Early statistics in kindergarten: analysis of an educator's pedagogical content knowledge in lessons promoting informal inferential reasoning

PurposeThis study aims to describe the pedagogical content knowledge (PCK) of a kindergarten educator who implements a lesson plan about informal inferential reasoning designed in a lesson study group.Design/methodology/approachTo this end, we analyzed teaching interventions in two kindergarten lessons focused on the playful task of tossing two coins, associated with inferential statistical reasoning. The study highlights the importance of arguing and promoting this reasoning to develop statistical thinking. It is crucial to recognize how early students can be subject to learning experiences that promote a language of uncertainty, assess the evidence provided by the data, and make generalizations.FindingsThe results reveal that while the educator demonstrated knowledge and skills relevant to the curriculum and conceptual teaching strategies, the understanding of the content by the students and the integration of the PCK components still present a challenge.Practical implicationsThe lesson study collaborative teaching practices that promote PCK have proven effective for informing the design and implementation of instructional practices supporting the development of early statistical thinking in young children.Originality/valueThe study enriches the knowledge regarding the potential of the lesson study (LS) in the professional learning of kindergarten educators. It also contributes to a comprehensive approach based on authentic playful experiences in grade K that supports the development of early statistical thinking in young children.

Evaluation of Technological Pedagogical Content Knowledge (TPACK) Teachers of SMK Negeri 6 Malang (Case Study of Electrical Power Installation Engineering and Autotronic Engineering)

This study aims to determine the level of Technological Pedagogical Content Knowledge (TPACK) proficiency. This type of research is descriptive quantitative research. The instruments used to measure TPACK are in the form of questionnaires and interview questionnaires using a Likert scale with 5 scales. The samples of this study were Electrical Power Installation Engineering (EPIE) teachers at SMK N 6 Malang, totaling 7 people and Autotronic Engineering (AE) teachers at SMK N 6 Malang totaling 6 people. The results of the study are EPIE teachers' TK skills are in very good criteria with an average of 68, while AE teachers' kindergarten skills are in good criteria with an average of 53. EPIE teachers' PK skills are in good criteria with average - an average of 67.3, while the PK skills of AE teachers are in good criteria with an average of 75.2. EPIE teachers' CK skills are in very good criteria with an average of 31, while the CK skills of AE teachers are in very good criteria good with an average of 31. EPIE teachers' TCK skills are in very good criteria with an average of 26, while AE teachers' TCK skills are in good criteria with an average of 22. EPIE teachers' PCK skills are at criteria very good with an average of 57, while the PCK skills of AE teachers are in very good criteria with an average of 56. EPIE teachers' TPK skills are in good criteria with an average of 26.6, while the TPK skills of AE teachers are at good criteria with an average of 26.8. EPIE teachers' TPACK skills are in good criteria with an average of 18.4, while AE teachers' TPACK skills are in good criteria with an average of 18.2.

Profil TPACK Mahasiswa Calon Guru Matematika dalam Menyongsong Pembelajaran Abad 21

Penelitian ini bertujuan untuk mengetahui profil Technological Pedagogical Content Knowledge (TPACK) mahasiswa calon guru matematika Program Studi Pendidikan Matematika, Universitas Malikussaleh. Pendekatan penelitian yang digunakan adalah pendekatan kuantitatif dengan jenis rancangan penelitian survei. Adapun yang menjadi populasi adalah mahasiswa semester 5 dan 7 yang telah lulus matakuliah yang berkaitan dengan konsep dasar matematika, konsep pedagogik, dan penggunaan ICT. Untuk mengukur TPACK, 44 soal telah disusun berdasarkan indikator masing-masing komponen TPACK. Setelah validasi, hasilnya 37 pertanyaan valid dengan koefisien reliabilitas cronbach alfa 0,590. Data dianalisis menggunakan statistika deskriptif. Hasil Penelitian menunjukkan bahwa (1) Profil Technological Knowledge (TK), Content Knowledge (CK), Pedagogical Knowledge (PK), dan Pedagogical Content Knowledge (PCK) mahasiswa mayoritas berada pada level sedang; (2) Profil Technological Content Knowledge (TCK), Technological Pedagogical Knowledge (TPK), dan Technological Pedagogical and Content Knowledge (TPACK) mahasiswa mayoritas berada pada level rendah; dan (3) Dari tujuh komponen TPACK, ada dua komponen yang lebih menonjol, yaitu PK, dan PCK. Hasil tersebut menjadi masukan bahwa dalam proses perkuliahan perlu ditekankan pada penguasaan teknologi, materi matematika serta pengintegrasian teknologi.

A Review of Literature on the Effective Pedagogy Strategies for Online Teaching and Learning in Higher Education Institutions: Lessons from the COVID-19 Pandemic

This paper reviews the literature on the effective pedagogy for online teaching and learning at Higher Education Institutions throughout the world during the COVID-19 pandemic. The global higher education system has been severely hampered by the COVID-19 pandemic. The sudden and enormous desire for previously face-to-face academic disciplines to be delivered online has posed a unique challenge. Online teaching and learning necessitate a certain level of technological pedagogical content knowledge for effective pedagogic strategies, which are primarily concerned with planning and arranging for better learning opportunities and creating distinct learning environments through the use of digital technology. The effectiveness of lesson delivery with technology integration is characterized as technological pedagogical content knowledge. It is a significant application in all aspects of learning that are necessary for the teaching and learning process. Consequently, this theoretical paper proposes a conceptual model for comprehending the link between effective pedagogy and technological pedagogical content knowledge, both of which result in students' academic performance in an online teaching and learning context. This theoretical paper recommends that Higher Education Institutions have fundamental technological infrastructure and equip educators and students with advanced technologies applicable to online teaching and learning platforms, which is consistent with an Online Collaborative Learning theory. Educators must also be able to effectively use digital technology systems to deliver online lessons. According to this model, Higher Education Institutions will benefit through providing students with essential technical skills that today's employers require and ensuring that universities around the world remain competitive.