Teachers’ knowledge that promote students’ conceptual understanding

Mansor, Rosnidar; Halim, Lilia; Osman, Kamisah

doi:10.1016/j.sbspro.2010.12.410

Cited by 13 publications

(12 citation statements)

References 9 publications

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“…There is increasing evidence that PCK is related to the quality of classroom instruction (Ball, Lubienski, & Mewborn, ; Baumert et al, ; Kunter, Klusmann, et al, ; Park, Jang, Chen, & Jung, ) and students' learning progress (Alonzo, Kobarg, & Seidel, ; Baumert et al, ; Kunter, Klusmann, et al, ; Lange et al, ; Lange, Kleickmann, Tröbst, & Möller, ; Mansor, Halim, & Osman, ). Nevertheless, despite its recognized vitality for teachers' professional competence, PCK lacks a clear definition.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

A new instrument for measuring pre‐service biology teachers' pedagogical content knowledge: The PCK‐IBI

2018

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Teachers' pedagogical content knowledge (PCK) is highly important for effective design and implementation of school teaching. Thus, the current status, development and efficacy of this knowledge, its relationships with teaching quality parameters, and its impact on students' learning processes and success, require rigorous examination. Thoroughly validated, objective and reliable test instruments that are highly sensitive to changes in variables of proven knowledge-related relevance in teacher education are also required. Previous attempts to design such instruments for assessing science teachers' PCK have largely focused on mathematical content. Therefore, here we present an instrument (the pedagogical content knowledge in biology inventory, PCK-IBI), based on conceptualizations of teachers' professional competence, for assessing secondary school preservice biology teachers' PCK. In a series of three evaluations and refinements it was tested with samples of N = 274 and N = 432 German pre-service as well as one sample of n = 65 German pre-service and n = 35 German in-service biology teachers. Item analysis, scale analysis and empirically obtained indicators of validity suggest that the final 34-item-version of the PCK-IBI is unidimensional, provides objective test scores and enables reliable and valid registration of pre-service biology teachers' PCK. Thus, hypotheses regarding specific aspects of the model on which the PCK-IBI's construction is based on are empirically supported. The results of our study provide empirical support for the instrument's potential utility. K E Y W O R D S assessment, learning success, pedagogical content knowledge (PCK), teacher education † These authors contributed equally to this article.

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Section: Theoretical Backgroundmentioning

confidence: 99%

A new instrument for measuring pre‐service biology teachers' pedagogical content knowledge: The PCK‐IBI

2018

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“…Arend & Kilcher [1] states that conceptual understanding can be developed through experience and thought. On the other hand, Mansor et al [2] emphasized that to provide facilities to students in understanding concepts, teachers can develop the learning process. Based on this opinion, it can be concluded that a good learning process will provide a good learning experience, and will make students able to understand the concept well.…”

Section: Introductionmentioning

confidence: 99%

Development of Video-Aided Storybooks to Improve Understanding of Mathematical Concepts in Elementary School

UTAMININGSIH¹,

ANDI²,

IRFAI³

et al. 2022

Ias. Ynı. Hab.

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This study aims to develop a video-assisted picture storybook to improve the understanding of mathematics concepts for fourth-grade elementary school students. The type of research conducted is research and development (R&D). Data collection techniques are used in the form of tests, observations, interviews, and documentation. The data sources or subjects in this study were 76 fourth grade students of Primary School Number Gugus Yos Sudarso, Pulokulon District, Grobogan Regency consisting of 25 fourth grade students of Public Primary School Number 1 Pulokulon as the control class, and 24 fourth grade students of Public Primary School Number 2 Pulokulon, and 27 class students. Public Primary School Number 3 Pulokulon IV as the experimental class. The types of data obtained are quantitative and qualitative data. The data analysis used is descriptive quantitative. The results of this study are video-assisted picture storybooks according to the needs of teachers and students in questionnaire recapitulation that the level of need for video-assisted picture storybooks is high with a student answer score of 84.67%, and a teacher's response of 86.67%. The developed book was tested for feasibility with the results of expert validation being in the appropriate category with details of the average score of linguists of 3.07, material experts of 2.94, and media experts of 3.17. The results of the effectiveness test were tested by an independent t-test in the experimental class and the control class showed a significance of <0.05, i.e. 0.000, thus Ha was accepted and H0 was rejected, meaning that there were differences in understanding the concept of fractions between students who took part in learning using picture storybooks. video-assisted and students who are not. Based on the results of the study, it was concluded that video-assisted picture books were effectively used to improve the understanding of fractions concepts for fourth-grade elementary school students.

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“…In learning, the teacher should choose and use approach strategies, methods, and techniques that enable students to learn, both mentally, physically, and socially. Besides the attitudes, emotions and lack of motivation from teachers, the selection of ineffective methods or strategies will result in the lack of students' conceptual understanding (Mansora, Lilia Halim, & Osman, 2010). mathematics learning is by applying the GECE learning strategy (Guided, Explained, Collaborated & Evoked).…”

Section: Introductionmentioning

confidence: 99%

Mathematical Concept Understanding: the Impact of Integrated Learning Model

Asfar

Asmawaty

Asfar

et al. 2019

ajpm

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This study aims to investigate the improvement of students' mathematical concepts understanding through the application of Guided, Explained, Collaborated & Evoked (GECE) Learning Strategy. The GECE Learning Strategy originates from the integration of the Auditory Intellectually Repetition (AIR) learning model and Guided Discovery learning model. The quasi-experimental with nonequivalent control group design was employed in this study. The instruments used were a test in the form of a description based on real-world concepts and a questionnaire to determine students' responses in the process of learning mathematics. Based on the results of hypothesis testing using the Mann-Whitney test, it was obtained that p <α (0.001 <0.005) which shows that the application of the GECE learning model affects students' mathematical concept understanding with n-gain of 0.62 (medium category). The effectiveness of the learning model applied was measured using Cohen's formula and a value of 1.88 (high category) was obtained. The results were also supported by positive students' responses of 3.45 which means that the integration of the Auditory Intellectually Repetition (AIR) learning model and Guided Discovery learning model could effectively improve students' mathematical concepts understanding.

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Teachers’ knowledge that promote students’ conceptual understanding

Cited by 13 publications

References 9 publications

A new instrument for measuring pre‐service biology teachers' pedagogical content knowledge: The PCK‐IBI

A new instrument for measuring pre‐service biology teachers' pedagogical content knowledge: The PCK‐IBI

Development of Video-Aided Storybooks to Improve Understanding of Mathematical Concepts in Elementary School

Mathematical Concept Understanding: the Impact of Integrated Learning Model

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