scholarly journals Implementation Of Pedagogical Content Knowledge Model In Mathematics Learning For High School

2019 ◽  
Vol 1254 ◽  
pp. 012079
Author(s):  
R Y Purwoko ◽  
P Nugraheni ◽  
D Instanti
Keyword(s):  
High School ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Mathematics Learning ◽  
Knowledge Model ◽  
Pedagogical Content

scholarly journals Analisis Kompetensi Guru Sebagai Bagian Dari Pedagogical Content Knowledge Guru Dalam Menerapkan Pendekatan Saintifik Dalam Program PLPG

2020 ◽  
Vol 3 (1) ◽  
pp. 1-14
Author(s):  
Veronika Fitri Rianasari ◽  
Beni Utomo ◽  
Marcellynis Andy Rudhito
Keyword(s):  
High School ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Mathematics Teachers ◽  
Junior High School ◽  
Research Method ◽  
Professional Training ◽  
Learning Material ◽  
Pedagogical Content ◽  
Scientific Approach

AbstractThe purpose of this research is to analyze the competence of teachers as part of the teachers’ pedagogical content knowledge in applying scientific approach in Mathematics PLPG (in-service teacher education and professional training) program rayon 138 Yogyakarta, Indonesia, in 2014. The research method used is descriptive with quantitative approach. The subjects of the study consisted of 23 mathematics teachers including mathematics teachers of junior high school, high school and vocational school from Kebumen, Purworejo, and Magelang. Data was collected by filling in a questionnaire at the beginning and end of the training, observing microteaching activities, and documenting the learning material arranged by PLPG participants. Based on the analysis, it can be concluded that PLPG especially PLPG rayon 138 Yogyakarta, Indonesia, in 2014 gives benefits for the development of teachers’ PCK, especially in terms of teachers’ competence in applying scientific approach. Based on the analysis of learning materials arranged by the teachers and analysis of learning videos, it is known that the majority of the teachers have been able to construct a learning material using scientific approach and implement it properly.  Keywords: teacher’s competence, pedagogical content knowledge, scientific approach, PLPG

Don't Reinvent the Wheel: Capitalizing on What Others Already Know about Teaching Topics in Evolution

2019 ◽  
Vol 81 (2) ◽  
pp. 133-136
Author(s):  
Michelle A. Ziadie ◽  
Tessa C. Andrews
Keyword(s):  
High School ◽  
High School Students ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Career Stages ◽  
Collective Knowledge ◽  
School Students ◽  
Teaching Evolution ◽  
Pedagogical Content ◽  
Knowledge For Teaching

What knowledge do you need to be an effective instructor? One key type of knowledge is pedagogical content knowledge (PCK), which includes awareness of how students are likely to think about a topic and where they will struggle as they learn that topic. We propose PCK as a valuable framework for reflecting on your own knowledge for teaching topics in evolution. We have created a searchable file that uses PCK as a framework to organize over 400 peer-reviewed papers from 40+ journals to give you better access to relevant resources for teaching evolution to undergraduates and advanced high school students. None of us have time to read 400 papers to inform our teaching, so we provide tips to maximize your use of this collective knowledge in the time you have available. We have written these to be useful to instructors across career stages.

scholarly journals Canonical pedagogical content knowledge by CoRes for teaching acid–base chemistry at high school

2015 ◽  
Vol 16 (3) ◽  
pp. 603-618 ◽  
Author(s):  
Clara Alvarado ◽  
Florentina Cañada ◽  
Andoni Garritz ◽  
Vicente Mellado
Keyword(s):  
High School ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Alternative Conceptions ◽  
Acid Base ◽  
Pedagogical Content ◽  
Knowledge And Beliefs ◽  
Content Representation ◽  
Teaching Learning ◽  
Central Purpose

The topic of acid–base chemistry is one of the oldest in general chemistry courses and it has been almost continuously in academic discussion. The central purpose of documenting the knowledge and beliefs of a group of ten Mexican teachers with experience in teaching acid–base chemistry in high school was to know how they design, prepare and organize their classes inside and outside the classroom, from which a set of teaching–learning sequences will be developed, essentially to train new teachers. We decided to document Pedagogical Content Knowledge (PCK), by means of two methodological tools from Loughran, Mulhall and Berry: Content Representation (CoRe), and Pedagogical and Professional experience Repertoire (PaP-eR). In this article, we relate only the first of these tools. It was also important to document concepts, skills and attitudes, so we have made the analysis based on these three items. The main finding was to construct a Canonical PCK including the central concepts of pH and strength in the topic of acid–base chemistry from the main phrases included in the Content Representation answered by those outstanding Mexican teachers. We chose the topic of “acid–base chemistry” because there are numerous examples of its importance related to sustainability (among them acid rain or acidification of oceans), everyday issues (including stomach acidity, antacids, health troubles with the pH of blood and urine), or problems with the longevity of books related to the acidity of paper. Also, it is of fundamental importance because the students often present many alternative conceptions about it.

scholarly journals SHULMAN’S THEORETICAL CATEGORIES: AN INTEGRATIVE REVIEW IN THE FIELD OF TEACHER EDUCATION

2019 ◽  
Vol 49 (174) ◽  
pp. 130-149
Author(s):  
Patrícia Cristina Albieri de Almeida ◽  
Claudia Leme Ferreira Davis ◽  
Ana Maria Gimenes Corrêa Calil ◽  
Adriana Mallmann Vilalva
Keyword(s):  
High School ◽  
Teacher Education ◽  
Literature Review ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Integrative Review ◽  
Pedagogical Content ◽  
Teaching Knowledge ◽  
Pedagogical Action

Abstract This study presents an integrative literature review. It aim was to identify the trends and characteristics of Brazilian academic researches that used the theoretical categories of teaching knowledge, formulated by Shulman and collaborators: pedagogical content knowledge (PCK), pedagogical action and reasoning processes. We found 114 studies, most of which published since 2010. The studies focus mainly on the initial education of teachers who teach in the final years of fundamental (from 11 to 14 years old) and high school, to understand how PCK is developed and mobilized. The analysis presented here can stimulate the development of further research.

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