scholarly journals Construction and Evaluation of an Instrument to Measure High School Students Biological Content Knowledge

2021 ◽  
Vol 17 (12) ◽  
pp. em2048
Author(s):  
Kathy L. Malone ◽  
William J. Boone ◽  
Andria Stammen ◽  
Anita Schuchardt ◽  
Lin Ding ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Content Knowledge ◽  
School Students

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 Hubungan pedagogical content knowledge guru matematika dan prestasi belajar siswa sekolah menengah pertama

2021 ◽  
Vol 15 (2) ◽  
pp. 178-189
Author(s):  
Maria Evarista Oktaviane Barut Barut ◽  
Ariyadi Wijaya ◽  
Heri Retnawati
Keyword(s):  
High School ◽  
High School Students ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Junior High School ◽  
School Students ◽  
Learning Achievement ◽  
Pedagogical Content ◽  
Effective Classrooms ◽  
Essential Knowledge

Guru telah dikenal luas sebagai salah satu faktor penting yang mempengaruhi prestasi belajar siswa. Kompetensi guru, khususnya pengetahuannya, membantu guru untuk mengorganisasi­kan pem­belajaran yang efektif guna memfasilitasi keberhasilan belajar siswa. Salah satu jenis penge­tahuan yang penting dikuasai oleh guru adalah Pedagogical Content Knowledge (PCK). PCK merupakan kombinasi pengetahuan konten dan pedagogi yang mengarah pada bagaimana aspek-aspek tertentu dari materi pembelajaran diatur, diadaptasi, dan direpresentasikan untuk diterapkan di dalam proses pembelajaran. Penelitian ini bertujuan untuk mendeskripsikan ting­kat PCK guru matematika dan prestasi belajar siswa, serta menguji hubungan keduanya. Pene­litian ini adalah kuantitatif-korelasional dengan subjek penelitian 56 guru mate­matika dan 499 siswa SMP di Kabupaten Manggarai, Nusa Tenggara Timur. Data PCK guru dan prestasi siswa dikumpulkan menggunakan tes objektif yang telah dinyatakan valid dan reliabel. Data dianalisis menggunakan statistik deskriptif dan inferensial. Hasil penelitian mengungkapkan bahwa seba­gian besar guru memiliki PCK pada kategori rendah dan sebagian besar siswa memiliki prestasi belajar pada kategori rendah. Namun demikian, terdapat korelasi positif yang signifikan antara PCK guru mate­matika dan prestasi belajar siswa dengan kontribusi PCK guru terhadap prestasi belajar siswa sebesar 16,1%. Relationship between pedagogical content knowledge of mathematics teacher and learning achievement of junior high school studentsAbstractTeachers’ competence, especially their knowledge, helps them organize effective classrooms to facilitate students’ success. One of the essential knowledge that should be mastered by a teacher is Pedagogical Content Knowledge (PCK). PCK represents the combination of knowledge about content and pedagogy to understand how particular aspects of subject matter are organized, adapted, and represented for instruction. This study aimed to describe mathe­matics teachers’ PCK and students’ learning achievement as well as and between the two variables. The study was qualitative-correlational with 56 mathema­tics teachers and 499 senior high school students in Manggarai Regency, East Nusa Tenggara, Indonesia, as the subject. Both data of teachers’ PCK and students’ learning achievement were collected using validated and reliable objective tests. Data were analyzed using descriptive and inferen­tial statistics. The results indicated that most teachers have PCK in the low category, and most stu­dents have learning achievement in the low category. However, there was a positive correlation between teachers’ PCK and students’ learning achievement, with the contribution of the teachers’ PCK to students’ learning achieve­ment by 16,1%.

scholarly journals The Role of Technological Pedagogical Content Knowledge (TPACK) of English Teachers on High School Learners’ Acceptance of Mobile Learning Tools

2021 ◽  
Vol 9 (S1-May) ◽  
pp. 42-52
Author(s):  
Derya Bostan ◽  
Sabriye Şener
Keyword(s):  
High School ◽  
Educational Technology ◽  
High School Students ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Mobile Learning ◽  
Technological Pedagogical Content Knowledge ◽  
Learning Tools ◽  
School Students ◽  
Pedagogical Content

Educational technology is benefitted in diverse areas of education and mobile learning tools are one of the components of educational technology. Therefore, using technology in accordance with content and pedagogy has become more important. It is also important for teachers to know how to integrate technology into the learning and teaching process using appropriate methods and techniques. The aim of this study is to understand how students perceive technological pedagogical content knowledge (TPACK) of teachers and adaptation of mobile learning tools by students. This research was designed as a quantitative study and survey methodology was used to collect data from 352 high school students during the spring term in 2018. Participants were identified using convenience sampling method and only one state school with all students was included in the study. Two scales were used to collect the data: TPACK scale developed by Tseng (314-315) and Mobile Learning Tools Acceptance Scale (MLTAS) developed by Özer and Kılıç (586). The results showed that high school students perceived the TPACK of EFL teachers positively with all subcategories. They were also found to have positive perceptions of mobile learning tools. The study concluded that the more knowledge students perceived, the more they accept mobile learning tools.

Teaching and Learning Biology With iPads for High School Students With Disabilities

2017 ◽  
Vol 56 (6) ◽  
pp. 911-939 ◽  
Author(s):  
Min Wook Ok ◽  
Joan E. Hughes ◽  
Audrey Boklage
Keyword(s):  
High School ◽  
High School Students ◽  
Students With Disabilities ◽  
Content Knowledge ◽  
Professional Learning ◽  
Teaching And Learning ◽  
First Year ◽  
School Students ◽  
Descriptive Case Study

This descriptive case study examined the first year of iPad-supported teaching and learning in a high school modified biology class. Results revealed that the iPad practices replaced, amplified, and transformed pedagogy and learning, but they predominantly supported general learning or instructional practices with little science specificity. A strong technology vision and collaborative planning with teachers were strong supports for iPad integration. The teacher’s deep pedagogical and content knowledge and positive attitude toward using iPads were significant in persevering through barriers to integration, such as increased time to plan lessons, little professional learning, and technical difficulties. While iPads effectively supported learning in this special education classroom, the discussion suggests for more content-focused iPad integration and deeper technological content knowledge among teachers.

scholarly journals Socioscientific Issues to Promote Content Knowledge & Socioscientific Reasoning in Puerto Rican High School Students

2019 ◽  
Vol 81 (5) ◽  
pp. 328-332
Author(s):  
Lorraine J. Ramírez Villarín ◽  
Samantha R. Fowler
Keyword(s):  
High School ◽  
High School Students ◽  
Content Knowledge ◽  
Higher Order Thinking ◽  
Socioscientific Issues ◽  
Thinking Skills ◽  
School Students ◽  
Higher Order Thinking Skills ◽  
Biology Students ◽  
Socioscientific Reasoning

Socioscientific issues have proved to be excellent tools for fostering the development of higher-order thinking skills that lead to superior socioscientific reasoning and decision making. This educational construct, with a focus on a local coastal environmental situation, was incorporated into a science class of high school biology students in Puerto Rico to assess relevant content knowledge and enable socioscientific reasoning. We describe how socioscientific reasoning was introduced, implemented, and assessed and the influence it had on students during a four-week in-depth exploration on the topic.

scholarly journals Conocimiento del Intervalo de Confianza por Futuros Profesores de Bachillerato

2021 ◽  
Vol 13 (4) ◽  
pp. 363-373
Author(s):  
Carmen Batanero ◽  
Mª del Mar López-Martín
Keyword(s):  
High School ◽  
High School Students ◽  
Confidence Interval ◽  
Confidence Intervals ◽  
Content Knowledge ◽  
Prospective Teachers ◽  
Qualitative Methodology ◽  
School Students ◽  
High School Assessment ◽  
Definition Of

ResumenEl objetivo de este trabajo fue evaluar el conocimiento común y especializado del contenido de los futuros profesores españoles de bachillerato sobre el intervalo de confianza. Para lograr tal fin se propuso a un grupo de 73 futuros profesores un problema abierto sobre intervalo de confianza, similar a los propuestos en cursos anteriores a los estudiantes de Bachillerato en las pruebas de acceso a la universidad. Además, se les preguntó cómo explicarían a un estudiante el significado del intervalo de confianza y sus propiedades. Utilizando una metodología cualitativa de análisis de contenido, se estudia el planteamiento, cálculo, interpretación y definición del intervalo y las propiedades que recuerdan. Aunque la mayor parte de los participantes en el estudio plantea y calcula correctamente el intervalo, sólo el 28,8% de los futuros profesores lo interpreta correctamente. Se encuentran interpretaciones deterministas o propias a la metodología bayesiana, similares a las descritas en investigaciones con estudiantes. Otros o no proporcionan una interpretación. Pocos participantes fueron capaces de definir correctamente el intervalo de confianza cuando se les pide explicar a un estudiante su significado y recuerdan pocas propiedades del mismo. Se concluye la necesidad de reforzar el conocimiento del contenido sobre intervalo de confianza en estos futuros profesores. Palabras-clave: Intervalo de Confianza. Conocimiento del Contenido. Futuros Profesores. Bachillerato. Evaluación. AbstractThe aim of this research was to assess prospective high school teachers’ common and specialized content knowledge of confidence intervals. To achieve this aim, we proposed to 73 prospective teachers an open problem similar to those proposed to high school students in the previous years at the entrance to university tests. Besides, participants were asked to describe how they would explain the concept and its properties to a student. Using the qualitative methodology of content analysis we study the setting, computation, interpretation and definition of confidence interval and its properties. Although most participants correctly set and computed the confidence interval, only 28.8% of them made a correct interpretation of the same. Deterministic and Bayesian interpretations, similar to those described in previous research with students arose or there was no interpretation. Few participants defined correctly the interval when asked how they would explain the topic to a student; additionally, only a few properties of the interval were remembered. We conclude the need to reinforce the content knowledge of confidence intervals in prospective teachers. Keywords: Confidence Interval. Content Knowledge. Prospective Teachers. High School. Assessment.

Articulatory Intervention for the Visually Impaired

1979 ◽  
Vol 10 (3) ◽  
pp. 139-144
Author(s):  
Cheri L. Florance ◽  
Judith O’Keefe
Keyword(s):  
High School ◽  
High School Students ◽  
Behavior Change ◽  
Visually Impaired ◽  
School Students ◽  
Handicapped Children ◽  
Paired Stimuli ◽  
Visually Handicapped ◽  
Parent Program

A modification of the Paired-Stimuli Parent Program (Florance, 1977) was adapted for the treatment of articulatory errors of visually handicapped children. Blind high school students served as clinical aides. A discussion of treatment methodology, and the results of administrating the program to 32 children, including a two-year follow-up evaluation to measure permanence of behavior change, is presented.

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