Content Knowledge Research Articles

Maintaining Students' Performance through Exhibition: Reporting Project of English Instructional Technologies course

Pre-service teachers are expected to master content knowledge, pedagogical factor, communication skills, classroom management, critical thinking and problem-solving, collaboration and teamwork, reflective practice and technology integration. To achieve that target, teaching and learning process should be organized to facilitate activities that can improve their learning experiences. Exhibition can be implemented to provide valuable feedback and insights that can be used to improve future exhibitions or make informed decisions regarding the current one. Besides, this chance can also maximize to maintain students' performance in creative and engaging approach. This study aims to expose how the researcher manage an exhibition from students’ project to enhance their performance in English Instructional Technology course. The results demonstrate that pre-service teachers had a moderately satisfactory amount of mentorship experience, with modeling and pedagogical knowledge receiving among the lowest mean scores.

Supporting teachers in implementing project-based learning in teaching secondary mathematics: An action research

In the context of Nepal, most mathematics teachers at the secondary level are still using conventional teacher-centred pedagogy. It is assumed that teachers' pedagogy might enhance learners' engagement in learning mathematics and build conceptual understanding. Project-based learning (PBL) is a student-centred pedagogy that can remove misconceptions about content knowledge, enhance engaged learning, and support teachers in developing pedagogical skills. The study tried to reform the pedagogical practice of teachers using conventional teacher-centred pedagogy in teaching mathematics. The action research was conducted in four secondary schools in Nepal by five secondary mathematics teachers in two cycles, each seven days. The study focused on the implementation of PBL in secondary-level schools, the impact of PBL on students' activities, and professional development. The seven-day project was prepared based on a 3-day workshop for teachers on the surface area of prism and pyramid of grade ten mathematics. The action research was conducted in four different school settings, and students' activities were observed. The study collected qualitative data through interviews (baseline and post), observation, and teacher reflection notes. Text data were analyzed thematically for meaning-making and finding. The study's significant findings were engaged learning, inclusive education, and contextualization of mathematics. Likewise, students' creativity was observed during the action research, and teachers were supported in reforming their pedagogy with new experiences through PBL. The study might support other teachers in implementing PBL for student-centred pedagogy and teachers' professional development.

The Impact of Using Digital Video Recordings by Prospective Teachers on Their Technological Pedagogical Content Knowledge.

Analyzing digital video recordings (DVRs) is an effective instructional strategy for professionally preparing and developing prospective teachers. This study examines the impact of using DVRs among prospective teachers at Al-Qasimi College on their technological pedagogical content knowledge (TPACK) and its seven domains (TK, PK, CK, PCK, TCK, TPK, TPACK). The study was based on a mixed methodology approach, and the study sample included 70 prospective teachers who were distributed into an experimental group and a control group. Data were collected using the TPACK questionnaire and semi-structured interviews with 10 participants. The quantitative and qualitative results showed that prospective teachers in the experimental group significantly and positively impacted TPACK and its seven domains. The results of the study indicated that digital video recordings allowed prospective teachers to reflect and ponder on their teaching skills, content delivery, and the appropriate use of technology and its relevant tools in the educational process to identify strengths for development and weaknesses for improvement. Therefore, the results of the current study provide concrete evidence for the need to use DVRs as a promising educational approach in future professional preparation and to develop prospective teachers' technological pedagogical content knowledge (TPACK).

Evaluation of YouTube as an Information Source for Use of Laser in Root Canal Treatment

Objective: At the present time patients in developed countries widely use online resources to access medical information. YouTube is a widely used website to get knowledge. In the past, medical and dental data were accessed only by doctor and dentist examinations. This research was aimed to assess the quality and quantity of the knowledge content in popular YouTube™ videos about laser root canal treatment (LRCT). Method: Google Trends showed that "laser root canal treatment" was the most searched keyword on the topic. Included videos were assessed as the video's name, universal resource locators, the number of video display, time of adding in website, total numbers of likes, dislikes and comments and total video time. Each video was classed into the 3 groups according to their information source as dentist, commercial, dental clinic. This video was classified according to the quality of information content as ‘good’, ‘poor’, or ‘bad’. In the evaluation of the data, the distribution of variables was examined with the Shapiro-Wilk normality test, the intergroup comparison of variables that did not show a normal distribution was examined with the Kruskal Wallis test. Comparison of subgroups was examined with Dunn's multiple comparison test and comparison of qualitative data was analyzed with Chi-square test. The results were evaluated at the significance level of p

Peranan Media Berbasis TPACK Terhadap Hasil Belajar Siswa Kelas IV Mi Muhammadiyah Sentono Tahun Ajaran 2023/2024

The 21st century is an era of technological advancement in this century technology plays an important role in human life from various aspects including in the world of education. Teachers are required to integrate technology in learning activities. TPACK, which stands for Technological Pedagogical and Content Knowledge, is a new understanding that has become a framework that can be used to analyze educators' knowledge about the use of technology in learning. The problems in this study are (1) how to implement TPACK in learning at MI Muhammadiyah Sentono Klaten (2) teacher obstacles in implementing TPACK. The purpose of this study was to determine the learning outcomes of grade IV students of MI Muhammadiyah Sentono Klaten before and after implementing the TPACK (Technological Pedagogical Content Knowledge) approach, and to determine how much influence it has on the learning outcomes of grade IV students of MI Muhammadiyah Sentono Klaten. This study is a quantitative study with descriptive and comparative methods. The descriptive method is a research method to create a picture of a situation or event, while comparative is a study that uses the technique of comparing one object with another object with interview, observation and documentation techniques.

Framework for a Research-Based and Interdisciplinary Use of Sensors in Elementary Teacher Education.

Sensors should be integrated into teacher education, as they are essential tools in the digital practices needed for full participation in society. Electronic sensors can be used as laboratory/scientific tools, as everyday mobile learning tools, and as epistemic mediators in several scientific fields, as well as in interdisciplinary approaches. In this way, electronic sensors can play multiple roles in the main dimensions of teacher education. The aim of the research presented in this paper was to create a framework for the research-based and interdisciplinary use of sensors in elementary teacher education, based on the thematic analysis of seven case studies implemented in Portugal. The thematic categories used in the cross-case analysis were fundamental in revealing the different roles played by sensors in the different phases of the didactic sequences of the cases. Subsequently, the thematic analysis made it possible to identify patterns of affordances of sensors and to relate the multiple roles of electronic sensors to different areas of the Portuguese elementary teacher education model. The research synthesis made it possible to outline the framework perspectives. The resulting framework systematized and highlighted the affordances of sensors in pre-service and in-service elementary teacher education as scientific, epistemic, interdisciplinary, and didactic mediators. These affordances were revealed to be particularly important in data-driven inquiry problem-solving, pedagogical content knowledge, and professional knowledge development. The framework created can be expanded in future related research.

Use of mathematical problems rooted in primary historical sources to reveal preservice teachers’ mathematical content knowledge

In this paper, the use of mathematical problems rooted in primary historical sources as a diagnostic tool for identifying learners’ understanding about area and volume is examined. The study follows preservice teachers in the context of a compulsory course in mathematics education while dealing with such problems embedding errors and challenging mistaken beliefs about the area of quadrilaterals and the volume of the cube. Although the initial aim was to involve the participants in inquiry-based activities, in the end, the history of mathematics served as a means to reveal the complete or partial understanding of the concepts making evident at the same time the participants’ misconceptions such as the overgeneralization of the rule ‘length times breadth’ and the confusion between area and perimeter concerning the area of the quadrilaterals task, and the illusion of linearity and the confusion between volume and surface area concerning the volume of the cube task.

Integrating 21st Century Skills into Teaching of Social Studies among Public Junior High School Learners in Effutu Municipality

The study examined the integration of 21st Century Skills into teaching of Social Studies among public junior high school learners in Effutu Municipality in Ghana. The study adopted Pedagogical Content Knowledge theory by Shuman (1987). The positivist paradigm was followed in the conduct of the study where quantitative data was collected and analysed. The Census sampling technique was used to select all the 50 Social Studies teachers even though 45 were correctly filled and therefore used for the study. Structured questionnaires were used as instruments for data collection. With the aid of the Version 20 of the Statistical Product for Service Solution (SPSS), descriptive statistics (mean, standard deviation, frequency counts, simple percentages) and inferential statistical tools such as Ordinary Least Square multiple regression analysis was used to analyse the data. The findings of the study revealed that communication and collaboration as well as digital literacy skills had very good integration whereas creativity and innovation, cultural identity and global citizenship, personal development and leadership and critical thinking and problem-solving skills registered good integration. It further showed that 21st Century Skills mentioned above accounted for 63.8% variance in learners’ academic performance. It was recommended that Ghana Education Service should initiate and encourage continuous professional development programmes for teachers in the Effutu Municipality to improve their integration of 21st Century skills and enhance teaching and learning.

AI Technology Integrated Education Model for Empowering Fashion Design Ideation

The rapidly increasing importance of technology integration and generative AI in the fashion industry is prompting changes in fashion design education. This study explored a new design methodology utilizing AI for sustainable and future-oriented fashion design education. The methodology involved consulting practitioners to select ChatGPT and Midjourney as AI tools and technology, pedagogy, and content knowledge (TPACK) as the theoretical framework. An AI prompt guide was developed based on specialized books, from which an educational program was created. An experiment with 30 third- and fourth-year fashion design students showed that their overall satisfaction with AI through TPACK was 4 out of 5, suggesting that TPACK enhances students’ creativity and efficiency through generative AI. Prompt guides received a satisfaction score of 4.7, indicating their usefulness for creative and efficient design outputs. AI-powered educational programs, like ChatGPT and Midjourney, also improved student creativity and learning efficiency, with ChatGPT scoring 4.5. However, concerns about technology dependency were noted. This study offers insights into integrating the latest technology into fashion design to improve process efficiency and creative output. This study not only provides a foundation for future research on AI design methodology but also explores practical directions for sustainable design in the fashion industry.

Competency‐based TPACK approaches to computational thinking and integrated STEM: A conceptual exploration

AbstractIn this conceptual study, we explore the incorporation of computational thinking (CT) within integrated Science, Technology, Engineering, and Mathematics (STEM) education, aiming to enhance the Technological Pedagogical Content Knowledge (TPACK) framework for teacher professional development. Despite the fundamental role of mathematics in K‐16 and engineering education, its theoretical and practical dimensions in a transdisciplinary STEM context and its interlinks with CT remain underexplored. This gap extends to the professional development of teachers in research‐oriented STEM environments, which presents significant challenges. The study aims to address these issues by repositioning cognitive‐adaptive competencies such as CT and design thinking (DT) as a crucial enabler for STEM teacher professional competency, advocating for a move beyond normative approaches. We comprehensively analyze the integration efforts of CT in STEM, which often rely on declarative definitions without substantive practical implications. The study poses questions on (1) how CT can be effectively integrated into STEM, (2) the characteristics of the normative‐adaptive model for teacher education, and (3) the development of a conceptual educational framework focused on mathematical modeling, simulation design, and student engagement in research. Drawing on innovative educational practices, we scrutinize the integration of CT and DT through examples from mathematics, emphasizing the importance of developing computational models and algorithms. Ultimately, we propose a competency‐centered normative‐adaptive‐context aware model of STEM integration (NACAMS)‐TPACK model that enhances the classical TPACK framework by interlinking computational, design, and general pedagogical competencies. This study is particularly relevant for educators, policymakers, and researchers involved in K‐16 STEM and engineering education.

Content knowledge for language teaching: dialectical materialist stance on developing teacher language awareness

Morton’s language knowledge for content teaching (LKCT) is a powerful tool for understanding interactions in content and language integrated learning (CLIL) classrooms, as well as CLIL teachers’ knowledge base and teacher language awareness (TLA). However, often lacking in the body of research on TLA and LKCT is an explicit stance on epistemology. We further propose an expanded construct that builds on LKCT and includes content knowledge for language teaching (CKLT). To address these gaps, focusing on two teachers in a Japanese context, we report on a study whose goal was developing English teachers’ (n = 24) in Japanese schools knowledge base, TLA, and practices in an intervention informed by dialectical materialism. The instructor created conditions for teachers to co-construct knowledge by introducing theoretical concepts, which he invited the participants to use as a lens to understand their practices, while using their practices to build an understanding of these concepts. To trace the teachers’ development, we analysed their interviews and forum interactions. We illustrate how dialectical materialist epistemology allows for simultaneously uncovering and provoking teacher development, focusing on a transformation of TLA towards the role of language as a meaning-making tool as teachers began to embrace CKLT.

Exploring Teachers' Technological Pedagogical Content Knowledge as an Indicator for the Planning of In-service Teacher Training in Chemistry Education.

This study examined how teachers teaching chemistry at different levels of education perceive their levels of technological pedagogical content knowledge (TPACK) and examined the relationship of TPACK with age, gender, teaching at different levels of education, time spent teaching chemistry, and frequency of information and communication technology (ICT) use. The study involved 261 teachers, 246 women and 15 men, from all over Slovenia, who have been teaching chemistry for an average of 18 years at different levels of education, with an average age of 45 years. The results showed that teachers teaching chemistry content perceive a high level of TPACK. There is a statistically significant correlation between age, time spent teaching chemistry, and frequency of ICT use with the perceived level of technological pedagogical content knowledge. Younger teachers, those with less professional experience and teachers who use ICT more frequently rated their TPACK higher. Based on the results of the survey, guidelines for planning the in-service teacher training that would support the development of TPACK of teachers teaching chemistry content were developed.

ChatGPT versus a customized AI chatbot (Anatbuddy) for anatomy education: A comparative pilot study.

Large Language Models (LLMs) have the potential to improve education by personalizing learning. However, ChatGPT-generated content has been criticized for sometimes producing false, biased, and/or hallucinatory information. To evaluate AI's ability to return clear and accurate anatomy information, this study generated a custom interactive and intelligent chatbot (Anatbuddy) through an Open AI Application Programming Interface (API) that enables seamless AI-driven interactions within a secured cloud infrastructure. Anatbuddy was programmed through a Retrieval Augmented Generation (RAG) method to provide context-aware responses to user queries based on a predetermined knowledge base. To compare their outputs, various queries (i.e., prompts) on thoracic anatomy (n = 18) were fed into Anatbuddy and ChatGPT 3.5. A panel comprising three experienced anatomists evaluated both tools' responses for factual accuracy, relevance, completeness, coherence, and fluency on a 5-point Likert scale. These ratings were reviewed by a third party blinded to the study, who revised and finalized scores as needed. Anatbuddy's factual accuracy (mean ± SD = 4.78/5.00 ± 0.43; median = 5.00) was rated significantly higher (U = 84, p = 0.01) than ChatGPT's accuracy (4.11 ± 0.83; median = 4.00). No statistically significant differences were detected between the chatbots for the other variables. Given ChatGPT's current content knowledge limitations, we strongly recommend the anatomy profession develop a custom AI chatbot for anatomy education utilizing a carefully curated knowledge base to ensure accuracy. Further research is needed to determine students' acceptance of custom chatbots for anatomy education and their influence on learning experiences and outcomes.

Investigating the Differentiated Experiences of an Academician in the Transition to Distance Education Through a Documentational Framework

This study examines the documentational genesis of an academician transitioning to distance education during the pandemic. Using qualitative case study design, the research involved an associate professor in engineering at a Turkish state university. Selected via purposeful sampling, the participant was open to sharing experiences and participating in the study. Data were collected through online course video recordings, semi-structured interviews, observations and researcher notes. Content analysis was used for the data analysis, and from the obtained themes, the elements of the participant's schemes in online education, the challenges experienced, and the variations in these schemes were presented from a documentational perspective. As a result of the research, it was found that the participating academician used different types of knowledge, including both content knowledge and pedagogical content knowledge, in online education. Additionally, it was concluded that the academician continued to use some resources from face-to-face education during the transition to and process of online education, modified some resources to create differentiated resources, and completely abandoned some resources. Another finding of the research is that the participating academician faced many challenges during the online education process. These challenges were primarily found to be due to student-related and institutional factors. Moreover, the academician expressed both positive and negative opinions about distance education.

Implementing a Flipped Learning Approach With TPACK in Grades 6 to 9

In this design-based study, a flipped learning approach using audio-visual resources as prelearning activities was examined in grades 6, 7, and 9 with four teachers and 65 students over one school year. The purpose of this study was to explore the implementation of a technology-enhanced pedagogy in science, math, and social studies. The implementation was sequenced to provide students who were also learning the English language with an opportunity to practice engaging with curriculum concepts through viewing prelearning videos with language tailored by the teacher and with embedded questions, prior to in-classroom learning activities. The technological, pedagogical, and content knowledge (TPACK) framework was used to inform the instructional design for the flipped learning activities. Monthly teacher-researcher professional learning sessions were held, and data were gathered from teachers’ reflections and a student survey. Results indicated that teachers had more class time to support students with enrichment, remediation, small group work, and active learning. Students reported that the prelearning video activities benefited their learning and complemented in-class learning activities. This study serves to inform teachers and schools considering implementation of flipped learning to support students’ understanding of content knowledge and English language learning, and researchers studying designs using flipped learning sequences.

Understanding public perceptions of revolutionary technology: the role of political ideology, knowledge, and news consumption

This study investigates public perceptions of Artificial Intelligence (AI) in Taiwan, focusing on the roles of political ideology, science news consumption, and knowledge. Analyzing responses from 502 participants, the research reveals that political ideology has a limited impact on AI benefit perceptions but likely becomes more significant with increased AI application. The study suggests that, for narrow AI, science news consumption and content knowledge are more influential than political ideology. It emphasizes the need for tailored communication strategies and highlights the positive association between respect for science authority and favorable AI perceptions. The findings provide essential insights for policymakers navigating AI adoption.

Exploring the relationship between teachers’ competencies in AI-TPACK and digital proficiency

AbstractIn recent years, there has been a growing emphasis on integrating Artificial Intelligence (AI) applications in educational settings. As a result, it is essential to assess teachers’ competencies in Technological, Pedagogical, and Content Knowledge (TPACK) as it pertains to AI and examine the factors that influence these competencies. This study aims to analyze the impact of digital proficiency on teachers’ AI-TPACK competencies. The study utilized a correlational survey model and involved 401 teachers from various provinces and departments in Turkey. The data collection tools included a personal information form, an AI-TPACK scale, and a digital proficiency scale. The collected data were analyzed using structural equation modeling. The research findings revealed that teachers’ AI-TPACK competencies were below average, whereas their levels of digital proficiency were above average. Furthermore, a significant relationship between teachers’ AI-TPACK and digital proficiency levels was identified, with digital proficiency as a significant predictor of AI-TPACK competencies. Based on the research findings, recommendations for future studies are provided.

Reconstruction of the Permittivity of Ex Vivo Animal Tissues in the Frequency Range 1-20 GHz Using a Water-Based Dielectric Model.

Several medical techniques are based on the application of electromagnetic fields (EMFs) on the human body with therapeutic and/or diagnostic aims. The response of human tissues to the applied EMF is mediated by the tissues' dielectric properties, which must therefore be characterized at the frequencies of the considered technique. Due to the heterogeneity and complexity of biological tissues, it is necessary to know their properties in vivo for the specific condition of interest. Traditional techniques for the dielectric characterization of biological tissues are invasive and, as such, not adoptable for this aim. Accordingly, alternative sensors and/or sensing methods are needed. Recently, a new wideband spectroscopy technique was proposed, based on quantities derived from the Magnetic Resonance (MRI) signal. Among these quantities, the water content was proposed to evaluate the dielectric properties at frequencies around a few GHz. This work verifies the possibility of deriving tissues' dielectric properties in the frequency range of 1-20 GHz based on knowledge of the water content. The water content was retrieved through a dehydration procedure for five different ex vivo tissues. The achieved results were compared with references from the literature.

A PCK-mapping approach to show the integration among components of the pedagogical content knowledge of elementary education teacher educators about biodiversity

Biodiversity is a very important topic nowadays, but there is currently a lack of studies on the Pedagogical Content Knowledge (PCK) of this concept. We examined the integration of the PCK components of ten elementary education teacher educators in Argentina through a qualitative, interpretative, and exploratory study, using semi-structured interviews based on the Content Representation tool and the mapping approach. OTS and KSU were most integrated while KA was the least integrated. We discuss the implications of integration between PCK components for biodiversity teaching as a contribution to teacher training and future research.

Implementing TPACK Framewok in English Language Teaching

This study aims to identify and describe the implementation of TPACK Framework in English Language Teaching in SMPN 4 Tanjungpandan, Belitung, Kepulauan Bangka Belitung. The research is a qualitative study. The participants of this research consisted of two English teachers from SMPN 4 Tanjungpandan and the students of nineth grade. Data collection techniques are observation, interviews, and documentation. Technological Pedagogical Content Knowledge (TPACK) is a framework for understanding the varied forms of knowledge necessitated by EFL teachers to integrate ICT in their teaching. The results of this study indicate that implementing TPACK framework in Englis classroom gives positive impact to the learning achievements both the teachers and the students. By integrating technology learning applications such as World Wall, You Tube apps, the learning process becomes interesting and enjoyable. The participation of the students increases significantly. In the future, TPACK Framework takes part in increasing the quality English Language Teaching in Indonesia.