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Content Knowledge (content + knowledge)
Kinds of Content Knowledge Selected AbstractsCurriculum-Context Knowledge: Teacher Learning From Successive Enactments of a Standards-Based Mathematics CurriculumCURRICULUM INQUIRY, Issue 2 2009JEFFREY MARTIN CHOPPIN ABSTRACT This study characterizes the teacher learning that stems from successive enactments of innovative curriculum materials. This study conceptualizes and documents the formation of curriculum-context knowledge (CCK) in three experienced users of a Standards-based mathematics curriculum. I define CCK as the knowledge of how a particular set of curriculum materials functions to engage students in a particular context. The notion of CCK provides insight into the development of curricular knowledge and how it relates to other forms of knowledge that are relevant to the practice of teaching, such as content knowledge and pedagogical content knowledge. I used a combination of video-stimulated and semistructured interviews to examine the ways the teachers adapted the task representations in the units over time and what these adaptations signaled in terms of teacher learning. Each teacher made noticeable adaptations over the course of three or four enactments that demonstrated learning. Each of the teachers developed a greater understanding of the resources in the respective units as a result of repeated enactments, although there was some important variation between the teachers. The learning evidenced by the teachers in relation to the units demonstrated their intricate knowledge of the curriculum and the way it engaged their students. Furthermore, this learning informed their instructional practices and was intertwined with their discussion of content and how best to teach it. The results point to the larger need to account for the knowledge necessary to use Standards-based curricula and to relate the development and existence of well-elaborated knowledge components to evaluations of curricula. [source] Alternative Interpretations of Alternative Assessments: Some Validity Issues in Educational Performance AssessmentsEDUCATIONAL MEASUREMENT: ISSUES AND PRACTICE, Issue 3 2002Lyle F. Bachman The use of alternative assessments has led many researchers to reexamine traditional views of test qualities, especially validity. Because alternative assessments generally aim at measuring complex constructs and employ rich assessment tasks, it becomes more difficult to demonstrate (a) the validity of the inferences we make and (b) that these inferences extrapolate to target domains beyond the assessment itself. An approach to addressing these issues from the perspective of language testing is described. It is then argued that in both language testing and educational assessment we must consider the roles of both language and content knowledge, and that our approach to the design and development of performance assessments must be both construct-based and task-based.1 [source] Global Simulation: A Student-Centered, Task-Based Format for Intermediate Foreign Language CoursesFOREIGN LANGUAGE ANNALS, Issue 1 2004Article first published online: 31 DEC 200, Glenn S. Levine PhD The course format requires students to collaboratively complete a long-term task organized around a single premise or scenario. In the process, they learn about particular aspects of the target culture and language, similarly to a traditional content course. Yet the objective is to make use of the content knowledge in functioning within and completing the simulation. Three example German courses are presented, followed by specific guidelines for designing a global simulation course. [source] Perspectives on the relationships between ICT and assessmentJOURNAL OF COMPUTER ASSISTED LEARNING, Issue 3 2001A. McFarlane Abstract, There are at least three perspectives on ICT in schools which influence policy and practice. This paper considers the relationship between each of these perspectives: as a tool, as learning support and as revolutionary agent, and the relationship of each to assessment. It proposes that ultimately what determines the role ICT plays in school-based learning depends on the value attributed to learning outcomes. While national assessments continue to reward specified content knowledge above knowledge building abilities, the use of ICT will continue to cause tensions in the classroom. [source] Credibility Assessments of Online Health Information: The Effects of Source Expertise and Knowledge of ContentJOURNAL OF COMPUTER-MEDIATED COMMUNICATION, Issue 4 2001Matthew S. Eastin Millions of Americans use the Internet as a resource for information, with a large proportion seeking health information. Research indicates that medical professionals do not author an extensive amount of health information available on the Internet. This creates a possibility for false information, thereby potentially leading ill people away from proper care. One way to begin addressing this problem is to assess perceptions of credibility about information found online. A between-groups, 2 (message type) × 3 (source type) factorial design was tested by manipulating source expertise (high, medium, low) and content knowledge (known and unknown). While findings did not indicate a significant interaction between source and content type, they did indicate an overall tendency to rate all information as relatively credible. In addition, results indicate that both knowledge of content and source expertise affect perceptions of online health information. [source] Using Academic Journals to Help Students Learn Subject Matter Content, Develop and Practice Critical Reasoning Skills, and Reflect on Personal Values in Food Science and Human Nutrition ClassesJOURNAL OF FOOD SCIENCE EDUCATION, Issue 2 2008Wayne T. Iwaoka ABSTRACT:, It has been reported that students learn best when they use a wide variety of techniques to understand the information of the discipline, be it visual, auditory, discussion with others, metacognition, hands-on activities, or writing about the subject. We report in this article the use of academic journals not only as an aid for students to learn about content knowledge needed in an Experimental Foods course, but also as a way to have students think about and reflect on their own personal values. The topics of these journal entries cover several of the core competencies in the Institute of Food Technologists (IFT) Undergraduate Education Standards for Degrees in Food Science. These are basic principles of food science, as well as address several "Success Skills" (written communication, critical thinking, professionalism, life-long learning, interaction skills, and organizational skills). While there are no quantitative "measurements" of gains in learning, comments from the students indicate that learning took place, critical reasoning occurred, and personal values were analyzed. A guideline for writing and grading academic journals and a simple rubric for scoring the quality of the writing are included. [source] National Board Certification (NBC) as a catalyst for teachers' learning about teaching: The effects of the NBC process on candidate teachers' PCK developmentJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 7 2008Soonhye Park Abstract This study examined how the National Board Certification (NBC) process, especially the portfolio creation, influenced candidate teachers' pedagogical content knowledge (PCK). In a larger sense, this study aimed to construct a better understanding of how teachers develop PCK and to establish ecological validity of the National Board assessments. Qualitative research methods, most notably case study, were utilized. Participants were three high school science teachers who were going thorough the NBC process. Data sources included classroom observations, interviews, teachers' reflections, and researcher's field notes. Data were analyzed using the constant comparative method and enumerative approach. Findings indicated that the NBC process affected five aspects of the candidate teachers' instructional practices that were closely related to PCK development: (a) reflection on teaching practices, (b) implementation of new and/or innovative teaching strategies, (c) inquiry-oriented instruction, (d) assessments of students' learning, and (e) understanding of students. © 2008 Wiley Periodicals, Inc. J Res Sci Teach 45: 812,834, 2008 [source] Effects of active-learning experiences on achievement, attitudes, and behaviors in high school biologyJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 7 2007Roman Taraban Abstract Active-learning labs for two topics in high school biology were developed through the collaboration of high school teachers and university faculty and staff and were administered to 408 high school students in six classrooms. The content of instruction and testing was guided by State of Texas science objectives. Detailed teacher records describing daily classroom activities were used to operationalize two types of instruction: active learning, which used the labs; and traditional, which used the teaching resources ordinarily available to the teacher. Teacher records indicated that they used less independent work and fewer worksheets, and more collaborative and lab-based activities, with active-learning labs compared to traditional instruction. In-class test data show that students gained significantly more content knowledge and knowledge of process skills using the labs compared to traditional instruction. Questionnaire data revealed that students perceived greater learning gains after completing the labs compared to covering the same content through traditional methods. An independent questionnaire administered to a larger sample of teachers who used the lab-based curriculum indicated that they perceived changing their behaviors as intended by the student-centered principles of the labs. The major implication of this study is that active-learning,based laboratory units designed and developed collaboratively by high school teachers and university faculty, and then used by high school teachers in their classrooms, can lead to increased use of student-centered instructional practices as well as enhanced content knowledge and process learning for students. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 44: 960,979, 2007 [source] Teaching nature of science explicitly in a first-grade internship settingJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 4 2006Valarie L. Akerson This case study focused on a preservice teachers' (Morgan) efforts to explicitly emphasize nature of science (NOS) elements in her first-grade internship classroom. The study assessed the change in first grade students' views of the inferential, tentative, and creative NOS as a result of the explicit instruction. Morgan held appropriate views of NOS, had the intention and motivation to teach NOS, and had a supporting experience explicitly emphasizing NOS embedded in physics content to peer college students. Data sources included weekly classroom observations of explicit NOS science lessons taught by Morgan, interview of Morgan to determine that her views of NOS were informed and that she would have the NOS content knowledge to teach in line with recommended reforms, and interviews of the first-grade students pre- and postinstruction to determine the influence of Morgan's instruction on their views of observation and inference, the tentative NOS, and the creative and imaginative NOS. Data were analyzed to determine (a) the approaches Morgan used to emphasize NOS in her instruction, and (b) students' views of NOS pre- and postinstruction to track change in their views. It was found that Morgan was able to explicitly emphasize NOS using three teacher-designed methods, and that the influence on student views of the inferential, tentative, and creative NOS was positive. Implications for teacher development are provided. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 43: 377,394, 2006 [source] Preservice teachers' pedagogical content knowledge of using particle models in teaching chemistryJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 8 2005Onno De Jong In this article, we describe the results of a study of the pedagogical content knowledge (PCK) of preservice chemistry teachers in the context of a postgraduate teacher education program. A group of preservice teachers (n,=,12) took part in an experimental introductory course module about the use of particle models to help secondary school students understand the relationship between phenomena (e.g., properties of substances, physical and chemical processes) and corpuscular entities (e.g., atoms, molecules, ions). The module emphasized learning from teaching by connecting authentic teaching experiences with institutional workshops. Research data were obtained from answers to written assignments, transcripts of workshop discussions, and reflective lesson reports, written by the participants. The outcomes of the study revealed that, initially, all participants were able to describe specific learning difficulties, such as problems secondary school students have in relating the properties of substances to characteristics of the constituent particles. Also, at this stage, all preservice teachers acknowledged the potential importance of using models of molecules and atoms to promote secondary school students' understanding of the relationship between phenomena and corpuscular entities. After teaching, all preservice teachers demonstrated a deeper understanding of their students' problems with the use of particle models. In addition, about half of the participants had become more aware of the possibilities and limitations of using particle models in specific teaching situations. Through learning from teaching, the preservice teachers further developed their PCK of using particle models, although this development varied among preservice teachers studied. © 2005 Wiley Periodicals, Inc. J Res Sci Teach 42: 947,964, 2005 [source] Enacting reform-based science materials: The range of teacher enactments in reform classrooms,,JOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 3 2005Rebecca M. Schneider To promote large-scale science education reform, developers must create innovations that teachers can use to learn and enact new practices. As part of an urban systemic reform effort, science materials were designed to reflect desired reforms and to support teacher thinking by addressing necessary content, pedagogy, and pedagogical content knowledge for teachers. The goal of this research was to describe teachers' enactments in comparison to reform as instantiated in the materials. Four middle school teachers' initial enactment of an inquiry-based science unit on force and motion were analyzed. Findings indicate two teachers' enactments were consistent with intentions and two teachers' enactments were not. However, enactment ratings for the first two were less reflective of curriculum intent when challenges were greatest, such as when teachers attempted to present challenging science ideas, respond to students' ideas, structure investigations, guide small-group discussions, or make adaptations. Overall, findings suggest that purposefully using materials with detailed lesson descriptions and specific, consistent supports for teacher thinking can help teachers with enactment. However, materials alone are not sufficient; reform efforts must include professional development and efforts to create systemic change in context and policy to support teacher learning and classroom enactment. © 2005 Wiley Periodicals, Inc. J Res Sci Teach 42: 283,312, 2005 [source] Substantive-level theory of highly regarded secondary biology teachers' science teaching orientationsJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 2 2005Patricia Meis Friedrichsen Science teaching orientations, defined as teachers' knowledge and beliefs about the purposes and goals for teaching science, have been identified as a critical component within the proposed pedagogical content knowledge (PCK) model for science teaching. Because of the scarcity of empirical studies in this area, this case study examined the nature and sources of science teaching orientations held by four highly regarded secondary biology teachers. Data sources consisted of transcripts from four interviews, a card-sorting task, and classroom observations. Using a grounded theory framework, inductive data analysis led to the construction of a substantive-level theory for this group of participants. In regard to the nature of science teaching orientations, the use of central and peripheral goals, as well as the means of achieving these goals, was used to represent the complex nature of participants' science teaching orientations. The participants' science teaching orientations included goals related to general schooling, the affective domain, and subject matter, although the latter was not always a central component. In regard to the sources of teaching orientations, participants were strongly influenced by the classroom context and their beliefs about learners and learning; additional influences included prior work experiences, professional development, and time constraints. © 2005 Wiley Periodicals, Inc. J Res Sci Teach 42: 218,244, 2005 [source] Portraying science in the classroom: The manifestation of scientists' beliefs in classroom practiceJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 7 2003Sherry A. Southerland If the goals of science education reform are to be realized, science instruction must change across the academic spectrum, including at the collegiate level. This study examines the beliefs and teaching practices of three scientists as they designed and implemented an integrated science course for nonmajors that was designed to emphasize the nature of science. Our results indicated that, like public school teachers, scientists' beliefs about the nature of science are manifested in their enactment of curriculum,although this manifestation is clearly not a straightforward or simplistic one. Personal beliefs about the nature of science can differ from those of the course, thus resulting in an enactment that differs from original conceptions. Even when personal beliefs match those of the course, sophisticated understandings of the nature of science are not enough to ensure the straightforward translation of beliefs into practice. Mitigating factors included limited pedagogical content knowledge, difficulty in achieving integration of the scientific disciplines, and lack of opportunity and scaffolding to forge true consensus between the participating scientists. © 2003 Wiley Periodicals, Inc. J Res Sci Teach 40: 669,691, 2003 [source] Intentions and beliefs in students' understanding and acceptance of biological evolutionJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 5 2003Gale M. Sinatra We examined the intersection of students' understanding and acceptance of evolution and their epistemological beliefs and cognitive dispositions. Based on previous research, we hypothesized there would be a relation between understanding and acceptance. We also hypothesized that students who viewed knowledge as changing and who have a disposition toward open-minded thinking would be more likely to accept the scientific explanation of human evolution, and that beliefs and dispositions would not be related to acceptance of a topic that is generally perceived as noncontroversial. Ninety-three undergraduate students enrolled in a nonmajors biology class completed measures of their (a) content knowledge of evolution and photosynthesis and respiration; (b) acceptance of theories of animal evolution, human evolution, and photosynthesis; and (c) epistemological beliefs and cognitive dispositions. Although our findings did reveal a significant relation between knowledge and reported acceptance for photosynthesis, there was no relation between knowledge and acceptance of animal or human evolution. Epistemological beliefs were related to acceptance, but only to the acceptance of human evolution. There was no relation between students' epistemological beliefs and their general acceptance of animal evolution or photosynthesis. Three subscales, Ambiguous Information, Actively Open-Minded Thinking, and Belief Identification, were significantly correlated with understanding evolutionary theory. We argue these findings underscore the importance of intentional level constructs, such as epistemological beliefs and cognitive dispositions, in the learning of potentially controversial topics. © 2003 Wiley Periodicals, Inc. J Res Sci Teach 40: 510,528, 2003 [source] Conducting the symphony: a qualitative study of facilitation in problem-based learning tutorialsMEDICAL EDUCATION, Issue 4 2009Tracey Papinczak Context, Tutors in problem-based learning (PBL) tutorials have a complex role to play in facilitating students' learning. This includes providing support for students' acquisition of content knowledge and skills in critical thinking, coaching of group processes and modelling of reflective practice. Few studies which investigate the key role of tutors in the PBL tutorial process are qualitative in design. Methods, This study explores the nature and technique of facilitation provided by PBL tutors from the students' viewpoint. Data were obtained from written responses to an open-ended question asking students about the effectiveness of their PBL tutor(s) and from in-depth interviews carried out with two randomly selected students. Results, Three main themes arose from the inductive analysis of qualitative data: (i) role confusion by tutors; (ii) tutor management of sensitive issues, and (iii) facilitation ,style'. The theme of tutors' facilitation style was dominant and three sub-categories were apparent. These were: (i) managing the learning in PBL tutorials; (ii) facilitating group processes, and (iii) guiding group discussion. Conclusions, Findings highlight the need for tutors to regularly review the PBL tutorial processes and group dynamics within the tutorial setting. These findings have implications for tutor training and programmes of ongoing professional development for PBL facilitators. [source] The impact of case specificity and generalisable skills on clinical performance: a correlated traits,correlated methods approachMEDICAL EDUCATION, Issue 6 2008Paul F Wimmers Context, The finding of case or content specificity in medical problem solving moved the focus of research away from generalisable skills towards the importance of content knowledge. However, controversy about the content dependency of clinical performance and the generalisability of skills remains. Objectives, This study aimed to explore the relative impact of both perspectives (case specificity and generalisable skills) on different components (history taking, physical examination, communication) of clinical performance within and across cases. Methods, Data from a clinical performance examination (CPX) taken by 350 Year 3 students were used in a correlated traits,correlated methods (CTCM) approach using confirmatory factor analysis, whereby ,traits' refers to generalisable skills and ,methods' to individual cases. The baseline CTCM model was analysed and compared with four nested models using structural equation modelling techniques. The CPX consisted of three skills components and five cases. Results, Comparison of the four different models with the least-restricted baseline CTCM model revealed that a model with uncorrelated generalisable skills factors and correlated case-specific knowledge factors represented the data best. The generalisable processes found in history taking, physical examination and communication were responsible for half the explained variance, in comparison with the variance related to case specificity. Conclusions, Pure knowledge-based and pure skill-based perspectives on clinical performance both seem too one-dimensional and new evidence supports the idea that a substantial amount of variance contributes to both aspects of performance. It could be concluded that generalisable skills and specialised knowledge go hand in hand: both are essential aspects of clinical performance. [source] Comparison of student performance in cooperative learning and traditional lecture-based biochemistry classesBIOCHEMISTRY AND MOLECULAR BIOLOGY EDUCATION, Issue 6 2005William L. Anderson Abstract Student performance in two different introductory biochemistry curricula are compared based on standardized testing of student content knowledge, problem-solving skills, and student opinions about the courses. One curriculum was used in four traditional, lecture-based classes (n = 381 students), whereas the second curriculum was used in two cooperative learning classes (n = 39 students). Students in the cooperative learning classes not only performed at a level above their peers in standardized testing of content knowledge and in critical thinking and problem-solving tasks (p < 0.05), but they also were more positive about their learning experience. The testing data are in contrast to much of the medical school literature on the performance of students in problem-based learning (PBL) curricula, which shows little effect of the curricular format on student exam scores. The reason for the improvement is undoubtedly multifactorial. We argue that the enhancement of student performance in this study is related to: 1) the use of peer educational assistants, 2) an authentic PBL format, and 3) the application of a multicontextual learning environment in the curricular design. Though educationally successful, the cooperative learning classes as described in this study were too resource intensive to continue; however, we are exploring incorporation of some of the "high context" aspects of the small-group interactions into our current lecture-based course with the addition of on-line PBL cases. [source] Flow experience and positive affect during hypermedia learningBRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, Issue 3 2003Udo Konradt In this study positive affective states, experienced by users of a one-hour learning program, in a hypermedia learning environment were assessed. It was expected that a positive mood would occur during learning that would be correlated with high training/learning success. Furthermore, the experience of flow was used to indicate whether the challenges and skills were balanced. The results showed that the users of the training program were put into a positive mood. About a quarter of the users experienced flow. Positive moods were associated with higher training success and positive affect was correlated with total knowledge and content knowledge. An association between flow and training success was not observed. The perceived probability of success did not influence learning but a high perceived probability of success was considered as comparably more pleasant than a low perceived probability of success. The results are discussed in the context of self-directed learning. [source] | |||||||||||||