Search results for "Content Knowledge"

Gender Effects in Assessment of Economic Knowledge and Understanding: Differences Among Undergraduate Business and Economics Students in Germany, Jap…

2015

Gender effects in large-scale assessments have become an increasingly important research area within and across countries. Yet few studies have linked differences in assessment results of male and female students in higher education to construct-relevant features of the target construct. This paper examines gender effects on students’ economic content knowledge with a focus on construct-relevant explanations. Moreover, we compare gender effects cross-nationally between Germany, Japan, and the United States. To assess economic content knowledge of higher education students, we used translated, adapted, and validated versions of the Test of Understanding in College Economics (TUCE, 4th ed.), …

Investigating Teacher Pedagogical Content Knowledge Of Scientific Inquiry

2014

This paper analyses the scientific inquiry in the context of modelling physical systems and point out some related teaching/learning strategies. Two relevant points are also discussed: i)- the different representations of scientific inquiry held by a sample of secondary school physics teachers and their competencies in conducting investigations aimed at solving scientific problems; ii)- what kind of supports can be supplied to teachers in order to modify their misconceptions about scientific inquiry and develop adequate competences related to Pedagogical Content Knowledge of Scientific Inquiry. The topic will be analysed in the light of some preliminary results of a course for in-service ph…

University Students as Composers of a Digital Video

2013

This paper introduces a university course in which digital video composing was used as a study method. The aim of the course was to empower future teachers to use digital and multimodal literacy practices in their own teaching. Students in education, 13 in total, participated in the course on digital literacies. The course achievement was measured with the task in which students composed a video in small-groups. The students’ videos were supposed to convince a pedagogical target group about the usefulness of a teaching method or need for a reform. In the last meeting, student’s videos were watched and the contents of the videos were discussed. The experiences on composing a digital video we…

“I Learned It through the Grapevine…”: Exploring Atypical Ecosystems in Schools as a New Out-of-School Learning Site

2017

Ecology may be seen as one of the main topics of biological education as it functions at the interface of several other aspects of biology. Although it may easily be conveyed through field trips and hands-on activities, it is taught theoretically most of the time and in traditional ecosystems like forests or lakes. For this study, new teaching material has been developed that demonstrates the exploration of more special or “atypical” ecosystems in biology classes. It combines working in a local vineyard with hands-on elements for school. By exploring a human-made ecosystem, which is different from those traditionally used, students gain content knowledge and get to know scientific methods. …

In-service and pre-service physics teacher education and pedagogical content knowledge construction

2010

Estudi exploratori comparatiu del coneixement didàctic del contingut sobre piles galvàniques de professors de secundària en exercici i en formació

2021

En este estudio exploratorio se evalúa el conocimiento didáctico del contenido (CDC) sobre pilas galvánicas de profesores de secundaria en formación y en ejercicio. Además, este conocimiento se ha relacionado con los enfoques de enseñanza que prefieren. Para este propósito, se ha adaptado el instrumento CoRe de Loughran, Mulhall y Berry (2004) considerando dos situaciones: pila Daniell y pila voltaica simple. La muestra se compuso de 25 profesores en formación y de 15 profesores en ejercicio. El análisis de los resultados obtenidos hasta ahora sugiere que, en primer lugar, el CDC de los profesores de secundaria sobre pilas galvánicas no es el deseable; en segundo lugar, el CDC de los profes…

Influence of Content Knowledge on Pedagogical Content Knowledge: The case of teaching photosynthesis and plant growth

2009

International audience; Abstract 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 and an interview were used to collect data. Primary student teachers' were not aware of students' conceptual difficulties and had problems in choosing the most important content. Neither of the groups had knowledge on suitable experiments and demonstrations, which indicates that PCK should be explicitly taught. The …

Assessing the Quality of the Bachelor Degree Courses: An Analysis of their Effects on Students' Acquisition of Economic Content Knowledge

2014

Qualitat der Bachelorstudiengange auf dem Prufstand: Analyse der Effekte auf den Erwerb des okonomischen Fachwissens Die Erfassung, Bewertung und Optimierung der Leistungen im Bereich der Lehre sind entscheidende Bestandteile einer Qualitatsentwicklung im Hochschulbereich. Fur die neuen BA- und MA-Studiengange liegen jedoch Ergebnisse objektiver Messungen zu zentralen Leistungsindikatoren wie Fachwissenserwerb der Studierenden bislang nur vereinzelt vor. Um diesem Erkenntnisdefizit zu begegnen, wurde in einer Langsschnittstudie das betriebs- und volkswirtschaftliche Wissen von Studierenden des BA/MA-Modells im Vergleich zum „alten“ Diplomstudienmodell erfasst und unter Kontrolle einer Vielz…

PEDAGOGICAL CONTENT KNOWLEDGE DEVELOPMENT AND PRE-SERVICE PHYSICS TEACHER EDUCATION: A CASE STUDY

2005

Abstract. 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 investigates the development of PCK within a group of 28 pre-service physics teachers during the first semester of their two-year post-graduate teacher education program. It focuses on the central issue of the relationships between observable phenomena, like macroscopic thermal properties of matter and their interpretation and /or explanat…

Relationships between Domain-Specific Knowledge, Generic Attributes, and Instructional Skills

2020

We introduce a theoretical framework on teachers’ instructional skills to describe how they can be modeled across different domains. This framework conceptualizes teachers’ instructional skills as action-related skills (during instruction) and reflective skills (before and after instruction), which are considered crucial for coping with the practical demands of everyday teaching in a specific subject. The theoretical framework assumes that both skill facets are influenced by the teacher’s professional knowledge, generic attributes such as general cognitive abilities or ambiguity tolerance as well as affective and motivational factors. To investigate the relationships between teachers’ instr…