Effect of metacognition on pedagogical content knowledge in e-learning and face-to-face settings

2014 ◽  
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Pedagogical Content ◽  
Face To Face ◽  
E Learning

scholarly journals A New Perspective on Pedagogical Content Knowledge: Intellectual and Emotional Characteristics of Science Teachers

2021 ◽  
Vol 72 ◽  
pp. 9-32
Author(s):  
Muharrem DURAN ◽  
Muhammet USAK ◽  
Ming-Yuan HSIEH ◽  
Harun UYGUN
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Science Teachers ◽  
Teaching Experience ◽  
Assessment Tools ◽  
Pedagogical Content ◽  
Face To Face ◽  
Acids And Bases ◽  
New Perspective ◽  
Intellectual Knowledge

The purpose of this study was to analyze the development of pedagogical content knowledge (PCK) of science teachers with different teaching experience on acids and bases and offer new domains of PCK which describe the relationship between PCK and emotional characteristics of teachers and their intellectual knowledge in science teaching. The research was carried out with the participation of six science teachers with different teaching experience. In the selection of participants, teaching the subject of acids and bases at least once, three and ten times, and being willing to participate in the study were the required criteria. Face to face interviews, videos and classroom observation forms, a pedagogical content knowledge form and academic follow-up forms are the assessment tools that were used in the study. It was found out that the teachers’ intellectual knowledge and positive emotional characteristics contributed to their pedagogical content knowledge. Teachers who were able to create effective learning environments with sufficient level of intellectual knowledge and positive emotional characteristics had more qualified pedagogical content knowledge. These properties had a significant role in students’ understanding.

scholarly journals E-learning readiness among faculty members of medical sciences universities and provide strategies to improve it

2019 ◽  
Vol 8 (2) ◽  
pp. 105-112 ◽  
Author(s):  
Sousan Houshmandi ◽  
Eisa Rezaei ◽  
Javad Hatami ◽  
Behnam Molaei
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Technological Pedagogical Content Knowledge ◽  
Technological Knowledge ◽  
Pedagogical Knowledge ◽  
Faculty Members ◽  
Medical Sciences ◽  
Pedagogical Content ◽  
E Learning ◽  
Knowledge Content

Background: The competence of faculty in conducting e-learning is one of the preconditions for e-learning implementation in a university. This study aimed at investigating the readiness of the faculty members of Ardabil University of Medical Sciences (ARUMS) to have e-learning. Methods: To fulfil this purpose, a triangulation method has been used. In the quantitative section, based on the Technological Pedagogical Content Knowledge (TPACK) model, the faculty competence in conducting e-learning has been measured in four areas: pedagogical knowledge, technological knowledge, content knowledge, and finally the skill of combiningpedagogical knowledge, technological knowledge, and content knowledge. Subsequently,with the qualitative data of the semi-structured interview, the findings of the research have been explained. Finally, the strategies for improving the readiness of ARUMS faculty have been identified in e-learning. Results: One-sample t test with a significant level (P ≤ 0.5) showed that the faculty e-learning of ARUMS had the highest mean of pedagogical knowledge, content knowledge and content pedagogical knowledge respectively. In other words, the faculty had a high level of pedagogical,content and content-pedagogical knowledge, but they need to improve their technological,technological-content, technological-pedagogical and ultimately, technological-pedagogical content knowledge. Conclusion: That is why, in order to have effective e-learning at ARUMS, the faculty has to improve their technological, technological-content, technological-pedagogical and technological-pedagogical-content knowledge. In this regard, several solutions have been proposed in this paper.

scholarly journals From Knowing-About To Knowing-To: Development Of Engineering Pedagogical Content Knowledge By Elementary Teachers Through Perceived Learning And Implementing Difficulties

2014 ◽  
Vol 5 (1) ◽  
pp. 41-60
Author(s):  
Yan Sun ◽  
Johannes Strobel
Keyword(s):  
Elementary Teachers ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Development Programs ◽  
Pedagogical Content ◽  
Face To Face ◽  
Midwestern University ◽  
Phenomenological Research Method

The present study sought to reveal how elementary teachers develop their engineering pedagogical content knowledge (PCK) after leaving professional development programs to practice engineering teaching in real classroom settings. Participants of this study were the elementary teachers who received one-week training of engineering education provided by EfF (a P-12 Engineering teaching and learning institute in a Midwestern university). Data of this study were collected from these elementary teachers through face-to-face interviews and an online open-ended survey. Based on a phenomenological research method and a constructivist ELC (engineering instruction, learners, and contexts) framework developed by the researchers to investigate engineering PCK development, this study explored the elementary teachers’ lived engineering teaching experiences following the procedures of inductive qualitative data analysis. Findings yielded in this study revealed that the elementary teachers developed their knowledge about engineering teaching and learning situations through their engineering teaching practice. But such knowledge was the knowledge of knowing-about and it did not automatically transfer into the elementary teachers’ engineering PCK or knowing-to knowledge allowing them to act effectively and responsively to engineering teaching and learning situations at hand. In their engineering teaching practice, the elementary teachers engaged themselves in a dynamic and evolving trial-failure-success process. It was in this process that the elementary teachers made sense of new engineering teaching and learning situations and transformed their knowing-about into engineering PCK responsive to these situations. 

scholarly journals The Continuous Intention to Use E-Learning, from Two Different Perspectives

2020 ◽  
Vol 11 (1) ◽  
pp. 6
Author(s):  
Rana Saeed Al-Maroof ◽  
Khadija Alhumaid ◽  
Said Salloum
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
United Arab Emirates ◽  
Organizational Support ◽  
Online Survey ◽  
Perceived Organizational Support ◽  
Ease Of Use ◽  
Intention To Use ◽  
Pedagogical Content ◽  
E Learning

During the recent vast growth of digitalization, e-learning methods have become the most influential phenomenon at higher educational institutions. E-learning adoption has proved able to shift educational circumstances from the traditional face-to-face teaching environment to a flexible and sharable type of education. An online survey was conducted, consisting of 30 teachers and 342 students in one of the universities in the United Arab Emirates. The results show that teachers’ and students’ perceived technology self-efficacy (TSE), ease of use (PEOU), and usefulness (PU) are the main factors directly affecting the continuous intention to use technology. Instructors’ technological pedagogical content knowledge (TPACK) and perceived organizational support (POS) positively affect the intention to use the technology, whereas students’ controlled motivation (CTRLM) has a greater influence on their intention to use the technology, due to the type of intrinsic and extrinsic motivation that they have and which they can develop throughout the process of learning. The findings support the given hypotheses. In addition, they provide empirical evidence of a relationship between perceived organizational support and perceived pedagogical content knowledge. In fact, they are considered the key factors that support the use of technology continuously.

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