Science Teacher Noticing via Video Annotation: Links between Complexity and Knowledge-Based Reasoning

This paper focuses on my experience as an English as an Additional Language (EAL) student in the context of multiple emigrations and investigates the formation of my identity as an EAL science student, science Education researcher, and science teacher. The study was guided by both my innate curiosity and the research question that sought to explore which factors significantly affected my journey of developing my English language and science knowledge based on my experience as an EAL student. The second and third authors acted as critical friends to provide a layer of reliability to the study. Within the autoethnography methodology (Ellis et al., 2011), I used Bourdieu’s cultural capital to frame the thematic analysis (Bourdieu, 1986). In this paper, we show how the range of factors that affected my journey of developing my English language and science knowledge can be ascribed to Bourdieu’s cultural capital and we posit how support can be provided to future EAL students based on this.

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The Effect of Technological Pedagogical Content Knowledge Based Training Programs Used in Astronomy Classes on the Success Levels of Science Teacher Candidates

Universal Journal of Educational Research ◽

10.13189/ujer.2018.060624 ◽

2018 ◽

Vol 6 (6) ◽

pp. 1328-1338

Author(s):

Onder Sensoy ◽

Halil Ibrahim Yildirim

Keyword(s):

Science Teacher ◽

Pedagogical Content Knowledge ◽

Content Knowledge ◽

Teacher Candidates ◽

Training Programs ◽

Technological Pedagogical Content Knowledge ◽

Pedagogical Content ◽

Knowledge Based

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Investigation of pedagogical content knowledge of a science teacher based on the metacognitive awareness of her students

Pegem Eğitim ve Öğretim Dergisi ◽

10.14527/pegegog.2018.006 ◽

2017 ◽

Vol 8 (1) ◽

pp. 119-154

Author(s):

Orhan Karamustafaoğlu ◽

Şeyma Bardak ◽

Satı Seray Doğan Erkoç

Keyword(s):

Science Teacher ◽

Pedagogical Content Knowledge ◽

Content Knowledge ◽

Cognitive Skills ◽

Pedagogical Knowledge ◽

Metacognitive Awareness ◽

Structured Interviews ◽

Pedagogical Content ◽

Knowledge Based ◽

Cognitive Awareness

In this study, it was aimed to determine the pedagogical content knowledge of a science teacher based on the metacognitive cognitive awareness of her students and to decide in-class activities related to this awareness. The study was carried out using case study, which is one of the qualitative research approaches with twenty-six 6th grade students and a science teacher who is working in a public school determined through purposeful sampling in 2015-2016 academic year. Sperling, Howard, and Murphy (2002) suggested that students should be able to identify pedagogical knowledge based on their metacognitive awareness. The Metacognitive Awareness Scale for Children adapted for Turkish (ÜBFÖ-Ç), which was developed to measure the metacognitive cognitive skills of the classes was applied by Karakelle and Saraç (2007). Then, semi-structured interviews with a science teacher were conducted and course presentations were observed through unstructured observations. When the data were analyzed, it was concluded that the students had average level of cognitive awareness and the teacher preferred the activities that could easily be understood by everyone while performing the in-class activities. However, it is suggested that the teacher used activities randomly due to her lack knowledge about applications. This resulted in the lack of pedagogical knowledge of the science teacher.

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Is the Personal Always Political?

Journal of Individual Differences ◽

10.1027/1614-0001/a000230 ◽

2017 ◽

Vol 38 (3) ◽

pp. 133-143 ◽

Cited By ~ 4

Author(s):

Danny Osborne ◽

Yannick Dufresne ◽

Gregory Eady ◽

Jennifer Lees-Marshment ◽

Cliff van der Linden

Keyword(s):

Survey Data ◽

National Survey ◽

Negative Relationship ◽

Openness To Experience ◽

Political Sophistication ◽

Knowledge Based

Abstract. Research demonstrates that the negative relationship between Openness to Experience and conservatism is heightened among the informed. We extend this literature using national survey data (Study 1; N = 13,203) and data from students (Study 2; N = 311). As predicted, education – a correlate of political sophistication – strengthened the negative relationship between Openness and conservatism (Study 1). Study 2 employed a knowledge-based measure of political sophistication to show that the Openness × Political Sophistication interaction was restricted to the Openness aspect of Openness. These studies demonstrate that knowledge helps people align their ideology with their personality, but that the Openness × Political Sophistication interaction is specific to one aspect of Openness – nuances that are overlooked in the literature.

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