The Double Loop of Science Teachers’ Professional Knowledge Acquisition

2015 ◽  
pp. 27-45 ◽  
Author(s):  
Alain Jameau ◽  
Jean-Marie Boilevin
Keyword(s):  
Knowledge Acquisition ◽  
Science Teachers ◽  
Professional Knowledge ◽  
Double Loop

scholarly journals Can Pre-Service Biology Teachers’ Professional Knowledge and Diagnostic Activities Be Fostered by Self-Directed Knowledge Acquisition via Texts?

2021 ◽  
Vol 11 (5) ◽  
pp. 244
Author(s):  
Maria Kramer ◽  
Christian Förtsch ◽  
Birgit J. Neuhaus
Keyword(s):  
Knowledge Acquisition ◽  
Scientific Reasoning ◽  
Assessment Tool ◽  
Instructional Quality ◽  
Professional Knowledge ◽  
Biology Teachers ◽  
Time Effects ◽  
Effect Of Treatment ◽  
Scientific Reasoning Skills ◽  
Design Paper

In a diagnostic context of reasoning about instructional quality, scientific reasoning skills can be described as diagnostic activities, which require professional knowledge. Different approaches to enhance pre-service teachers’ professional knowledge (PCK, CK, PK), as well as diagnostic activities exist. However, results about their effectiveness are still inconsistent. We systematically investigated the effectiveness of self-directed knowledge acquisition via texts on PCK, CK, PK, and diagnostic activities of 81 pre-service biology teachers following an experimental design. Paper-pencil tests, measuring PCK, CK, and PK, and the video-based assessment tool DiKoBi Assess, measuring diagnostic activities in the context of diagnosing instructional quality, were used pre and post an intervention. Intervention included four treatments on self-directed knowledge acquisition via texts on (1) PCK, (2) CK, (3) PK, (4) combination PCK/CK/PK. Treatment (5) served as control. Mixed ANOVAs showed large time effects for PCK and CK, but no interaction effect concerning knowledge facets between time and treatment for any of the treatments. Time effects might be due to pre-service teachers’ scientific reasoning on biology instruction that activated knowledge. An ANCOVA showed no significant effect of treatment on diagnostic activities either. We conclude that scientific reasoning about instructional quality is more effective for knowledge acquisition than text-work.

scholarly journals Development of Professional Care Program for Nurses in Dementia Wards and Its Educational Effects

2020 ◽  
Vol 35 ◽  
pp. 153331752095092
Author(s):  
Yoko Takeuchi ◽  
Mayumi Kato ◽  
Tatsuru Kitamura ◽  
Daisuke Toda ◽  
Yoshimi Taniguchi ◽  
...  
Keyword(s):  
Usual Care ◽  
Knowledge Acquisition ◽  
Self Efficacy ◽  
Usual Care Group ◽  
Intervention Program ◽  
Sense Of Self ◽  
Professional Knowledge ◽  
Dementia Care ◽  
Care Group ◽  
Post Intervention

Purpose: To develop an education program for nurses specializing in dementia care, and to investigate its effects. Methods: An intervention study of nurses was conducted using a quasi-experiment with 3 randomly assigned groups. Participants were 51 nurses from a psychiatric hospital dementia ward, divided into an intervention program group (17 nurses), a knowledge-acquisition-only group (16 nurses), and a usual-care group (18 nurses) as controls. The program group intervention comprised 3 frameworks: motivation for achieving the task, acquisition of professional knowledge required for dementia care, and sharing of successful experiences based on professional knowledge. The knowledge-acquisition-only group received only the acquisition of professional knowledge framework, and the usual-care group received only the usual-care framework. The intervention period was 3 months. Results: Post-intervention, the program group had a significantly greater sense of self-efficacy associated with professional knowledge and significantly greater self-efficacy associated with practice compared with the knowledge-acquisition-only and the usual-care groups. Professional knowledge was acquired by 80% of the program group, compared with 70% of the knowledge-acquisition-only group. A co-occurrence network diagram of the multivariate analysis results produced by text mining of the descriptive data indicated that nurses provided care for symptoms specific to different diseases based on their pathological mechanisms. Conclusion: Program implementation led to the acquisition of deeper knowledge and greater self-efficacy by sharing expertise-based practices and successful experiences, compared with desk-based learning in a single workshop lecture, suggesting the program’s usefulness in clinical practice.

scholarly journals Investigating Pre-Service Biology Teachers’ Diagnostic Competences: Relationships between Professional Knowledge, Diagnostic Activities, and Diagnostic Accuracy

2021 ◽  
Vol 11 (3) ◽  
pp. 89
Author(s):  
Maria Kramer ◽  
Christian Förtsch ◽  
William J. Boone ◽  
Tina Seidel ◽  
Birgit J. Neuhaus
Keyword(s):  
Diagnostic Accuracy ◽  
Content Knowledge ◽  
Science Teachers ◽  
Assessment Tool ◽  
Professional Knowledge ◽  
Real Life ◽  
Biology Teachers ◽  
Pedagogical Content ◽  
Subject Specific ◽  
Diagnostic Competences

Teachers’ diagnostic competences are essential with respect to student achievement, classroom assessment, and instructional quality. Important components of diagnostic competences are teachers’ professional knowledge including content knowledge (CK), pedagogical knowledge (PK), and pedagogical content knowledge (PCK), their diagnostic activities as a specification of situation-specific skills, and diagnostic accuracy. Accuracy is determined by comparing a teacher’s observation of classroom incidents with subject-specific challenges to be identified from scripted instructional situations. To approximate diagnostic situations close to real-life, the assessment of science teachers’ diagnostic competences requires a situated context that was provided through videotaped classroom situations in this study. We investigated the relationship between professional knowledge (PCK, CK, PK) of 186 pre-service biology teachers, their diagnostic activities, and diagnostic accuracy measured with the video-based assessment tool DiKoBi Assess. Results of path analyses utilizing Rasch measures showed that both PCK and PK were statistically significantly related to pre-service teachers’ diagnostic activities. Additionally, biology teachers’ PCK was positively related to diagnostic accuracy. Considering higher effect sizes of PCK compared to PK, the findings support previous findings indicating the importance of PCK, thus demonstrating its importance in the context of subject-specific diagnosis as well.

Professional Knowledge of Science Teachers

2011 ◽  
pp. 435-448 ◽  
Author(s):  
Hans E. Fischer ◽  
Andreas Borowski ◽  
Oliver Tepner
Keyword(s):  
Science Teachers ◽  
Professional Knowledge
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