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1.
Charalampos Lemonidis Helen Tsakiridou Ioanna Meliopoulou 《International Journal of Science and Mathematics Education》2018,16(6):1127-1145
The purpose of the present study is to examine content knowledge (CK) and pedagogical content knowledge (PCK) of Greek teachers in number sense and specifically in mental calculations with rational numbers (fractions, decimals and percentages). Examined within the framework of CK were the type of strategies employed by teachers and the extent of the repertoire of these strategies, which provides an indication of their flexibility. Teachers’ CK performance in mental calculations with rational numbers was compared with the extent of their strategic repertoire as well as with the PCK they employed when teaching mental calculations with rational numbers. The data revealed that the teachers’ high CK performance in mental calculations with rational numbers is positively influenced by the existence of an extensive strategic repertoire. Furthermore, it was found that a high CK performance and an extensive strategic repertoire in mental calculations with rational numbers positively influence the PCK of mental calculations with rational numbers. 相似文献
2.
Current reform-driven mathematics documents stress the need for teachers to provide learning environments in which students
will be challenged to engage with mathematics concepts and extend their understandings in meaningful ways (e.g., National
Council of Teachers of Mathematics, 2000, Curriculum and evaluation standards for school mathematics. Reston, VA: The Council). The type of rich learning contexts that are envisaged by such reforms are predicated on a number
of factors, not the least of which is the quality of teachers’ experience and knowledge in the domain of mathematics. Although
the study of teacher knowledge has received considerable attention, there is less information about the teachers’ content
knowledge that impacts on classroom practice. Ball (2000, Journal of Teacher Education, 51(3), 241–247) suggested that teachers’ need to ‘deconstruct’ their content knowledge into more visible forms that would
help children make connections with their previous understandings and experiences. The documenting of teachers’ content knowledge
for teaching has received little attention in debates about teacher knowledge. In particular, there is limited information
about how we might go about systematically characterising the key dimensions of quality of teachers’ mathematics knowledge
for teaching and connections among these dimensions. In this paper we describe a framework for describing and analysing the
quality of teachers’ content knowledge for teaching in one area within the domain of geometry. An example of use of this framework
is then developed for the case of two teachers’ knowledge of the concept ‘square’. 相似文献
3.
Previous governments and other commentators have emphasized the relationship between a teacher's knowledge of the subject material being taught and the quality of learning outcomes. This has been reflected in the entry requirements to Initial Teacher Training (ITT) (primary) of public examination performance in the core subjects. However, disquiet has been expressed as to the efficacy of such qualifications as indicators of knowledge and skills at the entry point. Recent changes to ITT (primary) regulations require students' actual knowledge of the content of the three core subjects to be audited. This paper reports and reflects on the effects that re-examining their knowledge and skills in mathematics has had on the confidence of primary trainee teachers. It presents some key questions that must be addressed if the current audit regulations are indeed to benefit our future teachers and to enhance the learning of our pupils. 相似文献
4.
Lilia Halim Sharifah Intan Sharina Syed Abdullah T. Subahan Mohd Meerah 《Journal of Science Education and Technology》2014,23(2):227-237
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’ understanding plays a critical role in shaping teachers PCK. 相似文献
5.
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. 相似文献
6.
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.
Submitted to Research in Science Education 相似文献
7.
Exploring the Development of Pre-Service Science Elementary Teachers’ Pedagogical Content Knowledge 总被引：1，自引：0，他引：1
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. 相似文献
8.
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. 相似文献
9.
Pinar Seda Cetin Nihal Dogan Ali Yigit Kutluca 《Journal of Science Teacher Education》2014,25(3):309-331
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. 相似文献
10.
The expert blind spot (EBS) hypothesis implies that even some experts with a high content knowledge might have problems in science communication because they are using the structure of the content rather than their addressee’s prerequisites as an orientation. But is that also true for students? Explaining science to peers is a crucial part of cooperative learning methods such as the “jigsaw method”. Our study examined the relationship between science communication competence (SCC) and content knowledge (CK) of 10th-grade students (N = 213). Using latent class analysis, we identified two types of students with a different relationship between CK and SCC. Using path analysis, we found that the first type of 109 students primarily used their science CK as the “resource” for addressee-oriented science communication and both their SCC and their CK were correlated with each other. For the second type of 104 students (who used other resources), their CK even had a small negative effect on their SCC. Using t tests, we found that those students primarily using their CK as the resource for communication performed significantly worse in the communication test than did those students who used other resources. Using the EBS hypothesis, we suggest that students’ CK might have ambiguous effects in communication if the content structure—rather than their addressee’s prior knowledge—is used as the primary orientation for communication. We suggest that an effective use of cooperative learning techniques in classroom requires a special prior training for their science communication skills. 相似文献
11.
Identifying Science Teachers’ Perceptions of Technological Pedagogical and Content Knowledge (TPACK)
Tzu-Chiang Lin Chin-Chung Tsai Ching Sing Chai Min-Hsien Lee 《Journal of Science Education and Technology》2013,22(3):325-336
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. 相似文献
12.
Tom J. McConnell Joyce M. Parker Jan Eberhardt 《Journal of Science Teacher Education》2013,24(4):717-743
One of the characteristics of effective science teachers is a deep understanding of science concepts. The ability to identify, explain and apply concepts is critical in designing, delivering and assessing instruction. Because some teachers have not completed extensive courses in some areas of science, especially in middle and elementary grades, many professional development programs attempt to strengthen teachers’ content knowledge. Assessing this content knowledge is challenging. Concept inventories are reliable and efficient, but do not reveal depth of knowledge. Interviews and observations are time-consuming. The Problem Based Learning Project for Teachers implemented a strategy that includes pre-post instruments in eight content strands that permits blind coding of responses and comparison across teachers and groups of teachers. The instruments include two types of open-ended questions that assess both general knowledge and the ability to apply Big Ideas related to specific science topics. The coding scheme is useful in revealing patterns in prior knowledge and learning, and identifying ideas that are challenging or not addressed by learning activities. The strengths and limitations of the scoring scheme are identified through comparison of the findings to case studies of four participating teachers from middle and elementary schools. The cases include examples of coded pre- and post-test responses to illustrate some of the themes seen in teacher learning. The findings raise questions for future investigation that can be conducted using analyses of the coded responses. 相似文献
13.
Rosemary Callingham Colin Carmichael Jane M. Watson 《International Journal of Science and Mathematics Education》2016,14(7):1339-1357
Statistics is an increasingly important component of the mathematics curriculum. StatSmart was a project intended to influence middle-years students’ learning outcomes in statistics through the provision of appropriate professional learning opportunities and technology to teachers. Participating students in grade 5/6 to grade 9 undertook three tests, a pre-test, a post-test and a longitudinal retention test over a period of 2 years. Their teachers completed a survey that included items measuring pedagogical content knowledge (PCK) for teaching statistics. Despite the development of valid instruments to measure both student and teacher content knowledge and teachers’ PCK, linking teachers’ knowledge directly to students’ learning outcomes has proved elusive. Multilevel modelling of results from 789 students for whom there were 3 completed tests and measures from their teachers indicated that students’ outcomes were influenced positively by their initial teacher’s PCK. Extended participation of teachers in the project also appeared to reduce negative effects of changing teachers. 相似文献
14.
15.
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. 相似文献
16.
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. 相似文献
17.
Lina Viviana Melo-Niño Florentina Cañada Vicente Mellado 《Research in Science Education》2017,47(1):25-48
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. 相似文献
18.
毛泽东 《Reading and Writing(初中版)》2006,(9)
Knowledge is a matter of science,and no dis-honesty or conceit whatsoever is permissible.What is required is definitely the reverse honestyand modesty.知识的问题是一个科学问题,来不得半点的虚伪和骄傲,确切地需要的倒是其反面——诚实和谦逊的态度。毛泽东Knowle 相似文献
19.
Michelle L. Klosterman Troy D. Sadler 《International Journal of Science Education》2013,35(8):1017-1043
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 and the controversy surrounding global warming. Measures of student content knowledge were made using a standards‐aligned content knowledge exam (distal assessment) and a curriculum‐aligned exam (proximal assessment). Data were collected from 108 students enrolled from two schools. Quantitative analysis of the distal assessment indicated that student post‐test scores were statistically significantly different than their pre‐test scores (F = 15.31, p<0.001). Qualitative analyses of student responses from the proximal assessment indicated that students, on average, expressed more accurate, more detailed, and more sophisticated understandings of global warming, the greenhouse effect, and the controversy and challenges associated with these issues following the three‐week unit. Combined results from the proximal and distal assessments explored in this study offer important evidence in supporting the efficacy of using SSI as contexts for science education. In addition to a discussion of the components of an SSI‐based curriculum, this study provides support for the use of SSI as a context for learning science content. 相似文献
20.
Eunice Mthethwa-Kunene Rian de Villiers 《International Journal of Science Education》2013,35(7):1140-1165
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. 相似文献