scholarly journals Identificación, explicitación y desarrollo del CTPC de la química en profesores en formación

2017 ◽  
Vol 1 (2) ◽  
pp. 23
Author(s):  
Boris Fernando Candela
Keyword(s):  
Student Teachers ◽  
Teaching And Learning ◽  
Science Curriculum ◽  
Logical Structure ◽  
Structured Interview ◽  
Teaching Science ◽  
Progressive Development ◽  
Core Content ◽  
Content Representation ◽  
Instructional Frameworks

Esta investigación aborda el proceso a través del cual los profesores en formación del curso «problemas de la enseñanza y aprendizaje de la química», comienzan a identificar, explicitar y desarrollar el CTPC (Conocimiento Tecnológico y Pedagógico del Contenido) de un tópico del currículum de esta disciplina. Para ello, éstos deben enfrentarse a actividades de aprendizaje en los cuatro ámbitos de reflexión que estructuran dicho curso. Cada una de estas actividades suministran los marcos curriculares e instruccionales para el desarrollo progresivo de la CoRe (Content Representation) cuya estructura lógica representa los elementos del CTPC. Se utilizó una metodología de investigación de estudio de casos con las siguientes fuentes: versiones de las CoRes, entrevista semiestructurada, videos de clase y relatos narrativos. El análisis se orientó por la teoría fundamentada, centrándose en las etapas de descripción, ordenamiento conceptual y teorización, el cual condujo a generalizaciones como orientaciones hacia la enseñanza, currículum, comprensión de los estudiantes de un tópico específico, conocimiento tecnológico y pedagógico, conocimiento tecnológico del contenido, estrategias instruccionales y formas de evaluar. Los resultados de esta investigación permiten evidenciar el potencial que tiene el desarrollo de la CoRe para lograr que los profesores en formación desarrollen las relaciones complejas entre el contenido, la pedagogía y la tecnología, y de esta manera identifiquen y expliciten el CTPC.Palabras claves: Enseñanza de la química, CTPC, profesores en formación, CoRe.AbstractThis research examines the process through which student teachers enrolled in the course «problems when teaching and learning chemistry» begin to identify, explain and develop the TPCK (Technological and Pedagogical Content Knowledge) of a curriculum topic in the discipline. To achieve this purpose, they must face a series of sequenced and temporalized learning activities within the four areas of reflection in the course. Each of these activities provides them with curricular and instructional frameworks for the progressive development of the methodological tool CORE (Content Representation) whose logical structure represents the elements of TPCK. The research methodology used in this study is qualitative with an interpretative case study perspective where data is collected from the following documentary sources: versions of the cores, semi-structured interview, class videos, and narratives. The analysis of these data is guided by grounded theory focusing on the stages of description, conceptual planning and theorizing. This analytical process allows to produce naturalistic generalizations such as orientations for teaching science, science curriculum, student understanding of a specific scientific topic, technological and pedagogical knowledge, technological knowledge of the contents, instructional strategies for teaching science; and ways to evaluate ideas. The main purpose of these generalizations lies in the representation of TPCK. Finally, the results of this research have spotlighted the potential development of the CoRe as an instrument in designing learning environments for specific topics, which bring teachers in training to develop connections between content, pedagogy and technology, leading to the identification and explanation of TPCK. Keywords: Teaching chemistry, TPCK, training teachers, CoRe.

RECENT TRENDS IN CURRICULUM AND TEACHING METHODS IN SCIENCE EDUCATION

2020 ◽  
Vol 17 (1) ◽  
pp. 24-43
Author(s):  
Amani Hamdan
Keyword(s):  
Science Education ◽  
Science Teaching ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
Science Curriculum ◽  
Teaching Science ◽  
Global Trends ◽  
Curriculum Research ◽  
Complete Breakdown ◽  
Education Science

This study aimed to explore modern trends in the field of curriculum research and science teaching methods. To achieve this aim, the research reviews the literature that is closely related to these trends, with a focus on contemporary Arab and foreign studies during the last ten years. Six main axes are identified that comprehensively represent contemporary global trends in curriculum research and science teaching methods: reform movements in teaching and learning science, modern scientific fields and their various branches, methods and strategies for teaching science, science education technology, evaluation of teaching science, and science teacher preparation. This study provides a complete breakdown of the main thrust of the research trends in each axis, while citing solid studies that reflect these trends. This study also provides a set of practical recommendations for developing curricular research and methods of teaching science, especially in terms of research plans and their specific directions in the Saudi context. Keywords: science education, science curriculum, trends in science, teaching science.

Most Difficult Topic in Social Science Curriculum as Perceived by Elementary Level Student-Teachers

2021 ◽  
pp. 236-247
Author(s):  
R. Vinodh Kumar ◽  
M. Vakkil
Keyword(s):  
Social Science ◽  
Student Teachers ◽  
Tamil Nadu ◽  
Science Curriculum ◽  
Sampling Technique ◽  
First Year ◽  
Elementary Teacher Education ◽  
Tamil Nadu State ◽  
Interest And Motivation ◽  
And Training

The study was conducted to identify the most difficult topic in elementary teacher education first-year social science curriculum as perceived by the student-teachers by using survey research design. The study also investigated the underlying reasons responsible for the student-teachers' difficulties in learning different topics. 218 student-teachers were selected using convenience sampling technique from five District Institutes of Education and Training (DIET), in Tamil Nadu State (India) for the study. The instrument used for data collection was a checklist designed by the researchers to elicit information from the student-teachers. The data collected were analysed using frequencies and percentages. The results showed that the topic namely, 'Reading the Globe, Maps and Atlas' was perceived as the most difficult topic in social science curriculum. The results also showed that teaching the topic without using the maps, lack of previous knowledge about the maps, the existence of vague concepts, heavy content load, and lack of interest and motivation to learn map concepts were the main reasons responsible for the student-teachers' difficulties in learning the topic.

English Medium of Instruction in Multilingual Science Classes: Teaching Science or Language?

2021 ◽  
Vol 4 (1) ◽  
pp. 44-59
Author(s):  
Dor Prasad Bhandari
Keyword(s):  
Science Teachers ◽  
Teaching And Learning ◽  
Teaching Science ◽  
Kathmandu Valley ◽  
Medium Of Instruction ◽  
English Medium Of Instruction ◽  
Science Classes ◽  
Depth Interviews

English medium of instruction in multilingual science classes: teaching science or language? is an attempt to identify the effects, methods, and approaches of teaching science in English medium of instruction in Multilingual (ML) science classes. The article is prepared on the basis of in-depth interviews taken with science teachers who are teaching science in multilingual classes. Three science teachers are selected purposively from different three (English Medium Instructions) EMI schools of Kathmandu valley. After taking the interview it was transcribed, coded, and generated the theme. Based on the themes generated it was found that the EMI is important for teaching and learning but it is not everything. Similarly, it was found that the teaching of science is not similar to teaching the grammar structures, and always not possible to use English as a medium of making the concept clear of theoretical ideas of science.

scholarly journals Student teachers’ perceptions of democracy in the mathematics classroom: Freedom, equality and dialogue

Pythagoras ◽  
2012 ◽  
Vol 33 (2) ◽  
Author(s):  
Wajeeh Daher
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Teaching And Learning ◽  
Mathematics Classroom ◽  
Mathematics Teacher Education ◽  
Comparison Method ◽  
Teachers Perceptions ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
Two Stages

This article studies student teachers’ perceptions of the pedagogic and didactic aspects of teaching and learning mathematics in a democratic classroom. It is concerned primarily with issues of democracy in the mathematics classroom, specifically freedom, equality and dialogue. The research was conducted in two mathematics teacher education classes, where students were in their third year of study to major in mathematics. To find these students’ perceptions of democracy in the mathematics classroom the first two stages of the constant comparison method were followed to arrive at categories of democratic and undemocratic acts. The participants in the research emphasised that instructors should refrain from giving some students more time or opportunities to express themselves or act in the mathematics classroom than other students, because this would make them feel unequal and possibly make them unwilling to participate further in the mathematics classroom. The participants also emphasised that instructors should not exert their power to stop the flow of students’ actions in the mathematics classroom, because this would trouble them and make them lose control of their actions. Further, the participants mentioned that instructors would do better to connect to students’ ways of doing mathematics, especially of defining mathematical terms, so that students appreciate the correct ways of doing mathematics and defining its terms.

scholarly journals Exploring the Drivers of Intention to Use Interactive Whiteboards among Malaysia University Students: Does Technology Self-Efficacy Matter?

2020 ◽  
Vol 15 (01) ◽  
pp. 163
Author(s):  
Kung-Teck Wong ◽  
Mazura @ Mastura Binti Muhammad ◽  
Norazilawati Binti Abdullah
Keyword(s):  
Technology Acceptance ◽  
Student Teachers ◽  
Self Efficacy ◽  
Structural Equation ◽  
Teaching And Learning ◽  
Interactive Whiteboards ◽  
Intention To Use ◽  
Proposed Model ◽  
Effective Use ◽  
Published Research

The effective use of an interactive whiteboard (IWB) in teacher-education institutions depends strongly on student teachers’ intention of using it. Despite the recent surge in published research on the widespread applications for IWB in teaching and learning, few have developed a model to elucidate the elements which contribute to student teachers’ intention to use IWB. The aim of this study was to develop a model which demonstrates the variables that affect student teachers’ intentions and which also explain their interactions. The proposed IWB intention to use research model is based on prominent educational technology acceptance theories and models. Five variables (technology self-efficacy, performance expectancy, effort expectancy, social influence, and intention to use) were selected to build a model for this study. Structural Equation Modelling (SEM) was used for this study to identify the predictors and the model fit. The proposed model has accounted for 47.6% of the variance in the intention to use IWB.

Deployment of Mobile Learning Course Materials to Android Powered Mobile Devices

2012 ◽  
Vol 10 (3) ◽  
pp. 1-16 ◽  
Author(s):  
Lee Chao
Keyword(s):  
Mobile Devices ◽  
Teaching And Learning ◽  
Science Curriculum ◽  
Object Oriented ◽  
Object Oriented Programming ◽  
Traditional Course ◽  
Course Materials ◽  
Course Material ◽  
Android Market

The objective of this article is to facilitate mobile teaching and learning by providing an alternative course material deployment method. This article suggests a course material deployment platform for small universities or individual instructors. Different from traditional course material deployment methods, the method discussed deploys course materials by using services provided by Android Market. After comparing the traditional course material deployment and the alternative deployment, the author presents strategies to take advantage of Android Market in delivering course materials to mobile devices. Through a case study, this article illustrates the application of these strategies in deploying a class menu for an object-oriented programming course in the computer science curriculum.

Teaching science for the workplace? An analysis of Canadian science curriculum documents

2007 ◽  
Vol 7 (2-3) ◽  
pp. 107-132 ◽  
Author(s):  
Peter Chin ◽  
Michael Zanibbi ◽  
Nancy Dalgarno ◽  
Cheryl Poth ◽  
Gabriel Ayala ◽  
...  
Keyword(s):  
Science Curriculum ◽  
Teaching Science

scholarly journals Valoración del uso de la plataforma virtual Moodle como recurso pedagógico en la enseñanza universitaria de la informática

2017 ◽  
Vol 2 (1) ◽  
pp. 51 ◽  
Author(s):  
Juan Manuel Claro-Vásquez
Keyword(s):  
Teaching And Learning ◽  
Collaborative Work ◽  
Structured Interview ◽  
University Teaching ◽  
Subjective Experiences ◽  
Learning Spaces ◽  
Virtual Platform ◽  
The University ◽  
Trabajo Colaborativo ◽  
Estudiantes Universitarios

ResumenEl presente artículo describio las valoraciones que hacen los docentes sobre los usos de la plataforma virtual como un recurso de enseñanza y aprendizaje en los cursos de informática de la Universidad de Santander, sede Cúcuta.  Para la recolección de la información necesaria para la investigación se empleó una encuesta aplicada a ocho profesores pertenecientes al Departamento de Sistemas de la Universidad. Esta encuesta se complementó con una entrevista semiestructurada centrada en las experiencias subjetivas de tres docentes. Entre los resultados más relevantes aparece que los profesores que participaron en el estudio utilizan frecuentemente la plataforma virtual como complemento para el desarrollo de sus cursos. El manejo apropiado de la plataforma se lleva a cabo como un proceso dinámico e interactivo de tal manera que el profesor constituye la base fundamental de la construcción de ideas en su entorno y muestra que el uso de la plataforma virtual en la formación de los estudiantes universitarios ha logrado que se reflexione sobre las técnicas elementales de la educación y puedan ser aplicadas en los procesos de enseñanza basados en la formación virtual.Palabras clave: recursos pedagógicos, espacios virtuales de aprendizaje, plataforma virtual Moodle, trabajo colaborativo Assessment of the use of the Moodle virtual platform as a pedagogical resource in the university teaching of computer scienceAbstractThis article describes teachers’ assessments regarding the uses of the virtual platform as a teaching and learning resource in informatics courses of the University of Santander, Cúcuta. As a means of collecting the information necessary for the investigation, a survey of eight professors belonging to the Systems Department of the university was carried out. This survey was complemented by a semi-structured interview centered on the subjective experiences of three teachers. Among the most relevant results, it appears that the professors who participated in the study frequently use the virtual platform as a complement for the development of their courses. The appropriate management of the platform is executed as a dynamic and interactive process, in such a way that the teacher functions as the fundamental basis for the construction of ideas in its environment. Furthermore, it demonstrates that the use of the virtual platform in the training of university students has managed to reflect on the elementary techniques of education and can be applied in teaching processes based on virtual training.Keywords: pedagogical resources, virtual learning spaces, Moodle virtual platform, collaborative work, Valoração do uso da plataforma virtual Moodle como recurso pedagógico no ensino universitário da informática.Avaliação do uso da plataforma virtual Moodle como recurso pedagógico no ensino Universitário de informáticaResumoResumo: Este artigo descreve as avaliações feitas pelos professores sobre os usos da plataforma virtual como recurso de ensino e aprendizagem nos cursos de informática da Universidade de Santander, Cúcuta. Para a recolha das informações necessárias para a investigação, foi utilizada uma pesquisa aplicada a oito professores pertencentes ao Departamento de Sistemas da Universidade. Esta pesquisa foi complementada por uma entrevista semi-estruturada centrada nas experiências subjetivasde três professores. Entre os resultados mais relevantes, parece que os professores que participaram no estudo freqüentemente usam a plataforma virtual como complemento para o desenvolvimento de seuscursos. O gerenciamento apropriado da plataforma é realizado como um processo dinâmico e interativo, de tal forma que o professor é a base fundamental da construção de idéias em seu ambiente e mostra que o uso da plataforma virtual na formação de estudantes universitários conseguiu refletir sobre as técnicas elementares de educação e pode ser aplicado em processos de ensino baseados em treinamento virtual.Palavras-chave: recursos pedagógicos, espaços virtuais de aprendizagem, plataforma virtual Moodle, trabalho colaborativo 

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