Learning Of Content Knowledge Research Articles

Teachers’ perceptions of teaching science with technology-enhanced self-regulated learning strategies through the DECODE model

AbstractThis study investigates the nuanced interplay between self-regulated learning (SRL) and technological pedagogical content knowledge (TPACK) among 192 Taiwanese voluntary pre-service and in-service teachers, seeking to understand how teachers perceive the integration of technology with SRL strategies in science education. The participants were recruited in workshops based on the DECODE model, which demonstrated a micro-unit of evolution incorporated in SRL strategies, involved them in co-reflected, and summarized what they had experienced in technology-enhanced environments. Participants self-reported measures of SRL and TPACK were subjected to path analysis. Results indicated that SRL positively influenced technological pedagogical knowledge (TPK) and technological content knowledge (TCK), subsequently fully mediating the relationship between SRL and TPACK; namely, TCK and TPK acted as mediatory factors. Furthermore, this study delved into teachers’ perceptions of technology-enhanced instruction and SRL through their responses in workshops. We identified five main themes through thematic analysis. The findings highlighted the pivotal role of technology in cultivating interactive learning environments, offering real-time feedback, and integrating multimedia into teaching. Teachers’ perceptions were expanded and refined after demonstrating a micro-unit with SRL strategies and subsequent reflective prompts. Participants acknowledged the imperative of teacher preparation in effectively leveraging technology and emphasized the crucial role of adaptive scaffolding in promoting SRL strategies. In summary, these findings present a viable path for augmenting teachers’ TPACK through SRL and provides insights into teachers’ perceptions of technology-enhanced SRL. The study has implication on the potential of the DECODE model and incorporation of SRL strategies for science educator’s professional development of TPACK.

The utilization of Technological Pedagogical Content Knowledge (TPACK) in elementary school learning

This research aims to explore the use of Technological Pedagogical Content Knowledge (TPACK) in the learning context at the elementary school level. The research approach applied was qualitative with a focus on case studies at SD Negeri 16 Banda Aceh, class 4. Data collection was carried out through classroom observations, interviews and document analysis. The research results show that the integration of TPACK in learning in elementary schools has a positive impact. Teachers have succeeded in integrating information and communication technology (ICT) well in planning and implementing learning. They use various ICT tools and applications that are appropriate to the learning content as well as effective teaching strategies. In addition, teachers are also able to apply pedagogical and content knowledge effectively to facilitate interesting and meaningful learning for students. There are several challenges faced by teachers in implementing TPACK. Some obstacles include limited access to ICT devices and resources, lack of training capable of developing TPACK competencies, as well as obstacles in integrating TPACK into the existing elementary school curriculum. The findings of this research provide a deeper understanding of the use of TPACK in learning at the elementary school level. The implications of this research can be the basis for developing teaching materials and educational policies that support the integration of TPACK in the learning process in elementary schools.

Teachers’ Pedagogical Content Knowledge and Subject Matter Content Knowledge: Is the Framework Still Relevant in Teaching of STEM

This paper takes a sociocultural perspective on the relevancy of Pedagogical Content Knowledge and Subject Matter Content knowledge in teaching and learning of STEM subjects. To teach learners according to today’s standards, teachers’ need to understand Pedagogical content Knowledge and subject matter content knowledge deeply and flexibly so they can help students create useful cognitive maps, relate to see how ideas connect across disciplines and to everyday life. Effective teaching and teacher characteristics, endorse clearly the role played by adequacy of teachers’ Pedagogical Content Knowledge and Subject Matter Content Knowledge as applied in the classroom teaching and learning encounters. Most of the features of effective teachers and effective teaching as a process indicate the necessity of application of the theory of social constructivism, to enhance teachers’ knowledge about prior knowledge of students and their socioeconomic backgrounds. Qualitative research method using classroom observation were used to collect data. Population was made up of 10 teachers in the University of Technology in South Africa. The sample for this investigation was drawn using purposive sampling technique. Classroom observation was analysed using rubric. The overall findings indicates that Pedagogical Content Knowledge and Subject Matter Content Knowledge, enhanced educators’ professionalism and improved quality of teaching and learning outcomes, including motivational levels of both teachers and learners in the classroom. Specifically, Pedagogical Content Knowledge and Subject Matter Content Knowledge facilitate teaching effectiveness and learning efficiency in the teaching of STEM subjects in the University of Technology. It is therefore critical for the University of Technology that are engaged in the teacher programmes to visit how Pedagogical Content Knowledge and Subject Matter Content Knowledge are purposely incorporated into the training programmes. It showed that component of teacher Pedagogical Content Knowledge and Subject Matter Content Knowledge generally is beginning to enhance teaching, learning and assessment positively in the classroom.

E-Portfolio for Distance Learning in Elementary School

Technology is being a part of education development. Every sector use a digital tool to assist their work. The purpose of this study was to determine the effectiveness of distance learning e-portfolios. This research uses mixed methods by combining qualitative and quantitative research methods to be used together in research activity to obtain more comprehensive, valid, reliable, and objective data. The data collected used by collecting and analyzing qualitative data built on quantitative preliminary results to analyze web-based e-portfolios on distance learning in elementary schools. The result of this study state that using e-portfolio assessment wisely to balance classroom assessment and facilitate content knowledge learning is an alternative for teachers. Using a web-based portfolio can minimize the space as a place to store tasks with more diverse formats. Storage can also be neater, making it easy to find and easier to assess by educators.

Application of Technological Pedagogical Content Knowledge (TPACK) in Teaching and Learning for Mathematics Teachers

Application of Technological Pedagogical Content Knowledge (TPACK) in Teaching and Learning for Mathematics Teachers

The culture of reading for acquisition and learning of content knowledge for English language and literature in English in higher education

This study aims to explore the culture of reading literary texts in higher education and the strategies that can enhance the acquisition and learning of the content knowledge for both English Language and Literature in English. The study adopted an interpretivist paradigm and qualitative research design. The study is qualitative in nature. Language in/for/with content and schema theories form the basis for the study. The former holds that language cannot be acquired outside content whilst schemata are stored mental structures that determine the acquisition of new knowledge; thus, literary content knowledge may not be acquired/learned outside linguistic and communicative competencies and vice versa. Data were collected from the relevant literature from the past six years. It was interpreted and analysed thematically. The results showed that students' habit of reading is poor which affects their academic performance. In addition, new technological devices make learning easier and more accessible, but it negatively affects students' ability to read authentic texts for information and entertainment. The study therefore concludes that university students do not read literary texts because of the bad use of information and communication technology. However, the use of digital libraries could improve the situation. The findings suggest that institutions of higher learning should have strategies to engage linguists and literary scholars in the habit of reading literary texts. University libraries should be equipped with relevant and updated digital reading materials.

Cognitive processes and strategies of bilingual students when attempting assessments in an L2

Abstract In bilingual education programs, students learn content knowledge through an additional language (L2). Their content knowledge is also assessed through their L2, which raises concerns about underestimating their actual learning. This study addresses such concerns by investigating the cognitive processes and strategies of bilingual learners when being assessed in their L2. 49 university students, divided into more proficient and less proficient L2 learners, participated in an eye-tracking experiment which captured their eye movements when attempting a biology assessment. They then reported their thinking processes and strategies during the assessment process in a stimulated recall. In general, the participants engaged in more cognitive processes when attempting questions that were more cognitively demanding and required productive language skills. The less proficient group had more and longer fixations and regressions than their more proficient counterparts, but the two groups reported similar strategies. These findings have implications for assessment design in bilingual education programs.

The Implementation of Elementary School English Teacher With Non-English Educational Background Towards Pedagogical Content Knowledge

Abstract. At elementary schools in Bali, there were English teachers who taught English but did not have an English education background, included pedagogical content knowledge. Therefore, the aim of this research are to describe how are the teacher’s perception and implementation of pedagogical content knowledge in English learning for young learners and to compare the result of the perception and implementation by elementary school English teacher who do not have English educational background in Denpasar. The subject of this research was three English teachers in three different elementary schools in Denpasar with a non-educational English background that were selected using a convenience sampling technique. Mix method which was dominant in using qualitative was the research design. Questionnaire, observation sheet, and interview guide was the instrument used in this study. The result of this study showed that teachers’ perception towards pedagogical content knowledge was high, but the implementation was very low. The comparison between teacher’s perception and implementation towards pedagogical content knowledge showed that the teacher’s had lack of consistency. Therefore, learning activities become less effective. In conclusion, the teachers need to improve the implementation of pedagogical content knowledge first before teaching in the class. Keywords: PCK, perception, implementation, young learners, English teacher

Training on Making Assessments and Media Bassed on Technological Pedagogical Content Knowledge (TPACK) in Learning

<em>The implementation of technology in learning activities, especially evaluation and learning media, has not been implemented optimally. The fact that educators do not assess all of these aspects and are still fixated on conventional assessments and innovative media and assessment designs as demanded by the 21st century, which is rarely done. For this reason, to improve the skills of educators, especially science educators who are members of the Mempawah Regency MGMP, training in making assessments and TPACK-based learning media is needed. The purpose of this activity is to improve the ability of educators to make TPACK-based assessments and media in learning and to describe educators' responses to the socialization activities carried out. This training uses a qualitative descriptive method and the material exposure through practice, discussion, and presentation. The results of the training are known to be very helpful for educators to develop assessments and learning media that are interesting, innovative, and effective for students by utilizing technology that is easily accessible to anyone and increasing the knowledge and creativity of educators regarding the implementation of technology in preparing assessments and learning media specifically for science subjects.</em>

The effect of specialized content knowledge in reciprocal peer learning in a university content class

ABSTRACT Background Teaching strategies using peers to influence student-learning outcomes are commonly used in physical education. Reciprocal peer learning is a teaching strategy where students work in pairs as tutor and tutee. Effective peer tutoring requires knowledge about the critical elements for correct performance (i.e. common content knowledge, CCK) and knowing how to detect and address common errors (i.e. specialized content knowledge, SCK). Research on training students for their task as tutor to increase peer learning effectiveness is limited. Purpose and research question This study documents an online approach to prepare students for their role as tutor during reciprocal peer learning. Also, it investigates the effect of online CCK + SCK-training versus online CCK-only training on (a) skill performance by tutees and error detection by tutors during peer learning; and (b) individual skill performance at a 1-week retention test. Methods Seventy-seven undergraduate students (25 female, 52 male) were randomly assigned to an online CCK + SCK (n = 37) or CCK-only (n = 40) training for learning Basic Life Support (BLS) as part of their curriculum. All participants learned online the correct procedure for BLS according to international guidelines (i.e. CCK). In the CCK + SCK condition, students additionally learned online to detect and correct four common errors related to chest compression. Following the online training all students learned BLS using reciprocal peer learning with manikins. For each student pair skill performance during practice by tutees was reported using digital manikins and error detection by tutors was collected using systematic observation of video recordings. One week following practice (i.e. retention), BLS-performance was assessed individually using a validated protocol. Findings During peer learning, SCK-trained tutees performed less unique errors (Mdn = 2 vs. 1, p < .05) and SCK-trained tutors detected a higher proportion of unique errors (Mdn 100% vs. 0%, p < .05) compared to CCK-only trained students. At retention, SCK-trained students outperformed the CCK-group for chest compressions with adequate rate (Mdn 91% vs. 69% p < .05) and complete release (Mdn 81% vs. 35% p < .05). Conclusions Teaching undergraduate students online to detect and correct errors positively impacted the quality of practice during peer learning and the performance at retention.

Learners’ Misconceptions and Errors when Solving Inequalities

Learners’ Misconceptions and Errors when Solving Inequalities

Towards pedagogical content knowledge learning trajectories: tracing elementary teachers’ infusion of computational thinking

ABSTRACT This paper documents the Making CT researcher-practitioner partnership, designed to support in-service elementary teachers in understanding and integrating computational thinking into their disciplinary teaching. Drawing from this collaborative work with teachers, over a sustained time, we describe the shifts in teachers’ integration of CT into their teaching, as well as shifts in their abilities to attend to children’s development of CT skills. In doing so, we have developed a unique construct – pedagogical content knowledge learning trajectories – which draws from literature on learning trajectories, the use of learning trajectories for teacher professional development, and domains of knowledge for teaching. Operationalizing our construct, we propose two specific learning trajectories – first, for integrating CT into disciplinary teaching, and second, for attending to students’ computational thinking – which we describe and illustrate using data from the Making CT teachers. This includes a description of professional learning experiences that supported teacher growth on each of the two learning trajectories, thus explicating the knowledge gained and classroom impact from participation in the Making CT project. Our learning trajectories can be used to plan for CT-specific teacher professional development and our pedagogical content knowledge learning trajectory construct can be applied to additional contexts.

PENGARUH MODEL PEMBELAJARAN TECHNOLOGICAL PEDAGOGIC AND CONTENT KNOWLEDGE (TPACK) TERHADAP KOGNISI SISWA SEKOLAH DASAR

The technological pedagogic and content knowledge aims to develop the cognition of primary school students. This research aims to measure how much influence the technological pedagogic and content knowledge learning model has on primary school students' cognition. The method used in this research is quasi-experiment. This method has nine stages: literature review, identifying and limiting research problems, developing research hypotheses, creating research designs, conducting pretests, conducting experiments, conducting post-tests, processing and analyzing data, and drawing conclusions. The research sample totaled 20 students, consisting of 10 students in the experimental class and 10 in the control class. The data collection technique used was a student cognition test. The results showed that the technological pedagogic and content knowledge learning model significantly affected elementary school students' cognition in-class experiments.

Integration of Technological Pedagogical and Content Knowledge in 21st Century Learning

This study aims to describe the implementation of technological pedagogical and content knowledge (TPACK) in learning in senior high schools. The research approach used is qualitative with descriptive type. Data was collected by conducting in-depth interviews and data analysis using analysis using the Miles and Huberman model with the stages of data reduction, data presentation, and drawing conclusions. The results of this study indicate that the implementation of TPACK in SMA has not been implemented optimally. This is because there are several obstacles encountered such as the unavailability of facilities that support optimally in several schools. The facilities in question include internet networks and learning tools in the form of computers and LCDs. In addition, the increase in the ability of teachers to implement TPACK-based learning is still uneven. This is a challenge in applying TPACK to learning optimally. The alternative chosen in learning is to use conventional learning by utilizing the facilities available at school.

Impact of teacher collaboration on teachers’ practices and classroom interaction in EMI in higher education

In English medium instruction (EMI) contexts, students often encounter difficulties when learning content knowledge through their second/foreign/additional language (L2). Teacher collaboration (TC) between content and language specialists has been regarded as a potential approach to facilitating student learning in these contexts, since during collaboration, teachers can become more language aware and subsequently better integrate content and language teaching. While previous research has revealed the impact of TC on student learning, little attention has been paid to how it may affect teachers’ instructional practices and classroom interaction. To fill this research gap, this quasi-experimental study invited a drama course instructor and a language instructor at a Chinese university to collaborate to revise the course objectives and instructional activities. The drama instructor then used the revised materials with the experimental class (25 students) while practising her normal content-oriented teaching in the control class (25 students). Data were collected with lesson observations and recordings in the two classes, as well as semi-structured interviews with the two teachers and selected students. Drawing on the notion of language-related episodes (LREs), this study reported the differences in classroom interaction patterns between the two classes. The findings show that through collaboration with the language teacher, the drama instructor incorporated more LREs in different aspects, especially in vocabulary and text structure, in the experimental class than in her control class. These findings yield pedagogical implications for TC and for promoting classroom interaction in the EMI classroom.

Digital Cognitive Maps for Scientific Knowledge Construction in Initial Teacher Education

Interactive technology offers new opportunities to design dialogic learning spaces and scaffolds with the aid of visual icons. These technological environments can support the construction of open-ended visual cognitive digital maps, which portray an external representation of scientific knowledge that could foster the meaningful resolution of socio-scientific challenges. In this context, this research aims to study the impact of digital cognitive maps on: a) meaningful learning of scientific concepts and b) complex representation of scientific concepts in teacher education. A case study with multi-method analysis was designed. The cognitive maps of 47 teacher education students are analysed, both quantitatively and qualitatively, and before-after their participation in an educational experience that enhances the collaborative construction of digital cognitive maps in order to solve a socio-scientific challenge. The results show that the overall educational experience and, specifically, the scientific inquiry visual scaffolds embedded into the technological environment have a positive impact on learning scientific knowledge and inquiry skills. Furthermore, outcomes also indicate that the experience enriches the students’ representation strategies of complex scientific knowledge and that the construction of cognitive maps with a network architecture increases after the educational experience. Finally, educational implications on the use of interactive technology and cognitive maps for promoting significant learning of content knowledge in pre-service teachers are discussed.

Conceptualising inquiry outcomes: a taxonomy to characterise the work of teacher inquirers

ABSTRACT In this study of 211 teacher work samples derived from a professional development programme, teachers’ conceptualisations of student inquiry were revealed by examining the nature of perceived outcomes and the role of critical thinking that animated teachers’ student inquiries collected over nine years. Using a schema adapted from the literature, this paper presents a taxonomy of inquiry outcomes as engagement, as a means to develop content and skills, and as an end in itself. Results show that teachers utilised inquiry predominantly as a means to support student learning of content knowledge and skills. Descriptions of exemplar projects and three representative case study portraits reveal both how teachers perceived inquiry outcomes and the nature of student thinking. Researchers concluded that inquiry outcomes are a result of teachers’ choices, particularly in relation to assessment practices. Moreover, inquiry-as-ends more consistently leveraged support for critical thinking than other outcomes. Professional development should attend to teachers’ articulation of their purposes for inquiry to better enable teachers to develop inquiry activities that promote students’ critical thinking.

Problem-solving in virtual environment simulations prior to direct instruction for differential diagnosis in medical education: An experimental study.

Background: Despite acquiring vast content knowledge about the functioning of the human body through university teaching, medical students struggle to transfer that knowledge to one of the core disciplinary practices - differential diagnosis. The authors aimed to overcome this problem by implementing computer-based virtual environment simulations in medical education courses. Methods: In an experimental study, the authors compared problem-solving in medical computer-based virtual environment simulations prior to instruction with an instruction-first approach. They compared the effects on isomorphic testing and transfer performance of clinical knowledge and clinical reasoning skills as well as evoked learning mechanisms. The study took place in spring 2021 with undergraduate medical students in the scope of a medical trajectory course. Due to Corona-Virus-19 measures participants completed all study activities remotely from home. Results: The authors did not find any learning activity sequence to be superior to the other. However, when looking at the two learning activities individually, they found that problem-solving in computer-based virtual environment simulations and direct instruction might be equally effective for learning content knowledge. Nevertheless, problem-solving in computer-based virtual environment simulations with formative feedback might be more effective for learning clinical reasoning skills than mere instruction. Conclusions: The findings indicate that problem-solving in computer-based virtual environment simulations might be more effective for learning clinical reasoning skills than mere theoretical instruction. The present study has a high level of ecological validity because it took place in a realistic setting where students had to perform all learning and testing tasks autonomously.

Meta-analysis: The effectiveness of the integrated STEM technology pedagogical content knowledge learning model on the 21st century skills of high school students in the science department

This study aims to analyze the effect of the STEM integrated Technology Pedagogical Content Knowledge learning model on the 21st Century skills of high school students majoring in science. This research is a type of meta-analysis research. The sample of this research comes from the analysis of international and national journals indexed by Scopus, SINTA, and DOAJ, totaling 12 journals. The sample search was carried out by searching the google scholar database, Sciencedirect, Eric Journal, Taylor and Francis, Wiley Journal, Sage Journal, and Emerald. The sampling technique is purposive sampling technique. The data that can be sampled is related to the STEM-integrated TPACK learning model in 21st Century Student skills. The data analysis technique is a quantitative data analysis technique by calculating the Effect Size (ES) and N-Gain values ​​with JSAP software. The results of the study conclude that the application of the integrated STEM Technology Pedagogical Content Knowledge learning model is effective in improving the 21st-century skills of high school students with an effect size value of 1.765 with an N-Gain of 0.56 and an SD value of 0.29. So, the STEM-integrated TPACK learning model is very effectively applied in high school biology learning

Investigation of the relationship among science teachers' perceptions of technology integration self-efficacy, attitudes towards distance learning and web pedagogical content knowledge during the pandemic

Investigation of the relationship among science teachers' perceptions of technology integration self-efficacy, attitudes towards distance learning and web pedagogical content knowledge during the pandemic