Teacher Pedagogical Content Knowledge Research Articles

Teacher’s Pedagogical Content Knowledge and Students’ Academic Performance in Circle Theorem

Aim: The main purpose of this study was to investigate the impact of teacher's pedagogical content knowledge (TPCK) on students' academic performance in circle theorem.
 Methods: The study used a mixed-methods research approach and a sequential explanatory design with a sample 210 students selected through the probability systematic sampling technique. The primary data was collected using questionnaire, an interview guide and a circle theorem achievement test. The data collected was analyzed using, the regression tool, and deductive manual thematic analysis, which was used for only the qualitative data collected from the interviews.
 Results: The study found a significant relationship between the independent variable teacher’s pedagogical content knowledge and the dependent variable academic performance in circle theorem signifying that students’ performance in circles theorem depends on the pedagogical content knowledge of the teacher.
 Conclusion: Based on the findings that emanated from the data analysed, the study concluded that teachers' pedagogical content knowledge has a significant relationship with students’ academic performance in circle theorem.
 Recommendation: the study recommends that Ghana Education Service organise training conferences and workshops aimed at improving teachers’ pedagogical circle theorem content knowledge.

Developing Teacher Competencies for Teaching Evolution across the Primary School Curriculum: A Design Study of a Pre-Service Teacher Education Module

Numerous studies indicate that evolutionary concepts can and should be taught at the primary school level. However, teaching evolution in primary school is presumably not yet the norm globally. At the same time, the educational potential of evolutionary concepts lies in their applicability to many curriculum topics in the natural and social sciences. Capitalizing on this potential requires broad teacher content knowledge (CK) and pedagogical content knowledge (PCK) about the teaching of evolutionary concepts. However, not much is known regarding ways to develop primary teacher CK and PCK during pre-service training. In this article, we present the iterative design, implementation, and mixed methods formative evaluation (based on a design-based research framework) of a pre-service teacher education module. Its aim was to promote the development of pre-service primary school teacher CK, PCK, as well as motivation and confidence for teaching evolution across the primary school curriculum. Results indicate that pre-service teachers can be supported and motivated to teach evolutionary concepts across various themes in the primary school curriculum through a semester long course. Participants were able to develop core aspects of CK and PCK regarding the teaching of evolutionary concepts in primary school. The resulting module design integrates existing collective PCK on teaching evolution at the primary level as well as novel design considerations and teaching approaches that can be integrated into pre-service teacher education programs. However, challenges remain, particularly regarding the integration of evolutionary concepts in mandated curriculum standards such that the educational potential of evolution can be fully capitalized on by teachers.

Book Review "Repositioning Pedagogical Content Knowledge in Teachers’ Knowledge for Teaching Science"

İçinde yaşadığımız yüzyıl itibariyle toplumun ihtiyaçları ve teknolojideki gelişmeler eğitime de yansımış ve eğitimin uygulayıcısı olan öğretmenlerin sorumlulukları bir kat daha artmıştır. Öğretmenlerin edinmesi gereken bilgi ve beceriler değiştikçe, bu bilgi ve becerilerin incelenmesi ve tartışılması önem kazanmaktadır. 2012 yılında gerçekleştirilen 1. Pedagojik Alan Bilgisi Zirvesi'nden dört yıl sonra düzenlenen 2. Pedagojik Alan Bilgisi Zirvesi'nde de bu inceleme ve tartışmalarla öğretmen eğitimine katkı sağlanmaya çalışıldı. 2. Pedagojik Alan Bilgisi Zirvesi'nin odağında daha çok veri ve analiz vardı. Ancak Consensus Modeli (CM) tekrar tartışıldı ve Rafine Consensus Modeli (RCM) ortaya çıktı. "Repositioning Pedagogical Content Knowledge in Teachers' Knowledge for Teaching Science" başlıklı kitap, 2. Zirve sırasında kaydedilen ilerlemeyi ortaya koymayı, Rafine Consensus Modeli (RCM) modelini tüm PAB araştırmacılarına tanıtmayı ve uygulamalara açıklık getirmeyi amaçlıyor. Öğretmen eğitimi ile ilgilenen araştırmacı ve öğretmenlere katkı sağlamak amacıyla incelenen bu kitabın, ilgili literatürü yansıtarak okuyucularda son gelişmeler hakkında bir kanaat oluşturacağı düşünülmektedir.

Analysis of technological pedagogical content knowledge in teachers of mathematics and language and literature subjects

The aim of this research is to analyses the Technological Pedagogical Content Knowledge (TPCK) of teachers of Mathematics and Language and Literature subjects in a secondary school in Nicaragua, specifically in the three dimensions of this theoretical model: Pedagogical Content Knowledge (PCK), Technological Content Knowledge (TCK) and Technological Pedagogical Knowledge (TPK). The study was developed under a comparative descriptive approach, with the participation of 11 teachers (5 Mathematics and 6 Language and Literature). For the data collection, an online questionnaire was applied to the teachers and analyzed through comparative tables of the three dimensions of the TPCK. The results indicate that there is more evidence of Technological Pedagogical Content Knowledge in Mathematics teachers than in Language and Literature teachers. It is concluded that there is a need to support teachers in both disciplines in specific areas of the TPCK to improve their skills.

Professional Development Workshop for Physical Education Teachers in Southwest China: Benefiting Tai Chi Students with Pedagogical Content Knowledge

Researchers have examined the common and specialized content knowledge (CCK/SCK) of physical education (PE) teachers and compared their pedagogical content knowledge (PCK) with student learning outcomes globally. However, little research has been reported in China on the relationship between PCK and student learning in PE settings. The aims of the study were (i) to investigate the influence of teacher content knowledge (CCK/SCK) on student development stages in PE settings and (ii) to examine the impact of teachers’ PCK on students’ performance in Tai Chi techniques (TCTs) after six days of instruction. Two PE teachers were chosen from two urban, public, mid-sized middle schools located in Chengdu, Sichuan Province, China. This study involved 332 students from six 5th and six 6th grade classes. The study consisted of 185 5th-grade students (98 boys and 87 girls) and 147 6th-grade students (70 boys and 77 girls). We examined how teacher PCK and student TCT changed after a professional development workshop (PDW). Each PE teacher had two classes randomly assigned to the control or experimental condition groups. This study had three phases. Initially, the control condition was introduced; then, a PDW was provided for the teachers; and finally, the experimental condition was implemented. Teaching behaviors were described using mean values, and t-tests based on the highest TCT scores were conducted to examine the effect of teachers’ PCK on students’ TCT learning. Furthermore, PCK effect sizes were calculated using Cohen’s d. Significant relationships existed between teachers’ PCK, CK, and students’ knowledge, with effect sizes ranging from 1.92 to 6.82. Additionally, improvements in teachers’ PCK were associated with improved TCT performance in students (p < 0.05). Increased knowledge and skills can improve teachers’ PCK behavior, resulting in improved student performance in TCTs. These findings may provide evidence for future recommendations regarding knowledge and skill training programs for physical education teachers.

Using natural language processing to analyze elementary teachers’ mathematical pedagogical content knowledge in online community of practice

This study focuses on how teachers’ pedagogical content knowledge (PCK) of mathematics may differ depending on teacher interactions in an online teacher community of practice (CoP). The study utilizes data from 26,857 posts collected from the South Korean self-generated online teacher CoP, ‘Indischool’. This data was then analyzed using natural language processing techniques; specifically, text classification with word2vec, BERT, and machine learning classifiers was used. The results indicate that the texts of posts can predict the level of teacher interactions in the online CoP. BERT embedding and classifier exhibited the best performance, ultimately achieving an F1 score of .756. Moreover, topic modeling utilizing BERT embedding is used to uncover the specific PCK of teachers through high- and low-interaction posts. The results reveal that high-interaction posts with numerous likes and replies demonstrate more in-depth reflections on teaching mathematics and refined PCK. This study makes two significant contributions. First, it applies a data science framework that allows for the analysis of real data from an actual online teacher community. Secondly, it sheds light on the intricacies of knowledge management in an online teacher CoP, an area that has to this point received limited empirical attention.

Investigating Pedagogical Content Knowledge and Decision-Making on Algebraic Tasks

Pedagogical Content Knowledge (PCK) tasks and decision-making are closely related to teaching and learning mathematics. This study aims to investigate teacher PCK in decision-making on different algebra tasks and to see activity in teacher-student interactions. This research is qualitative, with a research approach used as a case study. The participants in this study were only one teacher with different characteristics in mathematics tasks. Data collection consisted of primary research data from class observations, teacher interview transcripts, and researcher notes, while documents such as teacher notes were secondary data. Data analysis was carried out directly based on class observations and interviews. The findings in this study reveal teacher PCK through teacher decision-making regarding algebraic tasks in Swartz & Perkins (2016) three theories of thinking: generating ideas, clarifying ideas, and assessing the reasonableness of ideas.

Kemampuan Pedagogical Content Knowledge (PCK) Guru Biologi SMA Kelas X di Kabupaten Sragen dalam Menyusun Modul Ajar Tahun Ajaran 2022/2023

In the world of education, the curriculum is very influential on the learning process. With the change in curriculum, the success of the teaching system is also greatly supported by the presence of educators, namely teachers who are professional during the teaching and learning process. Optimal learning can be obtained if a teacher has some knowledge. a teacher has competence, namely pedagogic, professional, social and personality competencies. The teacher's ability to plan and prepare for the learning process is found in pedagogic abilities.The goal of this study is to find out the ability of Pedagogical Content Knowledge (PCK) high school biology teachers in Sragen Regency in preparing lesson plans. The current study is a qualitative descriptive investigation using a purposive sampling approach. The samples used were 5 Biology high school teachers including 3 public high schools and 2 Muhammadiyah high schools. The findings indicated that the CK ability of biology teachers in Sragen regency high school in preparing the teaching modules for the 2022/2023 academic year was good (87.358%), the ability of the biology teacher's PK was good (78.5924%), and the biology teacher's PCK ability was sufficient (68.752%).

Teacher's Pedagogical Content Knowledge (PCK) in implementing Realistic Mathematics Education (RME)

[English]: Pedagogical Content Knowledge (PCK) is crucial for mathematics teachers in teaching and learning due to the fact that mathematics is an abstract and interrelated subject; requiring adequate knowledge on the content and instructional practices. Applying Realistic Mathematics Education (RME) help students learn in meaningful way since it starts with contextual problems. Therefore, to realize the meaningful learning, teachers need to have PCK in implementing RME. This study aims to analyze two teachers' PCK in implementing RME for geometry topic. Prior to the classroom teaching, both teachers received teacher professional development program regarding RME. Data in this study were collected through classroom observation and interviews which were the analyzed qualitatively. The results of the analysis show that both teachers have similar PCK in applying RME. The PCK indicator fulfilled by the teachers is further discussed in this paper. [Bahasa]: Pedagogical Content Knowledge (PCK) atau pengetahuan pedadogis dan konten sangat diperlukan bagi guru matematika dalam pembelajaran karena matematika bersifat abstrak dan saling berkaitan, sehingga memerlukan penguasaan materi dan perencanaan pembelajaran yang baik. Pembelajaran dengan Pendidikan Matematika Realistik (RME) membantu siswa belajar bermakna karena dimulai dari masalah nyata yang terdapat dalam kehidupan sehari-hari atau konteks. Oleh karena itu, untuk mewujudkan pembelajaran bermakna tersebut, guru harus memiliki PCK dalam menerapkan RME. Penelitian ini bertujuan menganalisis PCK dua orang guru dalam menerapkan RME pada materi geometri. Kedua guru tersebut telah mengikuti program pengembangan profesional guru sebelum pembelajaran dilaksanakan. Data dalam penelitian ini dikumpulkan melalui observasi dan wawancara yang dianalisis secara kualitatif. Hasil penelitian menunjukkan bahwa kedua guru memiliki PCK yang sama dalam menerapkan RME. Indikator yang dipenuhi dibahas lebih lanjut dalam tulisan ini.

GIREP Malta Webinar 2021

Preface After the success of the GIREP Malta Webinar 2020, both GIREP Board members and the organisers/hosts from the University of Malta decided to plan for another meeting for GIREP members, to be organised in 2021. Restrictions due to the COVID-19 pandemic had automatically led the organisers of the first meeting to decide in favour of organising a webinar. There was hope, from both organisers and participants, that the 2nd meeting would be held face-to-face in Malta. But even this idea had to be abandoned in 2021. So a second webinar was organised instead. Seeing that participants of the first webinar indicated the need for further discussion related to physics teacher education, this being such an important topic, the GIREP Board decided that Webinar 2021 would still focus on ‘Physics Teacher Education: What matters?’ This was the title of the GIREP Malta Webinar 2021.During the Webinar, various keynote speeches were presented. Participants were then sub-divided into groups, according to the workgroups of their interest. The workgroups dealt with specific topics for discussion, led by experts in the field. Participants had time at their disposal to present their work and research. They actively interacted with each other and the group leaders, during discussions. A number of papers were submitted, post-webinar. Each paper was independently and anonymously reviewed by two experts.The workgroups dealt specifically with the following topics:• Preparing teachers for TPACK (technological, pedagogical and content knowledge) and Lab work;• Developing and evaluating teacher PCK (Pedagogical Content Knowledge) in Quantum Mechanics (tools and approaches);• In-service Physics teacher education for early childhood and primary levels;• Pre-service Physics teacher education at all levels;• In-service Physics teacher professional learning for second and higher level education.The topic titles shown above have been used as Section Titles for this Journal of Physics: Conference Series publication. Published papers have been sectioned according to the working group in which they were originally presented.Once again, we must admit that organising the GIREP Malta Webinar 2021 and finalising the editing process for the post webinar publications has been quite a challenge. We have worked with passion and enthusiasm. We firmly believe that discussions, interactions and publications of this kind can help improve teaching and learning at all levels, offering creative ideas that can be used personally by teachers to enhance the class environment, both physically and mentally, as well as creating the important link between theory and practice. We would like to thank all those who contributed to the publication of these papers, including the GIREP board, the authors and reviewers. Thank you for your time and effort.List of International Advisory Committee and Scientific Programme Committee, Local Organising Committee, The Editors are available in this Pdf.

Investigating ‘A’ Level Biology Teachers’ Content Knowledge on Biodiversity in Midlands Urban: A Case of Four Selected Teachers

<p style="text-align: justify;">This paper reports on part of an ongoing large-scale research on the need to improve science teaching and learning through investigating the Pedagogical Content Knowledge (PCK) of biology teachers for the topic Biodiversity. Six factors have been seen to affect teacher PCK, i.e., content knowledge, knowledge of students, science teaching orientations, knowledge of assessment, knowledge of instructional strategies and knowledge of the curriculum. This research aimed to examine the teacher’s level of content knowledge (CK). A qualitative research paradigm was adopted, and a case study research design used. The case (unit of analysis) was Biology teacher CK, and the subjects were the four teacher participants purposively selected. Lesson observations, teacher interviews and learner questionnaires were used to collect data on teacher CK. A content knowledge analytical framework consisting of five constructs was designed and used to analyse the teacher CK and data triangulated with data collected from interviews and questionnaires. This research revealed that ‘A’ level Biology teachers’ CK vary from teacher to teacher depending on several factors which include teacher identity, planning, workshopping, and motivation among others. Of the four Biology teacher participants, two had adequate CK and the other two exhibited inadequate CK. Inadequate CK was attributed to lack of planning, non-exposure to workshops and lack of teacher motivation. Consequently, this research recommends supervision of teachers from school level to national level, a series of teacher workshops on the demands of the competence-based curriculum and constructive teacher identity as well as introduce factors that enhance teacher motivation. Further research on the content knowledge of Biology teachers in other learning areas is recommended.</p>

Threshold Concepts as a Missing Piece Needed to Frame Teaching in Analytical Chemistry

In this paper, the authors break down the elements of what it means to be an analytical chemist to expose the underlying knowledge structures that contribute to this specialist contextual expertise. An appreciation of the structure of knowledge provides the first step in designing ways to scaffold student development of expertise. We have identified two critical gaps that need to be bridged for students to achieve this: the gaps between complementary networked knowledge structures that can impede high level understanding (the gap between intrinsic and shared fundamentals of Analytical Chemistry), and the gap between networks of understanding and chains of practice that can impede professional practice (the theory–practice gap). We hypothesize the link between these two gaps and the ways in which they may be exploited within the curriculum to promote the development of expertise─where these gaps are no longer problematic. The role of threshold concepts in forming bridges across these gaps is explored here. This represents a key point in the pedagogical content knowledge of teachers of Analytical Chemistry.

Critical Review of Research on 'Pedagogical Content Knowledge': The Limits and Implications for Further Research

Over the last three decades, ‘Pedagogical content knowledge (PCK)' has been considered as providing the theoretical foundations of the new reform for teacher professionalism. However, in spite of the vast number of studies on PCK, there seems no significant progress. This critical review on research of PCK explores the main problems and recommendation for further research as following: Firstly, the multiplicity and vagueness of the social demand for school should be reflected before making any effort to improve teacher's PCK. Secondly, the value of subject matters should be reconceptualized as a means to provide the educational experience and enthusiasm rather than as an ends which needs to be internalized. Finally, the dichotomous division between the scholar's content knowledge and teacher's pedagogical content knowledge is criticized. Because that distinction is derived from objectivism which is now in severe criticisms.

Web pedagogical content knowledge of early childhood education professionals

Early childhood education is the first step of education in which children have their initial experiences with school and learning. Thus, early childhood education (ECE) teachers are expected to be qualified in pedagogy and teaching to have permanent and effective learning among children. With the changing world, technology and the web are becoming an inevitable necessity for children in early childhood, especially during the pandemic in which the web has become the only way to continue teaching via distance education. Therefore, web pedagogical content knowledge of teachers and other professionals related to ECE who will directly or indirectly affect previous experiences with children gains importance to provide meaningful experiences. As a result, the current study aims to explore ECE teachers, pre-service teachers, and academicians' web pedagogical knowledge. To reach this aim, the researchers use case study, one of the qualitative research designs. An interview protocol was applied to participants, and their web pedagogical content knowledge was explored via semi-structured questions. Data analysis was made by NVivo software and two researchers. After the data analysis, it was found that participants generally are not familiar with the WPCK. Still, they use the web in their classroom such as to find new activities in their classroom. Also, most participants argue that the pandemic contributes them to develop their experiences while distance education. As a result, the findings were discussed with the related literature.

Understanding the pedagogical content knowledge of teachers in teaching isiZulu reading: a case study of two rural primary schools in KwaZulu-Natal

Teaching reading in the Foundation Phase is a challenging issue since most South African learners struggle to read at their grade level. Learners in rural areas suffer the most as they are from disadvantaged homes that do not have sufficient resources for the promotion of a literate environment. The study aimed to understand the teachers’ pedagogical content knowledge in teaching reading in isiZulu. A qualitative approach framed within an interpretive paradigm was undertaken. Seventeen Foundation Phase teachers in King Cetshwayo District, KwaZulu-Natal, participated in two focus group discussions. The data obtained from transcripts were analysed using a thematic approach. The findings revealed that teachers seemed to have misconceptions and inadequate knowledge of how to develop basic foundational reading skills. It was evident that the teachers lacked the capacity to choose appropriate strategies for teaching reading that suited the learners’ individual needs. Thus, the study recommends multisensory and multimodal approaches to teaching reading to accommodate the different learning styles of learners.

Methodology lecturers’ pedagogical strategies used to prepare pre-service Intermediate Phase isiZulu teachers for teaching inclusive reading

There is overwhelming evidence in the South African education context regarding reading challenges in schools. While the majority of studies conducted in the last decade focus heavily on learners’ inadequate age-appropriate reading skills, very few studies focus on teachers’ or teacher educators’ facilitation of effective reading comprehension skills, particularly for at-risk readers. In this study, the term at-risk readers refers to learners with reading difficulties in mainstream schools. Since pre-service teacher preparation is a responsibility of university teacher education departments, at the university level, effective pedagogical strategies for teaching inclusive reading to at-risk readers should be taught by university lecturers. The current study aims to analyse the pedagogical strategies used to prepare pre-service Intermediate Phase (IP) isiZulu teachers to teach inclusive reading in mainstream schools. This qualitative study is guided by the simple view of reading, which integrates word reading, language skills and reading comprehension for holistic literacy development. Data were collected through semi-structured interviews with seven isiZulu methodology lecturers purposively selected from five South African universities. The researcher analysed the qualitative data through thematic analysis. The unit of analysis in this study was pre-service lecturers’ strategies used to prepare IP isiZulu teachers to teach inclusive reading. Findings reveal that university teacher education departments do not adequately equip pre-service IP teachers with the necessary pedagogical skills to teach inclusive reading to at-risk readers in mainstream schools. This study aims to extend the debate on teacher pedagogical content knowledge required for developing inclusive reading in mainstream schools.

Pre-primary Teachers’ Pedagogical Content Knowledge for Teaching Patterns and Measurement: A Review of literature

Teachers’ pedagogical content knowledge (PCK) increases their capability to select and teach effectively appropriate content that fit the needs of learners while they are learning. This paper presents an exploration of teachers PCK for teaching patterns and measurement in the pre-primary years of schooling – (i.e., nursery through kindergarten). Shulman has demonstrated that use of PCK in teaching leads to increases in learning outcomes of learners. The aim of this study is to explore the PCK required of mathematics teachers in teaching patterns and measurement. Learners are facing difficulties in their conceptual understanding of patterns and measurement due to teacher ignorance and lack of PCK in teaching in these areas. Evidence provided in this paper is basically based on the past literature on integration of PCK in teaching. Without PCK, teachers may face difficulties in teaching of patterns and measurement effectively. Some recommendations that can be used for effective implementation of PCK in teaching and learning science especially for Mathematics are also outlined.

Technology Utilization Training In Material Design Process, Learning Engagement & Learning Assessment For Senior High School Teachers

The use of technology is crucial to support effectiveness in the learning process. In this development trend, teachers are required to master and be able to use technology inside and outside the classroom or Teacher Pedagogical Content Knowledge (TPACK). This service program aims to answer the challenges faced by teachers at the high school level. Through training programs/workshops, teachers as participants are supposed to get knowledge about the use of technology in 3 learning processes, namely preparing materials (material design), attractive learning activities (learning engagement), and conducting evaluations or assessments.

Technological, Pedagogical Content Knowledge (TPACK) of Teachers and Their Formative assessment practices in Social Studies Lessons in The Junior High Schools in Komenda Edina Eguafo Abirem (K.E.E.A) Municipality of Ghana

The purpose of the study was to examine technological pedagogical content knowledge of teachers and their formative assessment practices in Social Studies lessons in the Junior High Schools in the Komenda Edina Eguafo Abirem (K.E.E.A) Municipality of Ghana. With a mixed method approach, the study adopted a descriptive survey research design. The population for the study included all Social Studies teachers at the public junior high schools in the in the Komenda Edina Eguafo Abirem Municipality. Purposive sampling technique was used to select all the seventy-four (74) public Junior High Schools and the Social Studies teachers for the study. The purposive sampling technique was used to sample the respondents because they constitute expert knowledge in the subject area and having the same characteristics. The two main instruments used to gather data for the study were questionnaire and observation. Data was analysed using descriptive and inferential statistics. The study indicated that the assessment practices of teachers during Social Studies lessons were on the average. There was disparity between theory and practice as far as the dictates of the profile dimensions are concerned. Teachers mostly assess the cognitive aspect of the child with little attention to the affective domain. The study also concluded that there was a significant positive relationship between TPACK of teachers and their formative assessment practices at 0.05 level of significance. It is recommended that Ministry of Education, National Teaching Council, Ghana Education Service should organize professional development workshop for teachers on their formative classroom assessment practices in Social Studies lessons. It is also recommended that, in order to ensure effective formative assessment practices, Ghana Education Service should collaborate with Colleges of Education and Universities training teachers to develop appropriate TPACK for teachers to improve on their formative assessment practices in the classroom.

Teachers Pedagogical Content Knowledge in Graphical Communication Concept: A Case of Four Selected Township Schools

This study investigated Grade 8 teachers’ challenges in Graphical Communication. The study made use of a qualitative research approach to conduct. A total of 10 Grade 8 teachers were planned to be purposively sampled for the study. However, due to COVID 19 restrictions, we ended up having eight Grade 8 teachers offering Technology subject. The Pedagogical Content Knowledge notion that was coined by Shulman was used to underpin the study as a framework. Data was collected through face to face interviews with the teachers as well as classroom observation during Graphical Communication concept teaching. Interview data was analysed using verbatim quotes whereas classroom observation was analysed descriptively. Findings of the study revealed that teachers are not adequately trained to teach Technology subject. Issues of classroom overcrowding and poor infrastructure also was a challenge. Teachers’ instructional strategies were also a concern and the use of traditional method is still widely employed in the teaching of the said concept. The study recommends that models be sought for abstract concepts to be learnt with ease. Schools need to secure qualified teachers for the subject in order for teaching and learning to be effective. Technology integration is also advised as a resource that would stimulate learning.