An Instructional Strategy to Introduce Pedagogical Content Knowledge Using Venn Diagrams

Otto, Claudia; Everett, Susan A.

doi:10.1007/s10972-012-9272-5

Cited by 13 publications

(22 citation statements)

References 22 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…It was visualized, make concepts concrete and provide environments for supporting meaningful learning. Those findings are similar with the research studies of Keleş andÖzsoy (2009), Nakiboğlu et al (2005), Nakiboğlu et al (2001), Novak (1990), Novak (1998), Lebowitz (1998), Tatar et al (2007), Otto et al (2013). These findings coming from data are also parallel with literature review.…”

Section: Discussionsupporting

confidence: 91%

The Perceptions Of Pre-Service Scıence Teachers About Using Vee Dıagrams And Electronic Portfolios In Physics Laboratuary Course

Çalışkan¹

2014

Educ. Res. Rev.

View full text Add to dashboard Cite

The purpose of this study was to identify the perceptions of pre-service science teachers about using vee diagrams and preparing electronic portfolios in physics laboratuary course. 103 first grade preservice science teachers who took general physics laboratuary course were the participants of the study. Pre-service teachers constructed vee diagrams for presenting their experiment reports and prepared electronic portfolios about whole laboratuary process. This research was based on case study design. Electronic portfolio composed of foreword, diaries and epilogue parts, open-ended questionnaire and semi-structured interviews composed of open-ended questions and holistic rubric prepared for grading vee diagrams of pre-service teachers were used as data sources. 12 pre-service teachers were selected purposefully by considering academic success and voluntariness for semistructured interviews and document analyses of e-portfolios. Both descriptive and content analyses were used for analyzing data. The results show that pre-service teachers perceived that electronic portfolios and vee diagrams developed science process, metacognitive and social skills and identfying and preventing misconceptions.

show abstract

Section: Discussionsupporting

confidence: 91%

The Perceptions Of Pre-Service Scıence Teachers About Using Vee Dıagrams And Electronic Portfolios In Physics Laboratuary Course

Çalışkan¹

2014

Educ. Res. Rev.

View full text Add to dashboard Cite

show abstract

“…But this research's goal is to use the simple "classical" form. Venn diagram can be a robust, efficient, and easy to use approach for large information and help to communicate complex information with education (Otto & Everett, 2013) and nutrition (Luick, 2015). Costanza et al (2016) have pointed out that the SDGs provide diluted guidance due to their complex nature.…”

Section: Literature Reviewmentioning

confidence: 99%

Mapping Sustainable Development Goals: A network analysis framework

Dalampira

Nastis

2019

Sustainable Development

View full text Add to dashboard Cite

The sustainable development goals proposed by the United Nations in 2015 presented a new graphic depicting the s17 goals in a table‐like format. This overlaps with the original Venn diagram of sustainable development developed after 1987. The two graphics are used independently, often raising the question of how they are linked. The aim of this paper is to investigate how the Sustainable Development Goals graphic can be simplified as a concept and framework using the Venn diagram of sustainable development. We employ expert elicitation using a networking analysis framework to provide answers. The resulting diagrams provide an important step towards combining the two graphics into one.

show abstract

“…Even in a tacit way, the six phases of the Model of Pedagogical Reasoning and Action were evidenced since, in the students' perception, in order to teach professors must understanding and change, evaluate their practices, think over and find new ways of understanding and doing things in a dynamic and endless cycle grounded on the premise of enhancing teaching knowledge base, notably the PCK, thus gradually improving the teaching practice. [18][19]…”

Section: Discussionmentioning

confidence: 99%

Pedagogical Practices of Good Nursing, Medicine and Dentistry Professors From the Students' Perception

Menegaz

Backes

Medina

et al. 2015

Texto contexto - enferm.

View full text Add to dashboard Cite

The aim of this qualitative study was to analyze, in the light of Shuman's concept of pedagogical content knowledge, the pedagogical practices of good nursing, medicine and dentistry professors from the perception of students of a public university in southern Brazil. The study comprised 16 students who were approached through interviews focused by vignettes and qualitative indicators. Pedagogical content knowledge is observed when good professors share the learning objectives while associating theory and practice, fostering student reasoning using a wide range of strategies responsive to contents and the public; carefully prepare and organize their lessons; and allow to be evaluated. Pedagogical content knowledge is presented as a differential in teaching practice; however, students perceive these practices in few professors, leading to the need for recommending rooms and strategies for training health teaching staff.

show abstract

An Instructional Strategy to Introduce Pedagogical Content Knowledge Using Venn Diagrams

Cited by 13 publications

References 22 publications

The Perceptions Of Pre-Service Scıence Teachers About Using Vee Dıagrams And Electronic Portfolios In Physics Laboratuary Course

The Perceptions Of Pre-Service Scıence Teachers About Using Vee Dıagrams And Electronic Portfolios In Physics Laboratuary Course

Mapping Sustainable Development Goals: A network analysis framework

Pedagogical Practices of Good Nursing, Medicine and Dentistry Professors From the Students' Perception

Contact Info

Product

Resources

About