Interactions among Topic-Specific Pedagogical Content Knowledge Components for Science Teachers: The Impact of Content Knowledge

Şen, Mehmet Emin; Demırdöğen, Betül; Öztekin, Ceren

doi:10.1080/1046560x.2021.2012630

Cited by 8 publications

(3 citation statements)

References 42 publications

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“…However, during the activity, some students admit not having reached a level of understanding about the programming logic to be able to conclude their code. According to certain taxonomies of reasoning, the students reflect on their learning process, one of the most complex cognitive actions [ 54 , 55 ]. Thinking from the contents and objectives of the activity, this phenomenon may not be impressive, the elaboration of the code demands to consider multiple conditions of stoppage and evaluation of different functions, and this gives it a certain complexity that indicates that some students will not be able to complete the code.…”

Section: Design Of the Educational Experience: The Link Between Refle...mentioning

confidence: 99%

NAO robots as context to teach numerical methods

Cruz-Ramírez

García-Martínez

Olais-Govea

2022

Int J Interact Des Manuf

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This article examines the contextual role that NAO humanoid robots play in the learning environment of a numerical methods course through a design-based research approach. Under the design of intentional and reflective planning that emanates from the socio-critical paradigm in education, the feasibility of using this type of robot in the classroom as a motivation element to engage students in understanding numerical analysis issues is addressed. In particular, the active learning of engineering students is achieved by studying such robots' forward and inverse kinematics. The didactical sequence to teach the generalized Newton–Raphson method for solving non-linear equation systems is validated as part of a Hypothetical Learning Trajectory proposed. Besides, this research provides a brief theoretical discussion on reflection-in-action of the teacher of Higher Education level.

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Section: Design Of the Educational Experience: The Link Between Refle...mentioning

confidence: 99%

NAO robots as context to teach numerical methods

Cruz-Ramírez

García-Martínez

Olais-Govea

2022

Int J Interact Des Manuf

View full text Add to dashboard Cite

show abstract

“…Despite the fact that it was predicted that pedagogical content knowledge (PCK) would have the greatest impact on lecturers' activities in teacher education, effective teaching depends on well-integrated information from multiple knowledge domains (Şen, Demirdöğen & Öztekin, 2022). Another category of knowledge that has recently emerged and has to be addressed is technological knowledge (Choi, Lee & Yoon, 2023).…”

Section: Introductionmentioning

confidence: 99%

University Lecturers' Experiences With Technology Integration Into Teacher Education Post Covid-19 Pandemic

2023

Education and New Developments

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In this study, technology integration into teacher education post COVID-19 pandemic was explored from the perspectives of lecturers from selected Southern African universities. The study used a qualitative research approach and a multiple case study design. Two Southern African universities, in South Africa and Eswatini, the researchers' places of work, were conveniently chosen to be the research sites in this study. A purposeful sample of lecturers involved in teacher education participated in this study. Data were generated through, open-ended questionnaire completed by nine lecturers, and a focus group discussion with 12 participants, which included lecturers from both institutes. Thematic analysis was used to analyse the data collected from the study's participants. The study's conclusions show that lecturers from both universities experienced a change in instruction delivery compelled by the prevailing COVID-19 pandemic which made the physical environment in universities not suitable for face-to-face but online instruction where technology had to be integrated into teacher education. The study concludes that lecturers experienced a new norm as universities formed policies to ensure that technology is included in teacher education. The study also concluded that lecturers had limited knowledge, pointing to the need for training on the needed knowledge domains to integrate technology into teacher education. The study also concludes that the universities understudy offered some digital gadgets and internet connectivity for lecturers to using, especially while on campus. However, internet access would be limited when lecturers leave the campuses, with institution A failing to provide data for off-campus use while institute B did so, but load-shedding was one of the problems in the nation where institute B is located.

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“…The TPACK theory emphasises the need for lecturers in universities to combine their subject-matter, pedagogical, and technological knowledge as shown in Figure1 (Budianto, Arifani, Wardhono & Poedjiastutie, 2023). Despite the fact that it was predicted that pedagogical content knowledge (PCK) would have the greatest impact on lecturers' activities in teacher education, effective teaching depends on well-integrated information from multiple knowledge domains (Şen, Demirdöğen & Öztekin, 2022). Another category of knowledge that has recently emerged and has to be addressed is technological knowledge (Choi, Lee & Yoon, 2023).…”

Section: Introductionmentioning

confidence: 99%

Education and New Developments 2023 – Volume 1

2023

Education and New Developments

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This book contains the full text of papers and posters presented at the International Conference on Education and New Developments (END 2023), organized by the World Institute for Advanced Research and Science (WIARS).Education is a fundamental right that accompanies us from the very beginning of our lives. It encompasses every experience we encounter, influencing and shaping our thoughts, emotions, and actions. Whether we engage in formal education within classrooms or learn from the world around us, the process of acquiring knowledge plays a vital role in our personal growth and development. It equips us with the tools to navigate the complexities of life, broadens our perspectives, and empowers us to make informed decisions. This International Conference seeks to provide some answers and explore the processes, actions, challenges and outcomes of learning, teaching and human development. Our goal is to offer a worldwide connection between teachers, students, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in educational issues.We have brought together a diverse group of individuals with various backgrounds to contribute their unique perspectives and knowledge on Education. By including people from different nationalities and cultures, we aim to create a rich plethora of experiences that can broaden our understanding of human nature and behavior. The exchange of ideas and experiences among our participants helps to cultivate personal and academic development, providing a platform for the exploration of new insights and discoveries.END 2023 received 758 submissions, from more than 45 different countries, reviewed by a double-blind process. Submissions were prepared to take form of Oral Presentations, Posters, Virtual Presentations and Workshops. The conference accepted for presentation 279 submissions (37% acceptance rate).

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Interactions among Topic-Specific Pedagogical Content Knowledge Components for Science Teachers: The Impact of Content Knowledge

Cited by 8 publications

References 42 publications

NAO robots as context to teach numerical methods

NAO robots as context to teach numerical methods

University Lecturers' Experiences With Technology Integration Into Teacher Education Post Covid-19 Pandemic

Education and New Developments 2023 – Volume 1

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