scholarly journals Design, Development, and Evaluation of a Teacher Workshop Enhanced with DNA Instructional Cases to Impact Content Knowledge and Confidence

2020 ◽  
Vol 14 (1) ◽  
Author(s):  
Michele Shuster ◽  
Krista Glazewski ◽  
Christopher Villa
Keyword(s):  
Content Knowledge ◽  
Design Development ◽  
Scientific Content ◽  
Classroom Activities ◽  
Teacher Confidence ◽  
Professional Development Workshop ◽  
Case Based Learning ◽  
Teacher Professional ◽  
Genetics Knowledge ◽  
Teacher Workshop

In an effort to address K-8 teacher confidence in STEM and increase basic genetics knowledge to a level consistent with its importance in society, we have developed, implemented, and evaluated a 7-day teacher professional development workshop. The overarching goal of our workshop is to facilitate the implementation of innovative DNA-based classroom activities in K-8 classrooms by (i) increasing teacher content knowledge, (ii) increasing teacher confidence in teaching STEM, and (iii) developing teacher interest in using engaging activities, so they are empowered to teach new content in compelling ways. We relied on case-based learning to provide relevance and context to scientific content that was not initially familiar to many of the teachers. Here we describe the workshop and its evaluation. Overall results suggest positive gains in teacher learning, confidence, and interest in the scientific content, as well as the intention to incorporate the scientific content and activities into their teaching.

scholarly journals Bioinformatics in the K-8 Classroom: Designing Innovative Activities for Teacher Implementation

2016 ◽  
Vol 7 (1) ◽  
Author(s):  
Michele Shuster ◽  
Kira Claussen ◽  
Melly Locke ◽  
Krista Glazewski
Keyword(s):  
Middle School ◽  
Pilot Project ◽  
Instructional Materials ◽  
Teacher Implementation ◽  
Practical Applications ◽  
Classroom Activities ◽  
Professional Development Workshop ◽  
Stem Instruction ◽  
Teacher Professional ◽  
Elementary And Middle School

At the intersection of biology and computer science is the growing field of bioinformatics—the analysis of complex datasets of biological relevance. Despite the increasing importance of bioinformatics and associated practical applications, these are not standard topics in elementary and middle school classrooms. We report on a pilot project and its evolution to support implementation of bioinformatics-based activities in elementary and middle school classrooms. Specifically, we ultimately designed a multi-day summer teacher professional development workshop, in which teachers design innovative classroom activities. By focusing on teachers, our design leverages enhanced teacher knowledge and confidence to integrate innovative instructional materials into K-8 classrooms and contributes to capacity building in STEM instruction.  

scholarly journals The Dark Side of Narrow Gamification: Negative Impact of Assessment Gamification on Student Perceptions and Content Knowledge

2020 ◽  
Author(s):  
Hee Yoon Kwon ◽  
Koray Özpolat
Keyword(s):  
Student Perceptions ◽  
Content Knowledge ◽  
Negative Impact ◽  
Unintended Consequences ◽  
Dark Side ◽  
Final Exam ◽  
Classroom Activities ◽  
Course Experience ◽  
Exam Scores ◽  
Game Elements

We explored the effects of assessment gamification on students’ content knowledge and perceptions of satisfaction, course experience, learning, and impact of teaching techniques. The course preparation, attendance, quizzes, classroom activities, and team projects of an undergraduate operations and supply chain management course had game elements that accumulate to team advantages in the collaborative midterm and final exam. Interestingly, we found that gamifying assessment activities resulted in significantly lower content knowledge, satisfaction, and course experience. Difference in perceived learning was not significant. Also, team exam scores were significantly lower in the gamified group, whereas individual exam scores were not significantly different. This study contributes to the literature by providing empirical evidence that gamification in classroom may produce unintended consequences and implementing gamification restrictively to assessment is ineffective at best. Directions for further research are discussed.

scholarly journals TECHONOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE (TPACK) DALAM RANGKA PENINGKATAN KUALITAS PEMBELAJARAN MAHASISWA PPG SD PRAJABATAN

EDUTECH ◽  
2019 ◽  
Vol 18 (2) ◽  
Author(s):  
Tatat Hartati
Keyword(s):  
Elementary School ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Pedagogical Content ◽  
Qualitative And Quantitative ◽  
Teacher Professional ◽  
High Level ◽  
Path Modification ◽  
Technology Pedagogical Content Knowledge

The quality of learning carried out by an educator has not yet received serious attention. This has an impact on the low quality of graduates produced. The core research aims to develop and implement Technology Pedagogical Content Knowledge (TPACK) for participants of the Prajabatan Elementary Teacher Professional Program (PPG). The method used is a combined qualitative and quantitative approach with the R & D method with a 4 D path modification, namely define, design, develop, and disseminate. The subjects in this study were 42 students of Prajabatan Elementary School PPG students who were divided into control and experimental classes. 21 students each. The results of this study are in the form of a literacy and high-level TPACK-based TPACK model and the results of the pretest and posttest scores with a significance value of 0.001 which can be concluded that the TPACK-based literacy model and high-level thinking abilities influence the learning quality of Prajabatan Elementary School students.Kualitas pembelajaran yang dilaksanakan seorang pendidik hingga saat ini belum mendapatkan perhatian yang serius. Hal ini berdampak pada rendahnya kualitas lulusan yang dihasilkan. Penelitian inti bertujuan untuk menyusun dan menerapkan Technology Pedagogical Content Knowledge (TPACK) bagi peserta Program Profesi Guru (PPG) SD Prajabatan. Metode yang digunakan adalah pendekatan gabungan kualitatif dan kuantitatif dengan metode R & D dengan modifikasi alur 4 D, yakni define, design, develop, dan  disseminate  Subjek pada penelitian ini adalah mahasiswa PPG SD Prajabatan yang berjumlah 42 mahasiswa yang terbagi ke dalam kelas kontrol dan eksperimen yang masing-masing berjumlah 21 mahasiswa. Hasil dari penelitian ini adalah berupa model TPACK berbasis literasi dan kemampuan berpikir tingkat tinggi serta hasil perolehan nilai pretest dan postes dengan nilai signifikansi 0.001 yang dapat disimpulkan bahwa model TPACK berbasis literasi dan kemampuan berpikir tingkat tinggi berpengaruh terhadap kualitas pembelajaran mahasiswa PPG SD Prajabatan.

scholarly journals PENGEMBANGAN BAHAN AJAR BERBASIS DIDACTICAL DESIGN RESEARCH YANG BERORIENTASI PENINGKATAN PEDAGOGICAL CONTENT KNOWLEDGE

2020 ◽  
Vol 6 (2) ◽  
pp. 635-646
Author(s):  
Mohamad Gilar Jatisunda ◽  
Nia Kania
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Design Research ◽  
Design Development ◽  
Pedagogical Content ◽  
Analysis Design

Kompetensi pedagogik merupakan kemampuan guru dalam pengelolaan pembelajaran sedangkan kompetensi profesional merupakan kemampuan guru dalam menguasai pengetahuan bidang ilmu pengetahuan yang diampunya. Pedagogical Content Knowledge seorang guru dapat berkembang dengan baik seiring dengan pengalamannya dalam mengajar. Namun kenyataannya tidak semua memberikan pengalaman yang baik bagi pengembangan Pedagogical Content Knowledge. Sehingga penting mempersiapkan calon guru matematika mempunyai Pedagogical Content Knowledge yang baik. Alternatif pengembangan. Pedagogical Content Knowledge adalah dengan mengembangkan bahan ajar berbasis Didactical Design Research, dimana bahan ajar yang di hasilkan sesuai dengan kondisi respon mahasiswa. Untuk mengatasi permasalahan tersebut, salah satu upaya yang dapat dilakukan adalah dengan melakukan pengembangan bahan ajar melalui pembelajaran yang dapat mendorong mengembangkan pedagogical content knowledge. Pembelajaran yang memfasilitasi hal tersebut adalah pembelajaran dengan bahan ajar yang dikembangkan berbasis didactical design research (DDR). Penelitian ini menggunakan metode penelitian pengembangan dengan mengadaptasi model ADDIE (Analysis, Design, Development, Implementation, dan Evaluation). Hasil penelitian menunjukkan bahan ajar yang dikembangkan memenuhi kriteria valid berdasarkan ahli kurikulum, ahli materi dan ahli media dengan kategori penilaian sangat baik. Berdasarkan penilaian guru dan siswa, bahan ajar yang dikembangkan telah memenuhi kriteria praktis dengan kualitas sangat baik. Bahan ajar juga dinilai efektif karena hasil tes kemampuan pemecahan masalah matematika menunjukkan ketuntasan siswa sebesar 89,01%.

scholarly journals Promoting EFL Student Teachers’ Life-Long Learning through Microteaching Lesson Study

2018 ◽  
Vol 18 (2) ◽  
pp. 267
Author(s):  
Fitri Budi Suryani ◽  
Dwi Rukmini ◽  
Dwi Anggani Linggar Bharati ◽  
Rudi Hartono
Keyword(s):  
Foreign Language ◽  
Student Teachers ◽  
Content Knowledge ◽  
Teacher Professional Development ◽  
Lesson Study ◽  
Teacher Educators ◽  
Learning To Teach ◽  
Life Long Learning ◽  
Teacher Professional ◽  
The Subject

The success of lesson study as an approach for teacher professional development in improving students’ learning has inspired the works on microteaching lesson study which is designed for student teachers in microteaching course. Some studies show that microteaching lesson study brought about positive result to student teachers’ pedagogical ability and content knowledge. However, that microteaching lesson study influences student teachers in their teaching internship, that is the course taken after microteaching where student teachers teach real students in real schools, has not been revealed yet. This study aims at exploring the influence of microteaching lesson study on the English as a Foreign Language (EFL) student teachers in teaching internship and to what extent the influence was to promote the EFL student teachers’ life-long learning to teach. It is a qualitative study with semi-structured group interview as the instrument of the research. The subject of the study was ten EFL student teachers who voluntarily participated in the study from twenty two student teachers. They had enrolled in a microteaching class that applied microteaching lesson study in the sixth semester and then took the teaching internship in the seventh semester. The finding of the study indicates that microteaching lesson study has considerably influences most of the EFL student teachers in gaining life-long learning to teach as they already implemented the steps of microteaching lesson study in their teaching internship initiatively. Finally, this study recommends teacher educators to adapt lesson study in microteaching course that can make the EFL student teachers to keep learning to teach.

scholarly journals Problem-Based Learning for Responsive and Transformative Teacher Professional Development

2019 ◽  
Vol 1 (1) ◽  
pp. 18-25
Author(s):  
Tom J. McConnell ◽  
Joyce M. Parker ◽  
Jan Eberhardt
Keyword(s):  
Professional Development ◽  
Professional Learning Communities ◽  
Content Knowledge ◽  
Teacher Professional Development ◽  
Professional Learning ◽  
Problem Based Learning ◽  
Learning Activities ◽  
Pedagogical Practice ◽  
Additional Information ◽  
Teacher Professional

Educational reform should include teacher professional development (PD) to help educators learn how to implement new programs. This article shares a research-tested model of PD that uses the analytic framework of Problem-Based Learning (PBL) to support professional learning. Evidence suggests that PBL is effective in changing content knowledge and pedagogical practice. To teach content, facilitators engage teachers in learning activities designed using common PBL structures. Stories about authentic phenomena present problems associated with specific concepts. Learners work in groups to analyze problems, seek additional information, and construct plausible solutions. This same approach can support Professional Learning Communities (PLCs) to help teachers examine and revise their own teaching. In this model, teachers collaborate to identify “problems of teaching.” The group uses PBL to analyze information and solutions. Teachers research teaching strategies, test a proposed strategy, and analyze evidence to build new understandings of teaching.

scholarly journals Naturvetenskaplig undervisning och det dubbla uppdraget

2012 ◽  
Vol 3 (2) ◽  
pp. 107-120
Author(s):  
Barbro Gustafsson
Keyword(s):  
Science Education ◽  
Content Knowledge ◽  
Sociocultural Theory ◽  
Teaching Sequence ◽  
Scientific Content ◽  
Socioscientific Issue

The aim of this contribution is to discuss the significance of a democratic approach in science education. Initially, the concept of ”democracy” is outlined. According to the deliberative view, democracy is learnt and practiced in communication with others. Furthermore, according to sociocultural theory, communication also enhances scientific content knowledge. This implies that deliberative discussions could be helpful in carrying out teachers’ dual assignment: to transmit knowledge and foster independent, judicious, democratic citizens. The discussion is approached through the presentation of a simulated teaching sequence. Based on this scenario, in which a socioscientific issue is the theme for deliberation, the possibilities and limitations of a deliberative approach in science education is discussed.

Sign in / Sign up

Export Citation Format

Share Document