scholarly journals PCK Study of Middle School Chemistry Teachers in Yan'an Based on the Core Quality of Chemistry Subject

2020 ◽  
Vol 4 (11) ◽  
Author(s):  
Hua Yang ◽  
Mengjiao Tuo ◽  
Ruizhu Xu ◽  
Shujun Hou
Keyword(s):  
Middle School ◽  
Curriculum Reform ◽  
Secondary School Teachers ◽  
Professional Knowledge ◽  
Research Subjects ◽  
Chemistry Teachers ◽  
Pedagogical Content ◽  
The Core ◽  
Building Level ◽  
Core Literacy

The new round of curriculum reform requires the promotion on the development of students' core literacy, and how the core literacy of chemistry can take root in the chemistry classroom is inseparable from the guidance and nurture of teachers in the teaching process. The "Professional Standards for Secondary School Teachers" clearly stipulates that pedagogical content knowledge (PCK) is regarded as the professional knowledge of teachers. PCK is the core content of teachers' professional knowledge and an important guarantee for teachers to carry out teaching activities. Teachers’ PCK level is not only a direct measure of their teaching achievements, but also an important criterion for guiding novice teachers to become experienced teachers. The research subjects selected for this study are the middle school chemistry teachers in Yan'an City. By using the Delphi method to investigate the understanding of Yan'an middle school chemistry teachers on the core literacy of chemistry and to explore the PCK mastery of middle school chemistry teachers at different stages, it serves to deepen the Yan'an middle school chemistry teachers’ own knowledge and learning of PCK while help to promote the improvement of the teaching level and professional development of chemistry teachers in Yan'an middle schools. At the end of the paper, the relevant suggestions made based on the investigation of the chemistry PCK study of middle school chemistry teachers in Yan'an City on the core literacy of the chemistry subject will improve the overall building level of the middle school chemistry teachers of Yan'an City.

scholarly journals Effects of Teachers’ Professional Knowledge and Their Use of Three-Dimensional Physical Models in Biology Lessons on Students’ Achievement

2018 ◽  
Vol 8 (3) ◽  
pp. 118
Author(s):  
Sonja Förtsch ◽  
Christian Förtsch ◽  
Lena von Kotzebue ◽  
Birgit Neuhaus
Keyword(s):  
Content Knowledge ◽  
Secondary School Teachers ◽  
Three Dimensional ◽  
Professional Knowledge ◽  
Physical Models ◽  
Pedagogical Content ◽  
Domain Specific ◽  
Quantitative Sample ◽  
High Level ◽  
Positive Effect

Using three-dimensional physical models elaborately in their learning, students can develop high-level understanding of models and modeling in science, thereby attaining higher achievement. However, there are in the literature few indications of how teachers should use three-dimensional physical models in instruction and whether teachers’ professional knowledge is a prerequisite for teaching with elaborate use of models. Therefore, our study used a mixed-methods approach to analyze the effects of biology teachers’ domain-specific pedagogical content knowledge (PCK) and content knowledge (CK) on students’ achievement mediated by elaborate model use (ELMO). Our quantitative sample comprised 36 German secondary school teachers whose lessons on the topic of neurobiology were videotaped twice (N = 72 lessons). Teachers completed professional knowledge tests on their PCK and CK. Students’ achievement was measured using pre- and post-knowledge tests. Our qualitative analysis involved five selected teachers according to aspects of ELMO. The results of our study indicated that teachers’ PCK and CK had no direct effect on students’ achievement. However, teachers’ PCK had a significant indirect and positive effect on students’ achievement mediated by ELMO. The findings of our study can provide teachers and researchers examples of how to implement biology instruction with elaborate use of three-dimensional physical models.

PELAKSANAAN SUPERMIK PINTER UNTUK MENINGKATKAN KOMPETENSI GURU DALAM MENYUSUN RENCANA PELAKSANAAN PEMBELAJARAN BERBASIS KURIKULUM 2013 DI SMP BINAAN KOTA DUMAI

2019 ◽  
Vol 3 (4) ◽  
pp. 790
Author(s):  
Yusnida Yusnida
Keyword(s):  
Middle School ◽  
Action Research ◽  
Lesson Plans ◽  
Teacher Competence ◽  
Chemistry Teachers

Based on the problems faced by teachers in the preparation of the 2013 curriculum-based lesson plans, the purpose of this study is to improve the competence of teachers in preparing 2013 curriculum-based lesson plans by implementing supermic pinter. The design of this study used school action research conducted on 6 chemistry teachers in the target schools in Dumai. The results showed that the implementation of supermic pinter can improve teacher competence in preparing 2013 curriculum-based lesson plans, where in the first cycle the percentage of teacher competence was 60% with sufficient categories and increased to 84% with a very good category in cycle II. Based on the results of the study it can be concluded that the implementation of smart supermic can improve the competence of teachers in preparing plans for the implementation of 2013 curriculum-based learning in the Dumai City-assisted Middle School.

Development and validation of an instrument for measuring Chinese chemistry teachers’ perceptions of pedagogical content knowledge for teaching chemistry core competencies

2021 ◽  
Author(s):  
Peng He ◽  
Changlong Zheng ◽  
Tingting Li
Keyword(s):  
Content Knowledge ◽  
Core Competencies ◽  
Chemistry Curriculum ◽  
Teaching Chemistry ◽  
Chemistry Teachers ◽  
Pedagogical Content ◽  
Teachers Perceptions ◽  
Knowledge For Teaching ◽  
New Instrument ◽  
Content Knowledge For Teaching

This study aims to develop and validate a new instrument for measuring chemistry teachers’ perceptions of Pedagogical Content Knowledge for teaching Chemistry Core Competencies (PCK_CCC) in the context of new Chinese chemistry curriculum reform. The five constructs and the initial 17 items in the new instrument were contextualized by the PCK pentagon model (Park S. and Oliver J. S., (2008), J. Res. Sci. Teach., 45(7), 812–834.) with the notions of the Senior High School Chemistry Curriculum Standards (Ministry of Education, P. R. China, 2017). 210 chemistry teachers from a University-Government-School initiative voluntarily participated in this study. The findings from item analysis, confirmatory factor analysis and correlation analysis provide sufficient empirical evidence to support the convergent and discriminant validity of the instrument. The concurrent validity of the instrument was confirmed by testing mean differences among teacher demographic groups. The high Cronbach's coefficient alpha values show good internal consistency reliability of the instrument. Integrating the evidence from theory and data, we documented a valid and reliable PCK_CCC instrument with five constructs consisting of 16 items. This study provides a thorough process for developing and validating instruments that address teacher perceptions of their PCK in a particular subject domain. The valid and reliable PCK_CCC instrument would be beneficial for teacher education researchers and teacher professional programs.

Identification and Influence of Tourism Rituals: Analysis of Eye Movement Recognition of Tourism Images

2021 ◽  
pp. 109634802199678
Author(s):  
Da Shi ◽  
Yawen Shan ◽  
Zhiyue Zhao ◽  
Shuhan Zhang
Keyword(s):  
New Zealand ◽  
Eye Movement ◽  
Professional Knowledge ◽  
Cognitive Outcome ◽  
Research Subjects ◽  
Cultural Elements ◽  
Tourist Destinations ◽  
Movement Recognition ◽  
Chinese Tourists ◽  
Comprehensive Classification

A large number of symbolic and cultural elements have been included by designers in their photographing and creation of images for tourist destinations. However, the personal visual experiences of those with professional knowledge cannot fully recognize or evaluate ordinary tourists’ identification with tourism rituals. Thus, in this article, potential Chinese tourists will be treated as the research subjects and New Zealand tourism photos as the ritual carriers. In this study, we explore the use of images representing tourism rituals recognized by tourists, and we investigate how the cognitive outcome of those rituals affects the tourists’ intention to travel to the destination. By measuring the participants’ visual parameters, the study shows that images can effectively transfer a solidified sense of ritual. Meanwhile, through a comprehensive classification, the study deepens the theory of ritual tourism. Ultimately, this work explores whether tourists’ perception of rituals can effectively stimulate their motivation to travel.

scholarly journals Indonesian EFL Teachers Professional Knowledge Development during Their Participation in TSG: A Case Study

2016 ◽  
Vol 9 (8) ◽  
pp. 62
Author(s):  
Feni Munifatullah ◽  
Bachrudin Musthafa ◽  
Wachyu Sundayana
Keyword(s):  
Teaching Practice ◽  
Practical Knowledge ◽  
Group Discussion ◽  
Professional Knowledge ◽  
Teaching Experience ◽  
Knowledge Development ◽  
Teacher Study Group ◽  
Pedagogical Content ◽  
Efl Teachers ◽  
Asian Context

<p>The study examines three new EFL teachers professional knowledge development through discussion in a <em>Teacher Study Group (TSG)</em> in Indonesian (Asian) context. These three participants have less than five year-teaching experience and teach junior high schools in Bandarlampung in the time of the study. The data were collected through audio-visual recorded observation of TSG sessions teaching practice. They were converted into written trasncription. The analysis signifies that group discussion recalls participants’ case knowledge from distant experience while group reflection explores participants’ practical knowledge from their own immediate practice. Some of the knowledge is still fragmented and some has been integrated into pedagogical content knowledge (PCK). Both TSG group theme-based discussion and collaborative reflection manage to explore participants’ professional knowledge.</p>

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