Using the Plan–Teach–Reflect Cycle of the Refined Consensus Model of PCK to Improve Pre-Service Biology Teachers’ Personal PCK as Well as Their Motivational Orientations

Education Sciences, Год журнала: 2022, Номер 12(10), С. 654 - 654

Опубликована: Сен. 27, 2022

In this article, we analyse how to improve pre-service biology teachers’ pPCK (personal Pedagogical Content Knowledge), professional values and motivational orientations in the field of academic scientific language. On basis theory Refined Consensus Model PCK (RCM), made a two-month quasi-experimental intervention study with 32 teachers. As treatment, trained participants Plan–Teach–Reflect Cycle enacted school class, framework seminar. control group, teaching cycle was replaced by presentations their lesson plans. dependent variables, analysed participants’ pPCK, orientations. Our results showed an increase (F(1,28) = 3.51, p 0.04, part. η2 0.11, d 0.70) (F(1,23) 29.68, < 0.01, 0.56, 2.26) both groups, but no effects on values. The experience class strengthened 2.92, 0.10, 0.67) 7.64, 0.25, 1.15). We recommend integrating use ePCK into science teacher education programmes.

Язык: Английский

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Learning Science at University in Times of COVID-19 Crises from the Perspective of Lecturers—An Interview Study

Education Sciences, Год журнала: 2023, Номер 13(3), С. 319 - 319

Опубликована: Март 20, 2023

The COVID-19 pandemic changed higher education radically and challenged faculties to adapt their teaching the new circumstances. aim of this study is highlight changes, in particular, advantages disadvantages associated with them, find out what conclusions were drawn for future three experimental natural sciences biology, chemistry, physics at University Konstanz (Germany). In a guided interview, majority university teachers bachelor’s programs interviewed, statements subsequently categorized. While lectures tutorials distance learning held asynchronously or synchronously online, laboratory courses used variety formats. number cited, as well faculty citing same disadvantage, greater than advantages. most commonly cited drawbacks fall into areas workload, communication, feedback, active student participation. Physical presence return original objectives lab wanted by majority. results point commonalities between science subjects should encourage departments work together on similar problems formats future. Furthermore, there an urgent ongoing need training competence-oriented digital teaching.

Язык: Английский

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Instruments for Measuring Pre-service Mathematics Teachers‘ TPACK Skill in Integrating Technology: A Systematic Literature Review

International Journal of Information and Education Technology, Год журнала: 2023, Номер 13(8), С. 1177 - 1191

Опубликована: Янв. 1, 2023

A Systematic Literature Review (SLR) was undertaken by many researchers to examine studies that examined Pre-Service Mathematics Teachers’ technology integration skills in the Technological Pedagogical Content Knowledge (TPACK) framework. However, there has been little SLR research analyzes tools employed earlier measure these skills. As a result, this investigates instruments used assess (PSMTs) TPACK integrating during teaching practice addressing three issues: 1) what have previous PSMTs’ technology? 2) are frequently as references? and 3) other frameworks combined with measurement? This study adhered PRISMA guidelines based on Scopus Web of Science databases. filtered out 17 papers total. According findings study, questionnaire is most commonly utilized instrument studies. The best appropriate created Schmidt et al. Finally, attitude perception heavily incorporated into testing PSMTs. Future can use determine for

Язык: Английский

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No more technology? A TPACK-survey for pre-service teachers with social media in the digital world

Computers and Education Open, Год журнала: 2023, Номер 4, С. 100140 - 100140

Опубликована: Май 1, 2023

In the digital age, social media are integrated into everyday life. To include corresponding topics of world in classroom, future teachers require specific knowledge and abilities. The extent to which these prerequisites connected technology, however, needs be reevaluated light media's ubiquitous nature. Through adopting TPACK model for an exemplary topic world, constructions space Geography education, a self-evaluation survey instrument pre-service is compiled validated (n = 364); conceptualized as aspect technological knowledge. Confirmatory factor analysis confirms that appropriate data, fit-indices show favorable results. A transformative view supported. Correlations among all constructs exist, endorsing previous studies' findings on difficulties distinguishing constructs. Technological knowledge, noticeably, displays comparatively low correlations with other This result contrary studies media, well relation Albeit results not generalizable content teacher this study, by way example, contributes debate conceptualization when introducing phenomena related through model. Additionally, study advances research area embedding education domain-specific pedagogies.

Язык: Английский

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Assessing the development of mathematics teachers TPACK through an observation rubric

Education and Information Technologies, Год журнала: 2023, Номер 29(2), С. 2043 - 2066

Опубликована: Май 26, 2023

Язык: Английский

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The Plant Blindness Profile of Secondary School Students

Journal of Education Research and Evaluation, Год журнала: 2023, Номер 7(3), С. 502 - 510

Опубликована: Авг. 27, 2023

Students' learning abilities, especially about plants, must be broader and more diverse. The lack of knowledge the existence plants in environment so that they forget role themselves for life. This study aims to analyze percentage plant blindness secondary school students. method used research is descriptive qualitative. In this study, data collection questionnaires interviews, analysis was identify students recognizing local vegetables by using statistical methods. results showed junior high had a higher rate than senior With score range ≥70%, received 37.77% 76.20%. Junior with ≤70 were 62.23% 23.8%, there considerable difference value between two categories. future, are expected interested knowing can prevent conserve vegetables, besides that, teachers make new resource

Язык: Английский

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Technological Pedagogical Content Knowledge (TPACK) for Preservice Biology Teachers: Two Insights More Promising

Participatory Educational Research, Год журнала: 2023, Номер 10(6), С. 245 - 265

Опубликована: Ноя. 1, 2023

TPACK questionnaires have been extensively developed, but measurements considering biological content insights still need to be explored. This study aimed develop and validate by assessing core competencies, content, interdisciplinary biology knowledge for preservice teachers. We performed development validation through focus group discussions with education experts, survey studies. The was conducted in three phases a total number of 732 In phase 1, descriptive analysis calculated based on 232 participants. Phase 2, Exploratory Factor Analysis (EFA) 250 3, Confirmatory (CFA) confirm the final dimension instrument recently developed series analyses resulted 44 items eight dimensions: Technological Pedagogical Biological Content Knowledge Biology (TPACKB) comprises 12 items; (TK) biology, (BK), (TPK) consist 6 respectively; (TBK) 5 (PK) (PBK), Context (BCxK) comprise 3 respectively. Our recommended questionnaire assess teachers' holistically understanding, competencies as necessary steps empower resolution their students.

Язык: Английский

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Effects of feedback visualisation of peer‐assessment on pre‐service teachers' data literacy, learning motivation, and cognitive load

Journal of Computer Assisted Learning, Год журнала: 2024, Номер 40(4), С. 1447 - 1462

Опубликована: Фев. 28, 2024

Abstract Background Data literacy (DL) is vital for teachers, as it enables them to build on data and improve teaching learning. Therefore, developing DL among pre‐service teachers critical. Objectives The purpose of this study threefold: evaluate whether a feedback visualisation peer assessment‐based approach (FVPA‐based approach) can (1) promote teachers' DL; (2) enhance their learning motivation; (3) cognitive load. Methods research was conducted based pre‐test‐post‐test control group quasi‐experimental design. With 20 participants in the experimental 21 group, total 41 were included study. adopted FVPA‐based approach, those traditional approach. Results Conclusions outperformed DL, motivation, FVPA conducive helping critically interpret data, understand issues, self‐reflection. findings indicate reciprocal relationship between motivation improving could DL. Implications This contributes current knowledge by providing empirical evidence benefits an findings, limitations, prospects future are discussed.

Язык: Английский

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Development and Application of a Domain-Specific TPACK Questionnaire—Findings from a Longitudinal Study on Teaching Human Biology Using Digital Tools

Journal of Science Education and Technology, Год журнала: 2024, Номер 33(4), С. 607 - 620

Опубликована: Апрель 2, 2024

Abstract There are several specific digital tools now that have transformed the way science is taught. Correspondingly, teacher education programs changed, and they increasingly address development of technology-related professional content knowledge (TPACK). Owing to use technology in domains teaching, there an emergent need for domain-specific TPACK questionnaires. The present study investigates application a questionnaire teaching human biology using university-based program. A quasi-experimental between-subject design was applied 13 weeks four groups ( n = 155). intervention worked with biology, while control participated without consideration throughout We succeeded developing comprising seven reliable scales. procedure described herein may be applicable other disciplines. By means linear mixed modeling, we found all students gained knowledge; however, treatment × time interactions revealed belonging group main driver progression. Comparing treatments, at post-test, reported higher levels TPCK, TPK, TCK, but not CK, PK, TK, PCK. Sequential analyses longitudinal data highlighted working on regular basis constitutes boost effect. This contributes literature integration from perspective education, where can assessed used.

Язык: Английский

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Teacher Role and Domain of Expertise in the 21st Century: Evidence from Preservice Biology Teacher

Jurnal Pendidikan Sains Indonesia, Год журнала: 2024, Номер 12(2), С. 279 - 293

Опубликована: Апрель 8, 2024

This research focuses on biology education students' perspectives regarding teacher roles and domains of expertise in the 21st century identified from micro teaching courses. The aimed this study was to describe types that emerge practice courses identify based perceptions prospective students while attending method is a qualitative lesson framework. instruments used questionnaires, interviews, observation learning process. results show there are weaknesses domain needed century, which consists mastery content/material, technology pedagogy. Suggestions for further good cooperation between universities partners schools by forming communities (LSLC). LSLC can develop competencies students, especially those related pedagogical, technological, concept an ongoing basis

Язык: Английский

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