERIC Educational Resources Information Center

    Boesdorfer, Sarah B.

    2012-01-01

    Pedagogical content knowledge has been defined by Magnusson, Krajcik, and Borko (1999) and others for the purpose of understanding science teachers' knowledge and teaching practice. It is hoped that by improving our understanding of science teachers' PCK, we can improve the education and practice of science teachers. Research describing…

  16. Developing and Validating Technological Pedagogical Content Knowledge-Practical (TPACK-Practical) through the Delphi Survey Technique

    ERIC Educational Resources Information Center

    Yeh, Yi-Fen; Hsu, Ying-Shao; Wu, Hsin-Kai; Hwang, Fu-Kwun; Lin, Tzu-Chiang

    2014-01-01

    Technological pedagogical content knowledge TPACK refers to the knowledge set that teachers currently use to further improve the quality of their teaching and assist their students in learning. Several TPACK models have been proposed, either for discussing TPACK's possible composition or its practical applications. Considering that…

  17. 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,…

  18. 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…

  19. A Review of the Literature: How Pre-Service Mathematics Teachers Develop Their Technological, Pedagogical, and Content Knowledge

    ERIC Educational Resources Information Center

    Yigit, Melike

    2014-01-01

    In recent years, researchers have advanced the Technological, Pedagogical, and Content Knowledge (TPACK) framework to describe both in-service and pre-service teachers' knowledge related to effectively integrating technology. This study is a systematic literature review about pre-service mathematics teachers' (PSMTs) development of TPACK, and the…

  20. A Review of the Literature: How Pre-Service Mathematics Teachers Develop Their Technological, Pedagogical, and Content Knowledge

    ERIC Educational Resources Information Center

    Yigit, Melike

    2014-01-01

    In recent years, researchers have advanced the Technological, Pedagogical, and Content Knowledge (TPACK) framework to describe both in-service and pre-service teachers' knowledge related to effectively integrating technology. This study is a systematic literature review about pre-service mathematics teachers' (PSMTs) development of…

  1. 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…

  2. 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…

  3. 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

  4. The Development of Thai Pre-Service Chemistry Teachers' Pedagogical Content Knowledge: From a Methods Course to Field Experience

    ERIC Educational Resources Information Center

    Faikhamta, Chatree; Coll, Richard K.; Roadrangka, Vantipa

    2009-01-01

    This study investigated the journey of four Thai pre-service chemistry teachers as they sought to develop their Pedagogical Content Knowledge (PCK) throughout a PCK-based chemistry methods course and field experience. In an interpretive case study approach we drew upon classroom observations, semi-structured interviews, chemistry content knowledge…

  5. 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,…

  6. 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…

  7. Online Discussion Processes: Effects of Earlier Messages' Evaluations, Knowledge Content, Social Cues and Personal Information on Later Messages

    ERIC Educational Resources Information Center

    Chen, Gaowei; Chiu, Ming Ming

    2008-01-01

    This study of the flow of online discussions examined how earlier messages affected later messages along five dimensions: (1) evaluations (agreement, disagreement, or unresponsive actions); (2) knowledge content (contribution, repetition, or null content); (3) social cues (positive, negative, or none); (4) personal information (number of visits);…

  8. 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…

  9. 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 the…

  10. 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…

  11. 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…

  12. Academic Aptitude and Prior Knowledge as Predictors of Student Achievement in Introduction to Psychology

    ERIC Educational Resources Information Center

    Thompson, Ross A.; Zamboanga, Byron L.

    2004-01-01

    Earlier research has shown that prior knowledge of psychology is positively associated with course achievement. But are these effects attributable to preexisting differences in general ability or aptitude? The authors administered 2 pretests to 353 students early in an introductory psychology course and obtained measures of general student…

  13. 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…

  14. 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…

  15. Students' Attitudes, Academic Performance and Preferences for Content Delivery in a Very Large Self-Care Course Redesign.

    PubMed

    Camiel, Lana Dvorkin; Mistry, Amee; Schnee, David; Tataronis, Gary; Taglieri, Catherine; Zaiken, Kathy; Patel, Dhiren; Nigro, Stefanie; Jacobson, Susan; Goldman, Jennifer

    2016-05-25

    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

  16. 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

  17. Development of Syntactic Subject Matter Knowledge and Pedagogical Content Knowledge for Science by a Generalist Elementary Teacher

    ERIC Educational Resources Information Center

    Anderson, Dayle; Clark, Megan

    2012-01-01

    The nature of knowledge needed for teaching elementary science and the development of such knowledge is a focus of ongoing research in science education. Internationally, there is a move to include scientific literacy as an aim of science education curricula. In order to teach such curricula teachers need two types of subject matter knowledge…

  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. PMID:25717408

  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. PMID:21740387

  1. Impact of inquiry based distance learning and availability of classroom materials on physical science content knowledge of teachers and students in central Appalachia

    NASA Astrophysics Data System (ADS)

    Bradshaw, Timothy John

    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 program offered via distance learning on teacher content knowledge and the role of teacher content knowledge on student understanding and attitudes toward science. Seventy-three teachers participated in the study, including Group I teachers (n = 39) who completed a distance learning course, a control group (Group II) with no intervention (n = 17), and Group III teachers (n = 17) who received classroom materials and no course intervention. A multiple-choice assessment was administered to teachers at the beginning and end of the summer. A similar multiple-choice assessment was administered during the school year to students (n=3,790) of those teachers. A teacher survey assessing the frequency of activity use and teachers' perceptions of the kit was administered to teachers at the end of the school year. A student survey assessing frequency of activities in the classroom, opinions of how to learn science, and attitudes toward science was administered to students during the school year. While Group II (50.6%) and Group III (52.2%) teacher scores were both lower than Group I teacher scores (67.4%), students in Group III (42.9%) outperformed students in Group II (39.4%) following instruction, at a level equal to Group I students (43.6%). Thus, providing materials/activities was as effective at increasing student understanding as providing materials/activities and increasing teacher understanding. However, while teachers in Group I and III report similar use of and satisfaction with the materials/activities, the percentage of Group I students reporting frequent use of inquiry based activities in the classroom, strong belief that

  2. Making PCK Explicit—Capturing Science Teachers' Pedagogical Content Knowledge (PCK) in the Science Classroom

    NASA Astrophysics Data System (ADS)

    Nilsson, Pernilla; Vikström, Anna

    2015-11-01

    One way for teachers to develop their professional knowledge, which also focuses on specific science content and the ways students learn, is through being involved in researching their own practice. The aim of this study was to examine how science teachers changed (or not) their professional knowledge of teaching after inquiring into their own teaching in learning studies. The data used in this article consisted of interviews and video-recorded lessons from the six teachers before the project (PCK pre-test) and after the project (PCK post-test), allowing an analysis of if and if then how the teachers changed their teaching practice. Hence, this study responds to the urgent call to focus direct attention on the practice of science teaching. When looking at the individual teachers, it was possible to discern similarities in the ways they have changed their teaching in lesson 2 compared to lesson 1, changes that can be described as: changes in how the object of learning was defined and focused, changes in how the examples that were presented to the students were chosen and changes in how the lessons were structured which in turn influenced the meaning of the concepts that were dealt with. As such, issues for enhancing teachers' professional learning were unpacked in ways that began to demonstrate, and offer insights into, the extent of their PCK development over time.

  3. Building on prior knowledge: schema-dependent encoding processes relate to academic performance.

    PubMed

    van Kesteren, Marlieke T R; Rijpkema, Mark; Ruiter, Dirk J; Morris, Richard G M; Fernández, Guillén

    2014-10-01

    The acquisition and retention of conceptual knowledge is more effective in well-structured curricula that provide an optimal conceptual framework for learning new material. However, the neural mechanisms by which preexisting conceptual schemas facilitate learning are not yet well understood despite their fundamental importance. A preexisting schema has been shown to enhance memory by influencing the balance between activity within the medial-temporal lobe and the medial pFC during mnemonic processes such as encoding, consolidation, and retrieval. Specifically, correctly encoding and retrieving information that is related to preexisting schemas appears rather related to medial prefrontal processing, whereas information unrelated or inconsistent with preexisting schemas rather relates to enhanced medial temporal processing and enhanced interaction between these structures. To further investigate interactions between these regions during conceptual encoding in a real-world university setting, we probed human brain activity and connectivity using fMRI during educationally relevant conceptual encoding carefully embedded within two course programs. Early second-year undergraduate biology and education students were scanned while encoding new facts that were either related or unrelated to the preexisting conceptual knowledge they had acquired during their first year of study. Subsequently, they were tested on their knowledge of these facts 24 hr later. Memory scores were better for course-related information, and this enhancement was associated with larger medial-prefrontal, but smaller medial-temporal subsequent memory effects. These activity differences went along with decreased functional interactions between these regions. Furthermore, schema-related medial-prefrontal subsequent memory effects measured during this experiment were found to be predictive of second-year course performance. These results, obtained in a real-world university setting, reveal brain

  4. Family planning, fertility awareness and knowledge about Italian legislation on assisted reproduction among Italian academic students.

    PubMed

    Rovei, Valentina; Gennarelli, Gianluca; Lantieri, Teresa; Casano, Simona; Revelli, Alberto; Massobrio, Marco

    2010-06-01

    Over the last century, most industrialized countries have experienced a progressive increase in maternal age at first pregnancy and a reduction of fertility rate, with important social and economic consequences. Moreover in Italy a very restrictive law on assisted reproductive technologies was introduced in 2004, limiting its effectiveness and causing a strong public debate that unfortunately focused more on the political and ethical implications of the law than on the medical and technical aspects of assisted reproduction. The present study performed an epidemiological investigation among the students of Turin University in the year 2006/07 in order to assess three aspects: the factors affecting the decision to become parents, their level of consciousness about human reproduction and their level of knowledge about the legal rules that regulate assisted reproduction in Italy. The study also wanted to clarify how the sex (male or female) and the type of education (sciences or humanities) could affect their opinions and knowledge in this area. It was observed that young people consider parenthood an important part of their life, but knowledge about human fertility and legal rules regulating assisted reproduction is rather poor, regardless of sex and type of education. PMID:20418165

  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. Narrowing the gap between academic professional wisdom and community lay knowledge: perceptions from partnerships.

    PubMed

    El Ansari, W; Phillips, C J; Zwi, A B

    2002-05-01

    Community involvement in health through community partnerships (CPs) has been widely advocated. Putting CPs into practice is complex and represents a challenge for all the stakeholders involved in the change process. Employing data from five CPs aiming to bring together communities, academics and health service providers in South Africa, this paper aims to examine and compare the views of the health care professionals with those of the community members with respect to each other's skills and abilities. Five domains of expertise in partnership working are examined: educational competencies; partnership fostering skills; community involvement expertise; change agents proficiencies; and strategic and management capacities. The findings suggest that the community recognizes the expertise and abilities brought by the professional staff to the CPs. Community members have a positive view of the capabilities of the professionals, in particular their abilities as resource persons in the areas of budget management, policy formulation and the introduction and management of change. The professionals, on the other hand, are cautious regarding the level of skill and capability in communities. The limited appreciation of community skills by the professionals covered all the five domains of expertise examined. The findings suggest that if joint working is to survive, the professionals will need to increase their valuation of the indigenous proficiencies inherent in their community partners. We conclude that programme models need to consciously incorporate in their design and implementation, capacity building, skills transfer and empowerment strategies. PMID:12082597

  7. 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.

  8. 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…

  9. 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…

  10. The Academic Library Job Market: A Content Analysis Comparing Public and Technical Services.

    ERIC Educational Resources Information Center

    Reser, David W.; Schuneman, Anita P.

    1992-01-01

    Describes a study that analyzed the differences between 1,133 public and technical services positions described in job advertisements in 1988. Content analysis was used to determine differences in the levels of computer skills, foreign-language requirements, previous work experience, education requirements, and minimum salary offered. (20…

  11. 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…

  12. 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…

  13. The Linkage System[C]: Linking Academic Content Standards and Occupational Skill Standards. A Process To Enhance Workforce Quality and Improve Academic Performance. Version 1.2. Revised [and] Taxonomy of Academic Performance Indicators: An Update of the V-TECS/Snyder Basic/Essential Skills Taxonomy.

    ERIC Educational Resources Information Center

    Vocational Technical Education Consortium of States, Decatur, GA.

    The Linkage System is a process that was designed in 1997 to improve academic performance for all students and to enhance work force quality by linking academic content standards to occupational skill standards. The Linkage System is based on research and development conducted by the Vocational-Technical Education Consortium of States (V-TECS).…

  14. 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.

  15. Indiana Academic Standards for Social Studies.

    ERIC Educational Resources Information Center

    Indiana State Dept. of Education, Indianapolis.

    This publication presents Indiana's Academic Standards for K-8 social studies grade-by-grade and organized into five content areas: (1) history; (2) civics and government; (3) geography; (4) economics; and (5) individuals, society, and culture (psychology, sociology, and anthropology). For instructional purposes, the content knowledge should be…

  16. Improving technological pedagogical content knowledge development among pre-service science teachers

    NASA Astrophysics Data System (ADS)

    Habowski, Thomas A.

    Many teacher education programs provide pre-service teachers with a limited field experience during the professional block semester prior to student teaching. These programs require few hours in the classroom, mainly composed of observations. Many teacher education programs contain a technology-integration methods course that is not subject-specific and mainly focuses on the use of various technologies, in the absence of content and pedagogy. The purpose of this EPP was to examine a Professional Development School (PDS) Program with respect to technology integration among pre-service science teachers. This examination set out to measure differences in pre-service teachers' Technological Pedagogical Content Knowledge (TPACK) before and after the first-semester internship in the program, and utilized various data collection instruments in the process. The primary instrument used was a survey which provided quantitative data for measuring changes in TPACK among the interns throughout the first-semester internship. A set of open-ended questions on the survey provided descriptive details concerning models of TPACK observed and co-taught by the interns. Additionally, a focus group and a PDS conference provided descriptive data concerning observed models of technology, the impact of a subject-specific technology integration course, comparisons between the PDS and traditional teacher education programs, and insight into the comfort and success levels with using technology in the science classroom. The survey responses, the focus group responses, and the PDS conference data all suggested that the increased time requirement, in conjunction with the required technology integration course, and the mentorship provided by a co-teaching model led to exposure to valuable models of technology, an increase in self-assessed TPACK, and a feeling of increased confidence as reported by the interns during the first-semester internship of the PDS Program.

  17. The Effects of Project-Based Learning on Students' Academic Achievement, Attitude, and Retention of Knowledge: The Subject of "Electricity in Our Lives"

    ERIC Educational Resources Information Center

    Karaçalli, Saide; Korur, Fikret

    2014-01-01

    The aim of this study is to analyze the effects of project-based learning on students' academic achievement, attitude, and retention of knowledge in relation to the subject of "Electricity in Our Lives" in a fourth-grade science course. The study was conducted in a quasi-experimental design as a "pre-test, post-test with…

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

    NASA Astrophysics Data System (ADS)

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

    2015-10-01

    In this study, we examined how teachers involved in a yearlong technology integration initiative planned to enact technological, pedagogical, and content practices in science lessons. These science teachers, engaged in an initiative to integrate educational technology in inquiry-based science lessons, provided a total of 525 lesson plans for this study. While our findings indicated an increase in technology-related practices, including the use of sophisticated hardware, very little improvements occurred with fostering inquiry-based science and effective science-specific pedagogy. In addition, our conceptual framework, technological pedagogical content knowledge, as a lens to examine teachers' intentions as documented in their lesson plans, provided an additional platform from which to investigate technology integration practices within the ambit of reform science teaching practices. This study, therefore, contributes knowledge about the structure and agenda of professional development initiatives that involve educational technology and integration into content knowledge disciplines such as science.

  19. 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.

  20. Experienced Teachers' Pedagogical Content Knowledge of Teaching Acid-base Chemistry

    NASA Astrophysics Data System (ADS)

    Drechsler, Michal; van Driel, Jan

    2008-11-01

    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) students’ difficulties in understanding acid-base chemistry and (2) models of acids and bases in their teaching practice. In the interviews, the teachers were asked to comment on authentic student responses collected in a previous study that included student interviews about their understanding of acids and bases. Further, the teachers drew story-lines representing their level of satisfaction with their acid-base teaching. The results show that, although all teachers recognised some of the students’ difficulties as confusion between models, only a few chose to emphasise the different models of acids and bases. Most of the teachers thought it was sufficient to distinguish clearly between the phenomenological level and the particle level. The ways the teachers reflected on their teaching, in order to improve it, also differed. Some teachers reflected more on students’ difficulties; others were more concerned about their own performance. Implications for chemistry (teacher) education are discussed.