Effects of Professional Development on Teacher Pedagogical Content Knowledge, Inquiry Teaching Practices, and Student Understanding of Interdisciplinary Science

Yang, Yang; Liu, Xiufeng; Gardella, Joseph A.

doi:10.1080/1046560x.2018.1439262

Cited by 24 publications

(11 citation statements)

References 31 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…In this context, a teacher's knowledge-base is conceived as all potentially relevant skills required to carry out instructional processes (Fernandez, 2014;Johnson, 2009), however, for the past 10 years, it has been related to the role of content in teaching (Shulman, 1986). In practice, competency is not only characterized by teaching content instead there is a need for the teachers to possess adequate knowledge of the subject matter to provide the students with sufficient information (Ghazi et al, 2013;Spear-Swerling, Brucker, & Alfano, 2005;Yang, Liu, & Gardella, 2018). Shulman, 1987 carried out a study focused on the role of content and the teacher's ability to carry out instructional processes, including teaching certain topics.…”

Section: Literature Review Teacher Knowledge-basementioning

confidence: 99%

Microteaching Guided by an Expert Secondary English Teacher: The Effect on Pre-Service English Teachers’ Pedagogical Content Knowledge

Aimah

Rukmini

Saleh

et al. 2020

PED

View full text Add to dashboard Cite

This study aims to determine the effect of microteaching guided by an expert secondary English teacher on pre-service English teachers PCK, focusing on the changes before and after expert-guided microteaching. The equivalent time-series design involves a single-group, repeatedly assessed, with the treatment introduced between the measurements. Expert-guided microteaching significantly affects pre-service English teachers’ PCK and triggers them to know what to teach and how to teach for students.

show abstract

Section: Literature Review Teacher Knowledge-basementioning

confidence: 99%

Microteaching Guided by an Expert Secondary English Teacher: The Effect on Pre-Service English Teachers’ Pedagogical Content Knowledge

Aimah

Rukmini

Saleh

et al. 2020

PED

View full text Add to dashboard Cite

show abstract

“…Sin embargo, hay pruebas de que existe menos oferta de actividades de indagación de lo deseable. En primer lugar, los estudiantes que tienen profesores que se forman e incorporan los hallazgos de la investigación didáctica en su práctica de aula (uso de estrategias de indagación, entre otras), mejoran significativamente su rendimiento en ciencias (Roth, Wilson, Taylor, Stuhlsatz & Hvidsten, 2019;Yang, Liu & Gardella 2018). Cuando la instrucción incorpora con frecuencia la actividad experimental, investigadora o indagadora, el rendimiento de los estudiantes aumenta (Roehrig & Garrow, 2007;Wang, Wang & Ye, 2002;Wenglinsky, 2002), y también lo hace el gusto por el estudio de las ciencias (Gibson & Chase, 2002;Ural, 2016), lo que a su vez mejora el rendimiento (Gil-Flores, 2014).…”

Section: Comparación Entre Preferencias Sensoriales Del Alumnado Y Prunclassified

Adecuación de recursos instruccionales en ciencias a las preferencias sensoriales del alumnado: un estudio exploratorio en enseñanza secundaria

Ortega-Torres¹,

Portolés

López

2020

Rev. Complut. Educ

View full text Add to dashboard Cite

Introducción: Se ha probado que el aprendizaje mejora cuando los materiales y métodos de enseñanza toman en consideración rasgos individuales diferenciales de cada estudiante. El modelo VARK se ha propuesto para dar cuenta de esas diferencias en lo que respecta a las preferencias o facilidades que cada alumno tiene para aprender a través de un canal sensorial u otro. El objetivo principal del presente trabajo fue determinar el grado de adecuación de los recursos instruccionales que se utilizan en ciencias a las preferencias sensoriales del alumnado de enseñanza secundaria. Método: Se administró el cuestionario VARK, que permite identificar las preferencias sensoriales, a una muestra de 561 estudiantes de diferentes cursos de enseñanza secundaria. Se determinaron los materiales y recursos instruccionales que más se emplean en las aulas de ciencias y se evaluaron los canales sensoriales implicados en dichos materiales y recursos. Se comparó la presencia de preferencias sensoriales VARK en los alumnos con los canales sensoriales involucrados en los recursos instruccionales ofertados en ciencias. Resultados: Los hallazgos sugieren que hay un exceso de oferta del canal V (visual) pero un defecto de oferta del canal K (cinestésico), siempre en relación con su presencia respectiva en las preferencias de los estudiantes. Discusión: El desequilibrio encontrado en el canal K, que está muy implicado en actividades propias de la ciencia (actividades prácticas) podría ser una de las causas de los bajos rendimientos en las asignaturas científicas.

show abstract

“…It is known that as the professional experience of science teachers increases, their awareness of KSU increases (Yang, Liu & Gardella Jr, 2018). Nonetheless, before science teachers get involved in the professional process, their KSU structures should be developed (Kellner, Gullberg, Attorps, Thoren & Tarneberg, 2011).…”

Section: Introductionmentioning

confidence: 99%

Examination the Knowledge of Student Understanding of Pre-Service Science Teachers on Heat and Temperature

İnaltekin

Akçay

2021

IJRES

View full text Add to dashboard Cite

The aim of this study is to examine the "Knowledge of Student Understanding (KSU)” of pre-service science teachers on "Heat and Temperature" topics. The sample of the research consists of 268 pre-service teachers studying at the 4th grade in the science teaching program of five different universities in Turkey. This research is a case study. The data of the study are collected with "Student Thinking Comprehension Test” and "Interview Form". "Scoring Rubrics for Knowledge of Student Thinking" and "Rubric for Analysis of Interviews" are used for the analysis of data. The data of the research are analyzed descriptively on the basis of these rubrics. The results of the study reveal that the vast majority of pre-service science teachers cannot effectively diagnose the student’s inaccurate knowledge that emerges in solving specific problems in “Heat and Temperature” topics. In addition, it is shown that the majority of pre-service science teachers have a little knowledge regarding the difficulties and limitations of students while learning "Heat and Temperature" subjects. According to these results, the KSU of the pre-service science teachers in "Heat and Temperature" topics is insufficient in the process of starting their profession.

show abstract

Effects of Professional Development on Teacher Pedagogical Content Knowledge, Inquiry Teaching Practices, and Student Understanding of Interdisciplinary Science

Cited by 24 publications

References 31 publications

Microteaching Guided by an Expert Secondary English Teacher: The Effect on Pre-Service English Teachers’ Pedagogical Content Knowledge

Microteaching Guided by an Expert Secondary English Teacher: The Effect on Pre-Service English Teachers’ Pedagogical Content Knowledge

Adecuación de recursos instruccionales en ciencias a las preferencias sensoriales del alumnado: un estudio exploratorio en enseñanza secundaria

Examination the Knowledge of Student Understanding of Pre-Service Science Teachers on Heat and Temperature

Contact Info

Product

Resources

About