Content Knowledge Research Articles

Collaboration, Connection, & Culture: Understanding the Impact of Institutional Culture on Online Teaching in Higher Education

Teaching and learning online is an increasingly important aspect of higher education, especially post-Covid-19. Previous studies have shown a relationship between Technological Pedagogical Content Knowledge (TPACK) and teaching efficacy and teaching efficacy and student success. However, the contextual factors impacting TPACK have not been adequately explored. The purpose of this quantitative study was to determine if the contextual factor of institutional culture impacts TPACK among online higher education faculty at institutions in the Southeastern United States as well as to what extent specific dimensions of institutional culture affect TPACK levels. Data were collected using an anonymous online survey that was shared with potential participants through email and social media. Data were analyzed through SPSS software using a multiple linear regression model to determine significance between the independent variables, the seven dimensions of institutional culture, and the dependent variable, TPACK. Results indicated that significance was found between two individual elements of institutional culture, 1) collaboration and team learning and 2) connection between the organization and its environment, and TPACK. These findings indicate that higher education administrators should focus efforts on creating opportunities for faculty to engage in professional development and move beyond siloed work to collaborative projects. Administrators should also ensure that the institution is connected to the local, regional, and global community through aligned institutional goals with the needs of the community and establishing opportunities for faculty to connect globally. Future research should focus on exploring the relationship between specific aspects of institutional culture that may impact quality online teaching.

Interactive Notebooks Improve Students' Understanding of Developmental Neurobiology, Attitudes Toward Research, and Experimental Design Competency in a Lecture-Based Neuroscience Course.

Recent efforts to engage postsecondary science, technology, engineering, and mathematics (STEM) students in the rigors of discovery-driven inquiry have centered on the integration of course-based undergraduate research experiences (CUREs) within the biology curricula. While this method of laboratory education is demonstrated to improve students' content knowledge, motivations, affect, and persistence in STEM, CUREs may present as cost- and/or resource-prohibitive. Likewise, not all lecture courses have a concomitant laboratory requirement. With these caveats in mind, we developed the NeuroNotebook intervention, which provided students enrolled in a standalone Developmental Neurobiology course with an immersive, semester-long "dry-lab" experience incorporating many of the same elements as a CURE (e.g., collaboration, use of experimental design skills, troubleshooting, and science communication). Quantitative and qualitative assessment of this intervention revealed positive pre-/post-semester gains in students' content knowledge, attitudes toward the research process, and development of science process skills. Collectively, these data suggest that interventions such as the NeuroNotebook can be an effective alternative to a "wet-lab" experience.

Ansiedad matemática y ansiedad ante la enseñanza de la Matemática en docentes de educación primaria en Costa Rica

[Objective] This research project analyze math anxiety and anxiety experienced when teaching math by primary school teachers working for the Ministry of Public Education in Costa Rica. For this purpose, math anxiety and its three dimensions and math teaching anxiety and its four dimensions were determined. In addition, the influence of some variables such as academic performance, sex, and work experience on anxiety were also analyzed. [Methodology] The study was quantitative and had a sample of 372 practicing teachers (336 women and 36 men) from six regions of Costa Rica: San Carlos, North-North Zone, Limón, Los Santos, Puriscal, and Alajuela with ages between 23 and 63 years. Their experience as primary school teachers range from one year to 35 years, while 55 of them are still studying and 317 are not pursuing university studies. [Results] Higher academic performance is associated with lower MA and MTA scores. Furthermore, teachers suffer MA (Math Anxiety) and MTA (Math Teaching Anxiety), years of experience do not improve this situation, and less self-confident subjects experience more MTA. In addition, a positive correlation was found between MA, MTA, and their dimensions, being the correlations between GA (General Anxiety)-EA (Exam Anxiety), MA-GA, SC (Self-Confidence)-AMT (Attitude towards Math Teaching), and MTA-CK (Content Knowledge) the strongest. [Conclusions] The study concludes that the sample shows a significant percentage of MA and MTA, as well as their dimensions, which negatively affects attitude towards mathematics and teachers’ perception and self-confidence when teaching this subject.

A Mixed Methods Study to Address the Integration of TPACK in Elementary School Students' Learning Process

The Technological Pedagogical and Content Knowledge (TPACK) framework offers guidance for teachers seeking to address technology integration in classroom learning. This study aims to assess the TPACK proficiency levels among elementary school teachers. This study involved teachers from SDN Sumbersari 03 in Malang City as participants using a mixed-methods approach with a sequential explanatory design. Quantitative data were initially gathered through self-report measures, followed by analysis utilizing descriptive and inferential statistics. Subsequently, qualitative data were collected through interviews and observations, with analysis conducted using the interactive model proposed by Miles and Huberman. The results of this study showed that there was no difference in the TPACK perceptions of primary school teachers based on gender (p-value > 0.05). However, there is an influence between age and tenure on teachers' TPACK ability (p-value < 0.05). Overall, the teachers have a good mastery of TPACK. However, there are some areas that need to be improved, especially in terms of technology mastery (TK, TCK, and TPACK). The highest mean score in the CK and PK domains was 4.875 and the lowest score in the TPACK domain was 4.55. The findings also indicate no significant difference in TPACK perceptions among elementary school teachers based on gender. However, age and tenure were found to influence teachers' TPACK abilities. Overall, teachers demonstrated a good level of mastery in TPACK. Nonetheless, specific areas, particularly technology mastery (TK, TCK, and TPACK), require improvement.

Forbidden Neurds: A Neuroscience Word Game.

Game-based learning is a promising approach that can promote engagement and deep learning of course content in a fun setting. This article describes the development, implementation, and evaluation of a card game designed to help students develop greater familiarity and comfort with complex neuroscience vocabulary. To play Forbidden Neurds, students within a team take turns acting as the Lead Neurd, who must get the team to guess a Neuroscience word without using any of the Forbidden words listed on the card. The game is designed to help students develop a deeper understanding of neuroscience terminology, identify relationships between terms, identify gaps in their understanding, and reinforce learning. The game was evaluated in a 200-level fundamentals of neuroscience course at a small public liberal arts university. Students showed increased content knowledge through pre-post testing, and a post-game self-reported survey showed that playing Forbidden Neurds enabled students to assess, increase, and apply content knowledge. Gameplay also helped students develop greater communication, critical thinking, and teamwork skills. In addition, students reported experiencing greater engagement through this fun learning activity. This game could act as an adaptable and effective learning tool across a range of neuroscience courses.

宋代书院与欧洲中世纪大学教学方式及评价比较

Seowon in the Song Dynasty of China had implemented mainly around the Script of Confucianism for the education level and it valued for cultivating ethical descipline and humanities spirits for students. For the education method, Seowon had undertaken various types of lecturing, self-discipline, discussion and so forth, and it encouraged students to think independently and assert their creativeness. In addition, Seowon checked the learning outcome of students for ordinary testing for creative writing of poetry and literature and interpretation of scripts. Although such an evaluation method is relatively isolated, it would rather measure the level of finding out and depth of understanding on the Script of Confucianism for students in effective ways. The education and test evaluation style of universities of medieval Europe has certain different characteristics. The education of universities was comprised with the contents of specialized knowledge, such as, theology, law, medicine and so forth, and for the methodology, it placed even more value on developing the logic, inference and theoretical capability. For the test evaluation, in addition to the conventional written test, comprehensive talent, skill and practical application capability were assessed of students through the types of verbal test, pleading and so on. Besides, the test of medieval Europe has close relations to the ‘degree’. Such a diversified evaluation method was effective in entirely evaluating the learning outcome and potential of students. The education method and evaluation type are main composition elements of the education process that, with respect to the education affairs, the development and changes have profound influence. The education and evaluation types of Seowon in the Song Dynasty and university of medieval Europe have certain limitations, but the series of education idea system and method among them have generality and value rather, and with respect to the contemporary education, it displays important points of implication to make references. 在宋代书院中, 教学以儒家经典为主, 注重培养学⽣的道德修养和人文精神. 教 学方法上, 书院采用讲授、自学、讨论等多种形式, ⿎励学⽣独⽴思考和创新. 考核 方面, 书院通常通过诗文创作、经典解读等方式来检验学⽣的学习成果. 虽然这种 评价方式相对单一, 但它却能有效地评估学⽣对儒家经典的掌握程度和理解深度. 欧 洲中世纪⼤学的教学及考核评价形式则呈现出不同的特点. ⼤学的教学内容以神学、 法学和医学等专业知识为主, 教学方法上更加注重逻辑推理和思辨能⼒的培养. 考核 评价方面, 除了传统的笔试外, 还引⼊了⼝试、辩论等形式, 以检验学⽣的综合素质 和实际应用能⼒. 此外, 中世纪⼤学的考核还与学位紧密相关. 这种多样化的评价方 式有助于全面评估学⽣的学习成果和潜⼒. 教学方法和评价形式是教学过程中的重 要组成部分, 它们的发展和变革对教学工作有着深远的影响. 宋代书院和欧洲中世纪 ⼤学的教学及评价形式虽然有其局限性, 但其中的一些教学思想、制度和方法却具 有普适性和价值, 对现代教育仍然具有重要的启⽰和借鉴意义.

Developing (Pedagogical) content knowledge of constant rate of change: The case of Samantha

We present the results of a teaching experiment designed to foster a pre-service secondary teacher’s construction of a quantitative scheme for constant rate of change. Although the research participant developed a productive conception of constant rate of change as an interiorized ratio, images of chunky continuous covariation constrained her ability to reason efficiently across a variety of applied contexts. The participant constructed a scheme for constant rate of change at the reflected level of thought, which enabled her to become cognizant of its essential aspects and to appreciate its general applicability. Our results suggest that engaging in reflected abstraction is critical for supporting pre-service teachers’ construction of coherent and refined mathematical schemes.

Exploring Pre-Service Teacher Professional Learning on Their Preparedness for Teaching Practicum

The teaching practicum is essential in pre-service teacher education, allowing aspiring teachers to apply theoretical knowledge in real classrooms. It helps them to develop practical skills, build communication abilities, and connect with clients, colleagues, and mentors. This study investigates pre-service teachers' perceptions of their readiness for teaching practicums, the influencing factors, and the contribution of professional learning programs on their preparedness. Using a mixed-method approach with an explanatory sequential design, the research was conducted in Metro City, Lampung. Data were collected through a close-ended questionnaire from 80 pre-service teachers and semi-structured interviews with 9 pre-service teachers who were ready as the volunteers. Descriptive statistics and qualitative analysis were used to analyze the data. Results indicated that professional learning programs significantly enhance preparedness in pedagogical training, content knowledge, classroom management, understanding diverse student needs, and technology integration. These programs boost confidence, competence, and the ability to create effective learning environments. Informal learning, such as roles as teaching assistants and using social media, also contributes significantly to innovative teaching. Integrating formal and informal learning experiences is crucial for the holistic development of pre-service teachers

Facilitation of practical work in Natural Sciences: experiences and approaches of junior teachers

Background This study delved into the experiences and approaches employed by junior teachers in facilitating practical work in Natural Sciences during the teaching and learning process. In South Africa, Grade 7 marks the final year of primary school education, with learners typically aged between 11 to 13. The researchers noted significant challenges faced by junior Grade 7 teachers in preparing, organizing, and carrying out practical work within the context of teaching and learning in Natural Sciences. Methods In the present study, a qualitative multiple-case study design was employed. Three grade 7 Natural Sciences junior-level teachers were purposefully selected as participants. Data was gathered through classroom observations, semi-structured interviews, and document analysis. Results The study findings revealed that certain grade 7 junior Natural Sciences teachers found it challenging to manage practical work during teaching and learning. Some teachers also faced difficulties in maintaining discipline during practical work and demonstrations, both inside and outside the classroom. To cope with the demands of facilitating practical work in Natural Sciences teaching and learning, teachers employed various approaches, such as group work, observations, demonstrations, illustrations, projects, and inquiry-based scientific investigations. Conclusion It is recommended that teachers should receive professional training on effectively facilitating practical work to support the new teaching and learning methods outlined in the Curriculum Assessment Policy Statement. They should also be equipped with pedagogical content knowledge to help them achieve the goals of practical work in teaching and learning Natural Sciences.

Fiqh Teaching Action Among Islamic Educators in Brunei Darussalam

Effective teaching is often associated with mastery of the content of the lesson and pedagogical skills. Thus, to implement effective teaching, Shulman introduced six-cycle processes of pedagogical reasoning and action that can help teachers organize their teaching. However, this study only focused on teaching action (the instruction process) in the class. Therefore, this study aims to explore the teaching practices of Fiqh teachers in religious schools. The study uses a method of qualitative research, through interviews, observation of teaching, and document analysis, to collect data. The study participants consisted of 10 Fiqh religious teachers who taught Grades IV, V, and VI. Thematic analysis was used in this study for the formation of themes and sub-themes. The results of the study found that there are several important elements for the instruction process in the cycle of pedagogical reasoning and actions in the classroom. The mastery of the teacher's pedagogical content knowledge and its application in the teaching practice in the classrooms has a positive impact on teaching Fiqh in religious schools. As a recommendation, religious teachers need to constantly expand their pedagogical content knowledge from time to time so that they can implement effective teaching.

Evaluating English Teachers’ Artificial Intelligence Readiness and Training Needs with a TPACK-Based Model

With the rapid development and widespread adoption of artificial intelligence (AI) tools, the implementation of instructional pedagogy has transformed significantly. English teachers need to understand how AI tools can improve their teaching and must acquire the necessary technical and pedagogical knowledge to effectively utilize AI technology. Although the integration of AI into language teaching shows potential benefits, there remains a dearth of comprehensive research on English teachers’ perceptions, readiness, and professional development requirements in relation to AI.To address these knowledge research gaps, our study aims to evaluate English teachers’ current understanding of AI tools and their training needs for integrating AI into the English language classroom. Our proposed model uses the technological pedagogical content knowledge (TPACK) framework, which incorporates English language teaching and information literacy contexts. This framework allows for a holistic assessment of teachers’ readiness for integrating AI within English language teaching practices.A study was conducted with a class of preservice English teachers in Hong Kong. An online survey was designed to assess the readiness of English teachers for applying AI tools in the classroom as well as their understanding and level of information literacy. This study helped identify and address potential issues with the survey before launching it to a wider audience. Our findings confirmed the validity and reliability of the instrument and indicated that preservice English teacher participants are generally prepared to integrate AI tools into the English classroom. Corelation analysis was also conducted to assess the relationships among the constructs and showed that technological pedagogical knowledge (TPK) and instructional literacy (IL) were significant predictors of the overall TPACK construct. The study suggested professional training in the selection, implementation and progress monitoring of specific AI tools for English Language teaching; pedagogy design; and the ability to search for appropriate resources for the English classroom. The framework can be enhanced by using a mixed-method approach and incorporating a qualitative study to triangulate the findings. An explanatory sequential design will be recommended to collect quantitative data first, then qualitative data will be collected for further analysis.

PHÁT TRIỂN NĂNG LỰC ĐỊNH HƯỚNG NGHỀ NGHIỆP CỦA HỌC SINH QUA BÀI HỌC E-STEM “CÔNG TY THIẾT KẾ SẢN PHẨM ỨNG DỤNG CẢM BIẾN” TRONG DẠY HỌC CHUYÊN ĐỀ “MỞ ĐẦU VỀ ĐIỆN TỬ HỌC” (VẬT LÝ 11)

Based on the E-STEM theoretical framework, STEM lessons, and thematic knowledge content “Introduction to Electronics” in the 11th grade physics curriculum, the article designs the E-STEM lesson “The company designs sensor application products” to foster students’ career-oriented capabilities. Experimental results show that the lesson has an impact on the development of career-oriented competency, including STEM career awareness, STEM self-efficacy, and STEM career interest. Furthermore, although the personal emotional aspect and the decision to choose a STEM career also had an increased average score after the experimental process, it was not statistically significant. In general, students can complete tasks and respond positively to the lessons, while also having the opportunity to foster behavioral manifestations of career-oriented and physics competency. These contributions will suggest and direct the integration of E-STEM into forms of implementing STEM education in high schools in the future. Keywords: E-STEM; STEM education; entrepreneurship education; career orientation; Physics curriculum.

A Preliminary Concept on Cybersecurity Skill Training Framework for a Capture-the-Flag Game using 5-Step Gamification Approach

This paper discusses about how to design a teaching and learning (T&L) framework for cyber security using game at higher education in Malaysia. The paper begins with literature review of key concepts and issues associated with Capture the Flag (CTF) and cybersecurity education framework, which led to the process of defining the CTF game to support the research aims. A version of CTF game was created using an open-source engine through Technology Pedagogy and Content Knowledge (TPACK) framework and five-step gamification approach, which was aligned to the course structure of cyber security courses offered in two institutions of higher education in Malaysia. The intended learning outcomes of the course were mapped into the CTF game features. The constructive alignment and the CTF game were then verified by subject matter experts. Pre and post-test are conducted to study the difference in students’ performance. Mixed-mode research approach with quasi experiment will be used to study the difference among the treatment group. Data collection and analysis require supplement from follow-up interviews in order to complete the analysis of this T&L framework.

Сетевая инновационная кластерная педагогическая лаборатория как инструмент повышения качества функционирования муниципальных образовательных комплексов и организаций

The article introduces a model developed in the Republic of Bashkortostan aimed at improving the functioning of educational organizations at the municipal level – the Network Innovative Cluster Pedagogical Laboratory, validated with direct involvement from the author. The necessity and effectiveness of the proposed management solution are substantiated. On one hand, numerous vectors of reform in Russian education converge on the common goal of implementing an individualized approach in modern schools. This approach aims to help each student develop their abilities and acquire skills for independent problem-solving in academic and life contexts. On the other hand, any changes in social institutions today occur within the contextual framework of an information society, altering the content and necessary set of knowledge, skills, and competencies. The structure of the Network Innovative Cluster Pedagogical Laboratory is examined, emphasizing the need for creating an information-educational environment, transitioning general education schools into a mode of innovative development, and focusing management efforts on positive social outcomes. This innovative educational complex contributes to the holistic development of student’s personality – intellectual, communicative, and emotional-moral, but requires ongoing monitoring of all elements from both objective and subjective perspectives.

The changing role of educators in the age of artificial intelligence: Molding minds at the digital dawn

This study investigates the impact of artificial intelligence (AI) on the roles and practices of educators and outlines the professional development needs in the era of AI. Employing qualitative interviews with 75 teachers across 15 schools in Azerbaijan, the research explores the integration of AI into education. It leverages the Technological Pedagogical Content Knowledge (TPACK) framework to examine the convergence of technology, pedagogy, and content expertise in teaching. Findings reveal that while AI has the potential to enhance personalized learning, its adoption poses significant challenges, including teacher burnout, ethical concerns, and the need for professional development programs. The study highlights the importance of practical training to enable educators to effectively integrate AI into teaching. Limitations include context specificity and potential biases in self-reporting. Future research should assess the long-term educational impacts of AI and expand to various educational settings for a broader perspective.

Innovation Off the Bat: Bridging the ChatGPT Gap in Digital Competence among English as a Foreign Language Teachers

This research explores the guided experimental implementation of ChatGPT as a tool for developing teachers’ skills in teaching English. The intervention involved 24 in-service English as a Foreign Language (EFL) teachers who engaged in crafting activities and assessments using researcher-designed prompts. Utilizing a mixed-methods approach, the researchers assessed the participants’ ChatGPT integration proficiency through a custom-designed assessment tool aligned with the technological pedagogical content knowledge framework. The eight-week intervention introduced educators to various applications of ChatGPT in EFL teaching, including lesson planning. A quantitative analysis revealed statistically significant improvements in the teachers’ ChatGPT integration proficiency across all measured dimensions. The qualitative findings highlight the perceived benefits, challenges, and future prospects of ChatGPT in EFL education. While the practical significance of the improvement was modest, the results suggest that the guided integration of generative chatbots can bolster teachers’ ability to leverage this technology appropriately. This study contributes to the limited body of empirical research on integrating large language models into teaching and offers insights into the practical applications and challenges of using ChatGPT in EFL contexts.

The Effect of Pedagogy Content Knowledge in Linear and Differential Method on Athletes' Performance and Coaches' Knowledge in Breaststroke

Background: The purpose of this study was to examine the effect of pedagogy content knowledge in linear (LP) and differential (DL) methods on athletes' performance and coaches' knowledge in breaststroke. Methods: For this study, 45 physical education students (age mean = 22.17 ± 2.59) were purposefully selected. Based on their performance, they were divided into three groups of 15 individuals each: Control (G1), linear (G2), and differential (G3). G1 underwent ten days of initial training. The coach then attended an LP workshop and trained G2 for the following ten days. Subsequently, the coach attended a DL workshop and trained G3 for the final ten days. The coach's behavior was assessed in three domains: Verbal communication, visual representation, and appropriateness of descriptive evaluation method. Results: The findings indicated that the trainer's actions decreased as they progressed from G1 to G3, with noticeable changes in behavior based on the training method. The results revealed significant differences between the groups in terms of group and test * group interaction. Specifically, G3 outperformed G2 and G1 in both record variables and hand strokes. Conclusions: The results of this study suggest that pedagogy content knowledge (PCK) workshops are beneficial for enhancing a coach's behavior to support learners and enhance their skills.

Implementation of Differentiated Instruction in a Maldivian Primary School

This study aimed to gather insights from primary teachers in Fuvahmulah City, Maldives regarding the challenges they encountered while implementing differentiated instruction (DI) in their classrooms. Qualitative research methodology was employed, with data collection primarily conducted through face-to-face interviews using Zoom, a teleconferencing application. Purposive sampling was utilised to select a total of five participants from one primary school who had extensive teaching experience and had experience differentiating their instructions. The collected data was thematically analysed to extract meaningful insights for discussion. The research findings reveal three challenges faced by the teachers, namely (i) resources and support, (ii) classroom and class structures, and (iii) teachers’ pedagogical content knowledge. This study extends the current understanding to include the need for technological support and context-based pedagogical knowledge on DI for teachers to effectively differentiate their instructions.

Technology Integration in Teaching: Applying TPACK Model for Vietnamese Universities

This research aims to synthesize international experiences in applying technology in teaching according to the TPACK model (Technological Pedagogical Content Knowledge), in order to draw lessons and apply them to Vietnamese universities. This article uses a theoretical research method, mainly synthesizing and analyzing texts from research papers published in large databases including Science Direct, Scopus, and Google Scholar, using keywords such as "TPACK" and "application of technology in teaching". To effectively apply technology, educational technologists have developed modern teaching frameworks, including the TPACK model, which combines three elements: (i) Technological knowledge; (ii) Pedagogical knowledge; and (iii) Content knowledge. Teachers need to harmoniously integrate these three elements when applying the TPACK model. In Vietnam, there have been some recent studies on the TPACK model in universities; however, the number of studies is still limited. This research aims to synthesize and analyze relevant studies on the application of technology in teaching according to the TPACK model. International experiences serve as practical lessons for Vietnamese universities to adapt and apply appropriately to the TPACK model, integrating technology with content and pedagogical methods in teaching to meet current practical requirements.

Construction of a Science Teacher's Topic-Specific Pedagogical Content Knowledge in the Gifted Class

This study examines a science teacher's pedagogical content knowledge during instruction on the topics work and energy, simple machines, and friction force in a gifted class. The research adopts a single case study approach, employing qualitative methods. The participant is a middle school science teacher, and data collection tools include interviews, observations, card-sorting activities, and lesson plans. The main findings of the study are: (1) gifted students required additional science practice beyond the scope of the traditional curriculum, (2) the participating teacher encountered challenges when designing and implementing enrichment activities, (3) the characteristics of gifted students positively influenced the development of the teacher's pedagogical content knowledge, and (4) the presence of gifted students prompted a shift in the teacher's science teaching orientation from traditional methods to reform-based practices. Teachers need to have additional knowledge bases or Pedagogical Content Knowledge components. Notably, the research underscores the relevance of the knowledge of enrichment curriculum and knowledge of characteristics of gifted students in the training of science teachers, along with the crucial role of STO in the education of gifted students, especially in the context of teaching physics. These findings offer significant implications for the curriculum designed for gifted students, particularly concerning the teaching and learning of physics topics.