Dissertations / Theses on the topic 'Collective Pedagogical Content Knowledge'
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Flynn, Natalie P. H. "The transformation of science and mathematics content knowledge into teaching content by university faculty." Diss., Temple University Libraries, 2015. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/314629.
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Educational PsychologyPh.D.
University science and mathematics education today is no longer solely focused on training the small fraction of students who will become tomorrow's science and mathematics researchers, but is required to engage and create scientifically/mathematically literate American citizens (Ball, 2000; Dean, 2009; Kind, 2009a; Mooney & Kirshenbaum, 2009; Olsen, 2009). University professors are typically content experts not trained in pedagogy. This creates unique teaching issues in transforming complex content material. Expert content mastery of a subject can blind faculty to potential student difficulties (Ben-Peretz, 2011; Nathan, Koedinger, & Alibali, 2001). This, combined with limited pedagogical training and curricular constraints, can create teaching difficulties, contributing to high levels of student attrition (Bhattacharya, 2012; Feldon, Timmerman, Stowe, & Showman, 2010). Considerable research has been conducted on best teaching practices and the central role that content knowledge plays in teaching, yet little evidence is found to illuminate the processes by which subject matter content experts (faculty) unpack their expertise for use in teaching (Ball, 2000; Bouwma-Gearhart, 2012; French, 2005; Weiman, Perkins, & Gilbert, 2010). Much of the research literature defines deconstructing and unpacking content knowledge as the complex processes by which experts transform content knowledge into knowledge used for teaching (Abell, 2008; Ball & Bass, 2000; Hashweh, 2005; Shulman, 1986, 1987). According to the well accepted educational construct known as pedagogical content knowledge (PCK), teachers possess unique and distinct sets of knowledge domains that enable them to transform their content into teachable knowledge (Shulman, 1986, 1987). Much of the literature agrees that strong foundational content knowledge is required in order to develop PCK (Hill, Rowen, & Ball, 2005; Lowenberg-Ball, Hoover-Thames, & Phelps, 2008; Padilla, Ponce-de-Leon, Rembado, & Garritz, 2008). If limited content is a major restriction in the development of PCK, how does this process proceed when content is strong, as in the case of university faculty? This study looked at the processes that occur as content experts (faculty) focus on the deconstruction process in order to develop lessons and teach. The study focused on the components or paths of the transformation process in an attempt to identify the development of the knowledge base that content experts use in order to teach. This study developed a survey from the existing literature in an attempt to illuminate the processes, tools, insights, and events that allow university science and mathematics content experts (Ph.D.'s) unpack their expertise in order to teach develop and teach undergraduate students. A pilot study was conducted at an urban university in order to refine the survey. The study consisted of 72 science or mathematics Ph.D. faculty members that teach at a research-based urban university. Follow-up interviews were conducted with 21 volunteer faculty to further explore their methods and tools for developing and implementing teaching within their discipline. Statistical analysis of the data revealed: faculty that taught while obtaining their Ph.D. were less confident in their ability to teach successful and faculty that received training in teaching believed that students have difficult to change misconceptions and do not commit enough time to their course. Student centered textbooks ranked the highest among tools used to gain teaching strategies followed by grading of exams and assignments for gaining insights into student knowledge and difficulties. Science and mathematics education literature and university provided education session ranked the lowest in rating scale for providing strategies for teaching. The open-ended survey questions were sub-divided and analyzed by the number of years of experience to identify the development of teaching knowledge over time and revealed that teaching became more interactive, less lecture based, and more engaging. As faculty matured and gained experience they became more aware of student misconceptions and difficulties often changing their teaching to eliminate such issues. As confidence levels increase their teaching included more technology-based tools, became more interactive, incorporated problem based activities, and became more flexible. This change occurred when and if faculty members altered their thinking about their knowledge from an expert centered perspective to a student centric view. Follow-up interviews of twenty faculty yielded a wide variety of insights into the complicated method of deconstructing expert science and mathematics content. The interviews revealed a major disconnect between education research and researchers and the science and mathematics content experts who teach. There is a pervasive disregard for science and mathematics education and training. Faculty members find little to no support for teaching. Though 81% obtained their Ph.D. with the intent to enter an academic setting, pedagogical training was non-existent or limited, both prior to and after obtaining faculty positions. Experience alone did not account for confidence or ability to successfully teach. Faculty that were able to `think like a student' and view their material from a student's perspective' seemed to be the most confident and flexible in their teaching methods. Grading and having an open and interactive teaching style, being on the `side of the students' also seemed to allow faculty to connect more deeply with the students and learn about common misconceptions and difficulties. Though most faculty claimed to not teach as they were taught and not recall having specific content difficulties, this essential interaction with many students facilitated a shift in thinking about their content. This shift allowed for a reversal from teacher centered classrooms to student centered. Multiple issues arise when teaching at a traditional larger lecture style found in the majority of universities science and mathematics courses that constrain and provide unique teaching challenges. Many faculty have developed unique tools to incorporate successful teaching strategies, such as daily pre-quizzes and smart-phone questioning as well as small group work, computer posted guides, strategic class breaks, and limiting lecture style in favor of a more active engaged classroom.
Temple University--Theses
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Galbally, Jaclyn. "The Relationship of Literacy Teaching Efficacy Beliefs and Literacy Pedagogical Content Knowledge During Student Teaching." Diss., Temple University Libraries, 2014. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/261842.
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Educational PsychologyPh.D.
Student literacy rates across the country are unacceptably low. Teacher preparation has emerged as a priority in both research and practice in efforts to improve the nation's literacy rates. Teacher knowledge and beliefs influence the quality of instruction teachers are able to implement. This study was designed to help educators and mentors of novice teachers understand the relationship between literacy pedagogical content knowledge and literacy teacher efficacy beliefs and changes to this relationship during the course of student teaching. Using a sample of 36 pre-service teachers assigned to student teaching in kindergarten, first or second grade classrooms, literacy pedagogical content knowledge was measured in a multiple-choice assessment that covered a variety of early literacy instructional areas including phonology, orthography, vocabulary, morphology and comprehension. Literacy teaching efficacy beliefs was measured using a self-report questionnaire. Participants completed the survey at two time points, at the beginning and end of student teaching. To determine if a literacy pedagogical content knowledge and literacy teaching efficacy beliefs demonstrated a relationship, Pearson correlations were calculated at both time points. Results of this study suggest that these constructs are not related and operate independently. Additionally this study suggested that while literacy teaching efficacy beliefs improved significantly over the course of student teaching, literacy pedagogical content knowledge did not. Results from this study can inform teacher educators, mentors of novice teaches and professional development programmers on the relationship of literacy pedagogical content knowledge and literacy teaching efficacy beliefs in pre-service teachers.
Temple University--Theses
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Smith, Raymond Thomas. "TOPIC-SPECIFIC PEDAGOGICAL CONTENT KNOWLEDGE (PCK) IN CHEMISTRY: CHARACTERIZING ACID-BASE CHEMISTRY AND CHEMICAL BONDING PCK THROUGH A NOVEL DATA COLLECTION METHOD." Miami University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=miami1430488973.
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Cortelyou, Kathryn. "Exploring Intensive Reading Intervention Teachers' Formal and Practical Knowledge of Beginning Reading Instruction Provided to At-Risk First Grade Readers." Doctoral diss., University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5173.
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This study was designed with two goals in mind. The first goal was to describe the formal and practical knowledge of intensive reading intervention teachers related to beginning reading instruction with at-risk first graders. A second goal was to understand any potential relationships between intensive reading teachers' practical knowledge and formal knowledge. These two goals framed the study's three research questions. To answer these three questions, the study was conducted in two phases. Phase one included 32 participants, all of whom worked in the role of a K-2 intensive reading intervention teacher. Each of these 32 participants completed a background questionnaire and a paper/pencil Teacher Knowledge Assessment (TKA). The TKA measured participants' formal knowledge of beginning reading concepts. Participants' scores on the TKA were then rank-ordered from lowest to highest to help guide the selection of phase two participants. Eight teachers in all participated in phase two of the study dedicated to the study of teachers' practical knowledge of reading. Participants' practical knowledge of reading was explored through three activities including a semi-structured interview, a concept-mapping activity and a videotaped reading lesson. Data analysis revealed several important findings. Intensive reading intervention teachers in this study's sample differed in their formal knowledge of reading, measured by the TKA, and in their practical knowledge of reading, explored through interviews, concept-maps and reading lessons. The TKA revealed that study participants' held more formal knowledge of concepts related to phonology and phonics and less formal knowledge of concepts related to morphology and syllable types. Related to practical knowledge, data analysis revealed that the teachers in this sample differed in their knowledge of beginning reading with subject-matter knowledge accounting for most of the differences. These gaps in subject-matter knowledge also impacted this sample of teachers' use of instructional strategies and purposes of instruction. Data analysis also revealed insight into the relationships between this sample of teachers' formal and practical reading knowledge. In this sample, intensive reading intervention teachers with more formal knowledge of reading concepts as measured on the TKA demonstrated more evidence of these concepts within their instruction provided to at-risk first grade readers. The participants in this sample who had less formal knowledge of beginning reading as measured by the TKA demonstrated less evidence of these concepts within their instruction provided to at-risk first grade readers. Participants with less formal knowledge did accurately calibrate their knowledge of the concepts tested on the TKA but did not equate the lower scores to their practical knowledge and overall teaching efficacy. The findings from this study added several important contributions to the literature on teacher knowledge and beginning reading instruction. First, the study was unique in its focus on intensive reading intervention teachers, thus contributing new findings related to a specialized group of teachers. Secondly, this study contributed descriptions of teachers' practical knowledge with regards to beginning reading instruction. These descriptions are relatively absent in the current literature on teacher knowledge. Thirdly, the results from this study supported earlier findings in favor of a specialized body of subject-matter knowledge, especially related to beginning reading skills and concepts. Finally, the results contributed insight into the relationships between teachers' formal reading knowledge and practical reading knowledge.Ed.D.
Doctorate
Education and Human Performance
Education
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Doutis, Panayiotis. "Teachers' pedagogical content knowledge and pedagogical theories of content /." The Ohio State University, 1997. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487948158626617.
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Lux, Nicholas James. "Assessing technological pedagogical content knowledge." Thesis, Boston University, 2010. https://hdl.handle.net/2144/31985.
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Thesis (Ed.D.)--Boston UniversityBuilding on Shulman's (1986) theory of pedagogical content knowledge that outlines distinct domains of teacher knowledge, technological pedagogical content knowledge (TPACK) has emerged as a framework for examining educational technology training in teacher preparation (Koehler & Mishra, 2008; Neiss, 2008; Shin, Koehler, Mishra, Schmidt, Baran, & Thompson, 2009). The research presented here examines the theoretical basis of TPACK and describes the process of developing the Pre-service Teacher - Technological Pedagogical Content Knowledge Survey (PT-TPACK Survey). The PT-TPACK Survey is an instrument constructed to measure self-perceptions of TPACK in pre-service teachers completing a "Foundations of Educational Technology Course". The research focused on collecting evidence for the validity and reliability of the PT-TPACK survey. A pilot study, understandability study, and expert review were conducted in early stages of the research. Exploratory and confirmatory factor analysis and reliability measures were analyzed after the survey was administered to 120 pre-service teachers. The factor structure suggests a superior model fit, as did the goodness-of-fit indices. The root mean square error of approximation (RMSEA) was equal to .013, and both the comparative fit index (CFI) and non-normed fit index (NNFI) were .90 (CFI=1.0, NNFI=1.0). Internal consistency between the individual factors was also strong. The resulting coefficient alpha statistics suggest instrument reliability (TPACK, a=.903; TPK, a=.844; PK, a=.771; CK, a=.774; TK, a=.747; PCK, a=.653). Six of the seven widely accepted hypothesized TPACK dimensions emerged in the factor structure. Technological content knowledge (TCK) was the only hypothesized dimension that did not emerge. Finally, this study recommends several reasons for the lack of the TCK dimension, some of which could have an impact on how teachers are trained to use technology.
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Oskarsson, Björn. "Towards Pedagogical Content Knowledge in Logistics." Licentiate thesis, Linköpings universitet, Logistik, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-111665.
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Logistics is regarded as an area of high importance in business, contributing to profitability and competitiveness. Logistics is crucial also from a societal perspective, since logistical activities count for a big proportion of a country’s GNP, and since effective logistics systems can help reducing some of the environmental problems we face today. Higher education has an important role to play in order to provide business and society with well-educated logistics personnel. Since not much research is published within higher education in logistics, the purpose of this thesis was defined as: To contribute to the knowledge on teaching and learning logistics in higher education. More specifically, two research questions were set up: RQ1: What knowledge and skills are important for students to learn during highereducation in logistics? RQ2: How can students’ learning of these skills and knowledge be facilitated? A comprehensive literature review serves as a basis for the study. The literature on logistics education gives limited guidance concerning what is to be learned during higher education in logistics, as well as how to facilitate learning within logistics. These findings indicate that the logistics teaching faculty do not base their course designs and teaching practices on solid knowledge on what and how to teach. Although a major finding of my work is that more research is needed, some more concrete propositions can be made. In order to reach some kind of answers to the research questions, a selection of pedagogical theories was applied on logistics education with help from illustrating examples, partly found in literature, and partly from specific studies performed as part of this thesis. Concerning the first research question, I propose a tentative model, illustrating how different logistics knowledge and skills can be positioned against each other. A division is made between subject-specific and generic knowledge and skills, and two core generic skills within logistics are proposed: Total cost analysis and Structured investigation method. From pedagogical literature, the concept of thresholds was introduced. A threshold refers to something that is troublesome for students to overcome, but once passed leads to a new way of understanding. The identification of the thresholds associated with acquiring important knowledge and skills, is therefore important for teachers. Some thresholds concerning logistics education are discussed in the thesis. For the two core generic skills proposed above, it is suggested that ‘case-specific adaptation of total cost models’ is a threshold for total cost analysis, and ‘investigation planning’ is suggested as a threshold for structured investigation method. The question of how something can be learned is dependent on what is to be learned. Since there is a lack of clear answers concerning the what, the second research question (focusing the how) is difficult to answer in a concrete manner. On a general level, some findings were found though. Logistics is a discipline where education has strong emphasis on usefulness for the workinglife. Problem- and practice-based instructional methods are therefore recommended to create learning situations, where learning is extended from theoretical models as such, to their application in realistic settings. Reflection upon the appropriateness of the models then becomes essential. The use of educational games, simulation, and field-based projects are examples of such methods. In pedagogical literature, the term pedagogical content knowledge addresses the need for teachers to know the subject-matter (the content) in a way that makes it possible for him/her to make it understandable for the students. This kind of knowledge is built up from a number of knowledge components. One of those concerns knowledge about what is troublesome for students, which bridges over to the previously described threshold concepts. Another component is knowledge of students’ pre-understanding. An example of a method for capturing such pre-understanding is given in the thesis. Given that a teacher knows the subject-matter, the students pre-understanding, and some other contextual factors, a good knowledge on how to instruct and assess the students is crucial. The instructional methods are to a big extent case-specific, but as indicated above, problem- and practice-based methods are often to recommend within logistics education. Based on the findings and discussions in this study, a number of suggestions for future research are proposed. Among those is the need to identify the thresholds connected to learning core logistical knowledge, and to investigate appropriate instructional methods for helping students to overcome these thresholds.
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Aigner, Brandon T. "Developing Integrated Pedagogical Content Knowledge in Preservice Teachers." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1591360331428312.
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Cox, Susan Marie. "A Conceptual Analysis of Technological Pedagogical Content Knowledge." Diss., CLICK HERE for online access, 2008. http://contentdm.lib.byu.edu/ETD/image/etd2552.pdf.
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Wong, Tak Wah Terry. "Competency in mathematics teaching : subject content knowledge, pedagogical content knowledge and attitudes toward teaching mathematics." Thesis, University of Leicester, 2002. http://hdl.handle.net/2381/31010.
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This study investigated pre-service primary mathematics teachers' teaching practice (TP) performance in the context of their subject content knowledge (SCK), pedagogical content knowledge (PCK) and attitude towards mathematics teaching (AMT). The interrelationships among these variables are analyzed too. Attitudes toward mathematics teaching and previous SCK achievement were elicited using twenty Likert-item statements and their previous highest public mathematics examination results respectively whilst information on student teachers' PCK achievement and TP performance were obtained through direct teaching observation. The sample consisted of 104 student teachers drawn from two different training programmes, 2-Year Certificate of Education (CE) Course and 4-Year Bachelor of Education (BEd) Programme, at the first stage. Hence 52 student teachers were invited to participate in the second stage, TP supervision. Differences across programmes, year groups and gender were investigated. This study found that AMT has a positive effect on TP performance and it is also positively correlated with PCK achievement. However, it is surprising that subject content knowledge (SCK) has no statistically significant relationships with AMT, PCK achievement and TP performance. There were no substantial gender-related differences on AMT and SCK achievement however, female student teachers performed better than male student teachers on tasks requiring patience on preparation of lesson plans and teaching aids, explanations of mathematical concepts and making discussion with pupils. Besides, and surprisingly, CE student teachers had better PCK than BEd student teachers and CE student teachers also improved more than BEd student teachers in AMT by comparing their Pre- and Pro-TP AMT scores. These findings have important implications for the design of teacher training programmes and teaching effectiveness in mathematics. It is recommended that similar research be replicated for secondary student teachers, full time kindergarten, primary and secondary teachers and with questionnaires written in Chinese if necessary.
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Fi, Cos Dabiri. "Preservice secondary school mathematics teachers' knowledge of trigonometry : subject matter content knowledge, pedagogical content knowledge and envisioned pedagogy." Diss., University of Iowa, 2003. https://ir.uiowa.edu/etd/4936.
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Hadjidemetriou, Constantia. "Graphs : pupils understanding and teachers pedagogical content and knowledge." Thesis, University of Manchester, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.631233.
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This study explored 14 to 15 year old pupils' graphical understanding and their teachers' pedagogical content knowledge. A diagnostic instrument was developed from the research literature to suit the UK National Curriculum, and was administered to 425 pupils. The problems were deliberately posed in such a way as to encourage relevant errors and misconceptions to surface. The test was 'scaled' using Rasch methodology and the result was a hierarchy of responses, each level of which was described as a characteristic performance including key misconceptions. Results showed that pupils were able to solve tasks involving both reading and interpretation of graphs from an early level. The hierarchy was generally consistent with previous literature. The errors were validated apart from one which is believed to be a new version of the so called 'interval-point' confusion. The instrument was also further developed to function as a questionnaire for assessing teachers' Pedagogical Content Knowledge (PCK). Teachers' estimation of the difficulty of the items, their proposed learning sequences and their awareness of errors and misconceptions were examined. Furthermore, teachers' perceptions of what is difficult were correlated with the children's actual difficulty estimates. Results showed that these teachers' estimation of what is difficult seemed to be partly structured by the curriculum sequence. Some of the teachers overestimated the difficulty of some tasks involving global interpretation and underestimated the difficulty of those which entailed pointwise reading or algebraic manipulation. Also, their knowledge was highly sensitive to the method adopted to collect the data. The teachers' mis-estimation of (relative) difficulties could be explained by one of two reasons: sometimes teachers apparently misunderstood the actual question themselves, and so underestimated the difficulty of the item. At other times, teachers overestimated the difficulty because they did not realise that children could answer the question without a sophisticated understanding of some concepts. Pupils' and teachers' responses were confirmed and enriched through group interviews and semi-structured interviews respectively.
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Greene, Jonathan K. "Secondary-School Department Chairpersons’ Perceptions of Pedagogical Content Knowledge." UNF Digital Commons, 2016. http://digitalcommons.unf.edu/etd/712.
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The concept of pedagogical content knowledge (PCK) provides a framework for understanding the professional demands of secondary-school teachers in facilitating student learning. Teachers develop their PCK both formally in preservice and inservice education and informally with their colleagues. Teacher leaders, such as the secondary-school department chairs, can work with colleagues to promote professional growth. The purpose of this study was to understand how secondary-school department chairs understood PCK and perceived their role in promoting the PCK growth of their department colleagues. A qualitative research design using in-depth, semi-structured interviews involved 15 participants from one school district in the southeast of the U.S. Data analysis used Eisner’s (1998) four-part approach to criticism—description, interpretation, evaluation, and thematics—as the overall framework, with Hatch’s (2002) typological analysis facilitating the description and interpretation phases. The two dimensions of description and interpretation occurred simultaneously, with six typologies organizing the discussion; how participants understood and defined PCK; knowledge of context within PCK; participants’ understanding of the importance of content knowledge; growth of the teacher; development of PCK in professional learning communities; and department chair leadership in developing PCK. The evaluation dimension revealed that these chairs did indeed work with their colleagues in developing PCK that, in turn, facilitated student learning. Three major themes based on the data were developed: experienced teachers in leadership positions possess key elements of PCK; department chairs can lead as teachers; and teacher leaders bring their tacit PCK into the explicit. Implications for leadership include the need for district and school-based administrators to support the role that department chairpersons play in the professional growth of their colleagues, to provide developmental opportunities for teachers designed to focus on PCK and how PCK furthers student learning and to take advantage of the leadership offered by department chairs in promoting teachers’ professional growth. Further study might examine how department chairs work directly with their colleagues to develop PCK, how such development of PCK operates in contexts with different demographics than those of the present study, and how department chairs at different points in their careers assist their colleagues in their PCK growth.
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Kieninger, Katherine. "Examining Social Studies Teacher Candidates' Economic Pedagogical Content Knowledge." Ohio University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1627310475354062.
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Maxedon, Sandra Jo. "Early childhood teachers' content and pedagogical knowledge of geometry." Diss., The University of Arizona, 2003. http://hdl.handle.net/10150/280485.
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This study investigated early childhood teachers' knowledge of the following four components of the professional knowledge base: goals of geometry, child development and geometry, geometry curriculum and curriculum content, and geometric concepts. Eight experienced early childhood teachers in grades kindergarten through two participated in interviews on each of the four knowledge components. Their responses to interview questions and geometric concept activities were electronically recorded and transcribed for analysis of patterns, trends, or themes which emerged for the group. The teachers knew how geometry would benefit students and could elucidate their own goals when teaching geometry. They were more familiar with their district's curriculum and performance objectives for geometry than they were with state or national goals. They had ideas about what constitutes developmentally appropriate practice, both generally and in geometry education. Child development as it relates to geometry was an elusive concept. Their expertise in this area was primarily based on their experiences as teachers and their faith in the district's curriculum. They were somewhat familiar with pedagogical aspects of their grade level curricula, including expectations, materials, and resources, with shape names being their primary focus. They were less familiar with subject matter issues such as the scope and content of the geometry curricula in the grades preceding and following theirs, important geometric concepts for primary students, and the role of spatial visualization in children's development of geometry. When solving geometric problems, they tended to be anxious and uncertain but overall were persistent problem solvers who willingly communicated their thinking. Their problem solving was marked by doubt, self-talk, hand movements, and ambiguity. In general there was evidence of difficulty with class inclusion, deductive reasoning, and conceptual verbalization.
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Hickey, Ruth L. "The influence of teachers' content knowledge and pedagogical content knowledge in science when judging students' science work." Thesis, Curtin University, 1999. http://hdl.handle.net/20.500.11937/1216.
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Primary and secondary teachers in Western Australian have adopted a new Curriculum Framework (Curriculum Council, 1998a) which is outcomes-focused and endorses a constructivist approach to science for school students. This research examines the influence of teachers' science content knowledge on how they make judgements about students' conceptual understandings and the extent to which follow-up activities they suggest reflect a conceptual change approach to teaching science.Primary and secondary teachers, from a range of science education histories and experiences teaching students of different ages, responded to a science task involving concepts of heat energy, combustion and ignition. They were asked to judge a student work sample about the same task, and suggest follow-up activities to support further learning.How teachers made their judgements was found to vary in accord with their science knowledge, categorised as high, midrange and low. Teachers with high science knowledge were the most adept at making accurate and appropriate judgements and had the lowest frequency of problems with their judgements. Teachers with high and midrange science knowledge were more able to link their suggestions for follow-up activities to students' science concepts, and showed greater familiarity with activities commensurate with a conceptual change orientation to teaching. Non-recognition of students' concepts as critical evidence of development was a key aspect of the judgements of teachers with low science knowledge.Recommendations are made for professional development to assist teachers to develop appropriate science content knowledge they can use to support their pedagogical content knowledge so they are able to foster students' conceptual development.
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Hickey, Ruth L. "The influence of teachers' content knowledge and pedagogical content knowledge in science when judging students' science work." Curtin University of Technology, Science and Mathematics Education Centre, 1999. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=10249.
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Primary and secondary teachers in Western Australian have adopted a new Curriculum Framework (Curriculum Council, 1998a) which is outcomes-focused and endorses a constructivist approach to science for school students. This research examines the influence of teachers' science content knowledge on how they make judgements about students' conceptual understandings and the extent to which follow-up activities they suggest reflect a conceptual change approach to teaching science.Primary and secondary teachers, from a range of science education histories and experiences teaching students of different ages, responded to a science task involving concepts of heat energy, combustion and ignition. They were asked to judge a student work sample about the same task, and suggest follow-up activities to support further learning.How teachers made their judgements was found to vary in accord with their science knowledge, categorised as high, midrange and low. Teachers with high science knowledge were the most adept at making accurate and appropriate judgements and had the lowest frequency of problems with their judgements. Teachers with high and midrange science knowledge were more able to link their suggestions for follow-up activities to students' science concepts, and showed greater familiarity with activities commensurate with a conceptual change orientation to teaching. Non-recognition of students' concepts as critical evidence of development was a key aspect of the judgements of teachers with low science knowledge.Recommendations are made for professional development to assist teachers to develop appropriate science content knowledge they can use to support their pedagogical content knowledge so they are able to foster students' conceptual development.
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DANI, DANIELLE E. "THE IMPACT OF CONTENT AND PEDAGOGY COURSES ON SCIENCE TEACHERS' PEDAGOGICAL CONTENT KNOWLEDGE." University of Cincinnati / OhioLINK, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1086191691.
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Dani, Danielle E. "The impact of content and pedagogy courses on science teachers' pedagogical content knowledge." Cincinnati, Ohio : University of Cincinnati, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=ucin1086191691.
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Heywood, Jonathan Paul. "Operationalising technological pedagogical content knowledge in UK teacher professional development." Thesis, University of Leicester, 2018. http://hdl.handle.net/2381/43071.
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Weaknesses in extant modes of teacher professional development relating to the use of technology to support teaching and learning are identified and recommendations sought regarding more effective modes of delivery. Technological Pedagogical Content Knowledge (TPACK) is postulated as a theoretical lens through which to foster reflection and dialogue regarding teaching practice and a number of tools are developed to support a structured approach to professional development. These include a TPACK assessment tool to evaluate performance in each of TPACK's constituent subdomains and a new form of technology content representation, dubbed a 'T-CoRe', through which to scaffold thinking and practice relating to technology integration. Through iterative refinement, the assessment tool was able to indicate and afford visualisation of aspects of practice. T-CoRes and associated discussion were able to evidence stimulation of high-quality reflection and foster application of higher-order thinking, here termed 'TPACK thinking'. Impact was demonstrable both in terms of teacher practice and pupil outcomes. Teachers demonstrated a commitment to collegiality and reflected on their capacity to champion technology integration within their departments and schools. This study therefore demonstrates the potential to operationalise TPACK within a UK setting and offers a toolkit of resources to support consideration of the pedagogical affordance of technology by teachers for wider scrutiny, use and development.
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Mazibe, Ernest Nkosingiphile. "Teaching graphs of motion : translating pedagogical content knowledge into practice." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/62885.
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This study investigated the comparison between captured and revealed Pedagogical Content Knowledge (PCK) about graphs of motion. The aim of the study was to explore PCK when captured in a written format and discussions (captured PCK) and compare it to the PCK that the same teachers revealed in practice (revealed PCK) when teaching the topic. Four Grade 10 Physical sciences teachers were purposively and conveniently selected as participants of the study. Their PCK was captured through Content Representations (CoRes) and interviews. The revealed PCK on the other hand was gathered through lesson observations. The Topic Specific Pedagogical Content Knowledge (TSPCK) model was used as the framework that guided the analysis of the two manifestations of PCK. The focus was on teachers’ competences in the TSPCK components namely; learners’ prior knowledge including misconceptions, curricular saliency, what is difficult to teach, representations including analogies, and conceptual teaching strategies. The results of this study indicated that teachers’ competences in the TSPCK components varied. This was evident in both the captured and the revealed PCK. Thus it suggested that a teacher’s level of competence in one component is not necessarily an indication of his or her competence in the other components that define PCK, and subsequently in his/her overall captured or revealed PCK. Furthermore, the study suggested that the level of competence in a component in the captured PCK is not necessarily an indication of the level of competence within that component that the teacher would reveal during lesson presentation. The level may be the same, slightly different (higher or lower) or even be drastically different in the lesson than suggested by the captured PCK. A concluding remark was then made that teachers’ captured PCK is not necessarily a true reflection of the PCK they reveal during lesson presentation and that different instruments must be used to reflect on and assess teachers’ PCK in a topic.Dissertation (MEd)--University of Pretoria, 2017.
Science, Mathematics and Technology Education
MEd
Unrestricted
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Venesile, Christopher John. "The Acquisition of Pedagogical Content Knowledge By Vocal Jazz Educators." Case Western Reserve University School of Graduate Studies / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=case1278521556.
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Shahuneeza, Naseer Mariyam. "Algebraic Content and Pedagogical Knowledge of Sixth Grade Mathematics Teachers." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2579.
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Algebra test scores of the Maldivian students from grade 6 through 12 are the lowest compared to any other area of mathematics. Algebra is a fundamental topic in mathematics and lays the foundation for mathematical reasoning and complex problem-solving. Research shows that strengthening algebra instruction could improve student achievement. This concurrent mixed methods study examined the algebraic content and pedagogical knowledge of 5 sixth grade mathematics teachers who teach in 5 different schools across the Maldives. Shulman's major categories of teacher knowledge and Ball, Thames, and Phelps' domains of mathematical knowledge for teaching guided this study. The research questions examined the relationship between teachers' perceptions of their mastery of algebraic content and pedagogical knowledge, and what teachers actually know about algebraic content and pedagogy. Purposive sampling was used to select the 5 participants. Quantitative data were collected using the Diagnostic Teacher Assessments of Mathematics and Science - Middle Mathematics Teacher Assessments and qualitative data were gathered through lesson observations, interviews, and analysis of teachers' lesson plans and notes. All participants believed that they were proficient in both algebraic content and pedagogical knowledge. However, the results of this study showed that all participants lacked both algebraic content and pedagogical knowledge. Findings of this study were used to inform and design mathematics professional development to meet the needs of the participants. This mathematics professional development is expected to improve the instructional delivery of algebra through enhanced algebraic content and pedagogical knowledge. This could positively contribute to the improvement of student achievement in algebra.
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Ijeh, Sunday Bomboi. "How competent mathematics teachers develop pedagogical content knowledge in statistics teaching." Thesis, University of Pretoria, 2012. http://hdl.handle.net/2263/24074.
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This study is concerned with how competent mathematics teachers develop pedagogical content knowledge (PCK) in statistics teaching. Pedagogical content knowledge was used as the theoretical framework that guided the research and data collection. The study’s methodology consisted of two phases. In the first phase, the six identified mathematics teachers undertook a conceptual knowledge written exercise. The result of this exercise was used to select the best four performing teachers for the second phase of the study. The second phase consisted mainly of lesson observations, interviews, written documents in the form of completed questionnaires, written diaries or reports, document analysis designed to produce rich detailed descriptions of participating teachers’ PCK in the context of teaching statistics concepts at school level. The concept mapping exercise was used to indirectly assess participating teachers’ content knowledge and their conceptions of the nature of school statistics and how it is to be taught. The qualitative data obtained were analysed to try to determine individual teachers’ content knowledge of school statistics, related pedagogical knowledge, knowledge of learners’ conceptions in statistics teaching, knowledge of learners’ learning difficulties as well as how they developed their PCK in statistics teaching. The analysis was done based on iterative coding and categorisation of responses and observations made to identify themes, patterns, and gaps, in school statistics teaching. Commonalities and differences if any, in the PCK profiles of the four participating teachers were also analysed and determined. The results of the study showed that overall, individual teachers develop their PCK in school statistics teaching by: (a) formally developing their knowledge of the subject matter in a formal undergraduate educational programme, as well as subject matter content knowledge during classroom practice; (b) using varied topic-specific instructional skills such as graphical construction skills in teaching statistical graphs; (c) using diagnostic techniques (oral questioning and pre-activity, class discussions and questioning) and a review of previous lessons to introduce lessons, and to determine learners’ preconceptions in statistics teaching ; (d) Using teaching strategies that can help to identify learners’ learning difficulties as well as intervention to address the difficulties; (e) continually updating their knowledge of school statistics by attending content knowledge workshops and other teacher development programmes designed to improve content knowledge and practice.Thesis (PhD)--University of Pretoria, 2012.
Science, Mathematics and Technology Education
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Sibuyi, Charles Duzephi. "Effective teachers' pedagogical content knowledge in teaching quadratic functions in mathematics." Diss., University of Pretoria, 2012. http://hdl.handle.net/2263/30392.
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This study investigated the pedagogical content knowledge supposedly held by two FET mathematics teachers from Mpumalanga Province as they taught quadratic functions in grade 11 classes. The criterion for selecting the two teachers was that they had consistently produced good results (overall pass rate of 80% or more) in the grade 12 mathematics examinations of the National Senior Certificate for the past three years or more and thus, they were classed as effective. The two teachers prepared and taught lessons on quadratic functions in grade 11 whilst they were being observed. The study focused on teacher knowledge base as exemplified in the teachers’ pedagogical content knowledge (PCK). Three elements of PCK were investigated; namely; (i) knowledge of the subject matter; (ii) knowledge of teaching strategies and (iii) knowledge of learners’ conceptions. Qualitative research approach using the case study research method was used to collect qualitative data on the pedagogical content knowledge of the two teachers through lesson observations, lesson plan analysis and interviews. Analysis of the results suggests that the two teachers have adequate subject matter knowledge but have limited knowledge on the aspects of teaching strategies and knowledge of learners’ pre-conceptions and misconceptions on the topics of quadratic functions that they taught. The study recommends that teachers be exposed to workshops that deal specifically with the various topic specific teaching strategies and knowledge of learners’ pre-conception and misconceptions on the topic of quadratic functions.Dissertation (MEd)--University of Pretoria, 2012.
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Kim, Dae-Jin. "Relationships among content knowledge, pedagogical knowledge, and teaching performance of physical education student teachers." The Ohio State University, 1996. http://rave.ohiolink.edu/etdc/view?acc_num=osu1231517059.
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Harari, Nurit. "Relationships among student teachers content knowledge, experience, pedagogical knowledge, and teaching performance in volleyball /." The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu1488195633517256.
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Ives, Sarah Elizabeth. "Learning to Teach Probability: Relationships among Preservice Teachers' Beliefs and Orientations, Content Knowledge, and Pedagogical Content Knowledge of Probability." NCSU, 2009. http://www.lib.ncsu.edu/theses/available/etd-11042009-144919/.
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The purposes of this study were to investigate preservice mathematics teachersâ orientations, content knowledge, and pedagogical content knowledge of probability; the relationships among these three aspects; and the usefulness of tasks with respect to examining these aspects of knowledge. The design of the study was a multi-case study of five secondary mathematics education preservice teachers with a focus on their knowledge as well as tasks that were used in this study. Data from individual interviews and test items were collected and analyzed under a conceptual framework based on the work of Hill, Ball, and Schilling (2008); Kvatinsky and Even (2002); and Garuti, Orlandoni, and Ricci (2008). The researcher found that the preservice teachers held multiple orientations towards probability yet tended to be mostly objective (mathematical and statistical) with little evidence of subjective orientations. Relationships existed between the preservice teachersâ orientations and their content knowledge, as well as their pedagogical content knowledge. These relationships were found more in tasks where they were required to make a claim about a probability within some sort of real-world context. The researcher also found that tasks involving pedagogical situations tended to be more effective at eliciting knowledge than tasks involving only questions.
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Ayvazo, Shiri. "Exploring the pedagogical content knowledge of effective teachers in physical education." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1180112758.
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Mthethwa-Kunene, K. F. E. "Exploring science teachers’ pedagogical content knowledge in the teaching of genetics in Swaziland." Thesis, University of Pretoria, 2014. http://hdl.handle.net/2263/43191.
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Recent trends show that learners’ enrolment and performance in science at secondary school level is dwindling. Some science topics including genetics in biology are said to be difficult for learners to learn and thus they perform poorly in examinations. Teacher knowledge base, particularly topic-specific pedagogical content knowledge (PCK), has been identified by many researchers as an important factor that is linked with learner understanding and achievement in science. This qualitative study was an attempt to explore the PCK of four successful biology teachers and how they developed it in the context of teaching genetics. The purposive sampling technique was employed to select the participating teachers based on their schools’ performance in biology public examinations and recommendations by science specialists and school principals. Pedagogical content knowledge was used as a theoretical framework for the study, which guided the inquiry in data collection, analysis and discussion of the research findings. The study adopted the case study method and various sources of evidence including concept maps, lesson plans, pre-lesson interviews, lesson observations, post-teaching teacher questionnaire, post-lesson interviews and document analysis were used to collect data on teachers’ PCK as well as how PCK was assumed to have developed.
The data were analysed in an attempt to determine the individual teachers’ school genetics’ content knowledge, related knowledge of instructional strategies and knowledge of learners’ preconceptions and learning difficulties. The analysis involved an iterative process of coding data into PCK categories of content knowledge, pedagogical knowledge and knowledge of learners’ preconceptions and learning difficulties. The findings of the study indicate that the four successful biology teachers generally have the necessary content knowledge of school genetics, used certain topic-specific instructional strategies, but lacked knowledge of genetics-related learners’ preconceptions and learning difficulties despite having taught the topic for many years. There were some instructional deficits in their approaches and techniques in teaching genetics. The teachers failed to use physical models, teacher demonstration and/or learner experimentation in their lessons (or include them in their lesson plans) to assist learners in visualizing or internalizing the genetics concepts or processes located at the sub-microscopic level. The teachers’ PCK in genetics teaching was assumed to have developed mainly through formal university education programmes, classroom teaching experiences, peer support and participation in in-service workshops. The implications for biology teacher education are also discussed.Thesis (PhD)--University of Pretoria, 2014.
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Humanities Education
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Park, Yee-han. "Primary mathematics teachers' pedagogical content knowledge of the teaching of quadrilaterals." Click to view the E-thesis via HKUTO, 2003. http://sunzi.lib.hku.hk/hkuto/record/B31963481.
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Owusu, Kofi Acheaw. "Assessing New Zealand high school science teachers' technological pedagogical content knowledge." Thesis, University of Canterbury. Educational Studies and Leadership, 2014. http://hdl.handle.net/10092/9254.
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Technological pedagogical content knowledge (TPACK) is the knowledge required for effective technology integration in teaching. In this study, New Zealand high school science teachers’ TPACK was assessed through an online survey. The data and its analysis revealed that New Zealand’s high school science teachers in general had a high perception of their understanding of TPACK and its related constructs. Science teachers had high mean scores on all the constructs on a five- point Likert scale except technological knowledge. There is thus an indication that science teachers in New Zealand perceived themselves as being able to teach with technology effectively. Correlation analysis revealed that all six constructs correlated significantly with TPACK (also referred to as TPCK). Multiple and stepwise regression analyses revealed that Technological Pedagogical Knowledge (TPK) and Technological Content Knowledge (TCK) made statistically significant unique contributions to Technological Pedagogical Content Knowledge (TPCK). Pre-registered teachers indicated that their levels of TCK and Pedagogical Content Knowledge (PCK) were lower than more experienced teachers. This implied that recently graduated teachers found it difficult to appropriate the affordances of technology to affect the content they taught. Also, these recently graduated teachers lacked the experience to represent content in a format that made it comprehensible to their learners.
The contextual factors that influenced teachers’ use of technology as well as teachers’ TPACK levels were investigated through multiple embedded case studies of six teachers who were regular users of technology in their teaching. The case studies revealed that science teachers used technology to support inquiry learning in a wide range of ways in lower levels of high school but mostly to clarify concepts and theories when it came to the senior level of high school. Teachers demonstrated different levels of expertise and engagement in the use of technology for transferring different types of knowledge from one teaching and learning context to another and for addressing differences amongst learners. This signalled that science teachers’ TPACK apparent developmental levels shifted depending on the context of the assessment requirements of the students. This is a major finding in this study because although previous researchers have assumed that context influences teachers’ TPACK characteristics and development, this study provides evidence of how specific aspects of context influences teachers’ TPACK. This evidence shows examples of how the development of an individual’s TPACK can be considered as dynamic where the interacting constructs and characteristics shift and change based on the context.
The recommendations from this study propose that teacher education programmes should ensure that there is a focus on teaching preservice teachers how to appropriate the affordances of technology to teach specific content instead of teaching one technology skills based course. The evidence from this study indicates that teachers in New Zealand schools use collegial approaches in the use of technology. Therefore professional learning programmes should target groups of teachers in the same school or cluster of schools rather than targeting individual teachers. This will enable teachers to share ideas and provide leadership for their colleagues in terms of how to use technology. Again, technology related professional development programmes should move away from enriching teachers’ technological skills to emphasising how teachers can appropriate the affordances of technology in their classroom practices to meet their instructional goals as well as students’ learning outcomes. There is a consequent obligation for teacher educators, educationists and stakeholders to enable teachers to understand how best to harness the increased knowledge retrieval capacity that Information and Communication Technology affords, its information sharing abilities as well as the capacity to engage young people to act as experimenters, designers and creators of knowledge.
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Park, Yee-han, and 白綺嫻. "Primary mathematics teachers' pedagogical content knowledge of the teaching of quadrilaterals." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B31963481.
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Katsh-Singer, Rebecca. "District Science Leaders: Beliefs and Pedagogical Content Knowledge for Scientific Argumentation." Thesis, Boston College, 2016. http://hdl.handle.net/2345/bc-ir:106720.
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Thesis advisor: Katherine L. McNeillThe Next Generation Science Standards (NGSS) represent a significant shift in the goals of U.S. science education. Instead of a focus solely on content acquisition, the NGSS aim to engage students in the practices of science. Teachers will require substantial support, in large part from science leaders at the district level, to change their instruction to accomplish this vision. However, little is known about how these leaders conceptualize the NGSS. Therefore, this dissertation utilizes a sensemaking theoretical framework to explore the beliefs and pedagogical content knowledge (PCK) of district science leaders about one of the NGSS science practices, scientific argumentation. Greater understandings of these constructs can aid in designing appropriate supports for district leaders and meeting the challenges of implementing the NGSS. Fifty-three district leaders from states that have adopted the NGSS participated in a survey focused on their beliefs and PCK for argumentation. After the administration of the survey, 10 district leaders who represented a range of states and beliefs were selected for follow-up interviews. These interviews were semi-structured and focused on the same areas of belief as in the survey. The findings from the surveys and interviews indicate that most district science leaders are supporters of the NGSS and believe that scientific argumentation offers important benefits for students. Many leaders referenced one or more of the NGSS science practices in their descriptions of effective science education and asserted that they believe that the NGSS will require teachers in their districts to make substantial changes in their current instruction. However, some leaders also maintained their beliefs in the effectiveness of traditional instructional methods that are not compatible with the NGSS, and few leaders mentioned critique as an essential component of argumentation. In addition, many leaders demonstrated challenges in their PCK for argumentation, specifically related to evidence and reasoning in scientific arguments and the role of critique in dialogical interactions. Therefore, supporting leaders to develop more accurate conceptions and knowledge of the NGSS and argumentation should be a priority for districts nationwide
Thesis (PhD) — Boston College, 2016
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction
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Lombaard, Deidré. "Natural Science teacher attitudes and Pedagogical Content Knowledge for teaching Botany." Diss., University of Pretoria, 2014. http://hdl.handle.net/2263/45870.
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This South African study investigated a sample of Grade 4 to 7 Natural Sciences teachers’ attitudes towards botany and botany teaching and these teachers’ botany Pedagogical Content Knowledge (PCK). It explored whether a relationship exists between teachers’ attitudes towards botany teaching and their PCK. The study provides an overview of international and South African literature and research on the underrepresentation of botany and the teaching of botany in Natural Sciences classes. Throughout the study insight is provided on the universal problems of plant blindness and negative attitudes towards botany and botany teaching in the Natural Sciences classroom.
Data were collected during teachers’ interviews, class observations and analyses of lesson plan documents. The results indicated that most teachers harbour negative attitudes towards botany and botany teaching. There are various reasons for this negativity such as past experiences in botany training, zoochauvinism and plant blindness. The Pedagogical Content Knowledge of teachers in this study was insufficient. It was found that teachers’ attitudes towards botany teaching influence their PCK and teachers’ PCK can, in turn, influence teacher attitudes towards botany, which can affect the teachers’ ways of teaching.
This study confirms that problems of plant blindness, zoochauvinism and negativity towards botany and botany teaching that occur elsewhere in the world are also prevalent among South African teachers. This confirmation casts doubts on Natural Sciences teachers’ botany PCK. This study adds to the literature on botany teaching and PCK in the South African contextDissertation (MEd)--University of Pretoria, 2014.
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MEd
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Kim, Insook. "The Effects of a Badminton Content Knowledge Workshop on Middle School Physical Education Teachers' Pedagogical Content Knowledge and Student Learning." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1306910331.
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Sönnerhed, Wang Wei. "Mathematics textbooks for teaching : An analysis of content knowledge and pedagogical content knowledge concerning algebra in Swedish upper secondary education." Licentiate thesis, Institutionen för pedagogik, kommunikation och lärande, Göteborgs universitet, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-16949.
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In school algebra, using different methods including factorization to solve quadratic equations is one common teaching and learning topic at upper secondary school level. This study is about analyzing the algebra content related to solving quadratic equations and the method of factorization as presented in Swedish mathematics textbooks with subject matter content knowledge (CK) and pedagogical content knowledge (PCK) as analytical tools. Mathematics textbooks as educational resources and artefacts are widely used in classroom teaching and learning. What is presented in a textbook is often taught by teachers in the classroom. Similarly, what is missing from the textbook may not be presented by the teacher. The study is based on an assumption that pedagogical content knowledge is embedded in the subject content presented in textbooks. Textbooks contain both subject content knowledge and pedagogical content knowledge. The primary aim of the study is to explore what pedagogical content knowledge regarding solving quadratic equations that is embedded in mathematics textbooks. The secondary aim is to analyze the algebra content related to solving quadratic equations from the perspective of mathematics as a discipline in relation to algebra history. It is about what one can find in the textbook rather than how the textbook is used in the classroom. The study concerns a teaching perspective and is intended to contribute to the understanding of the conditions of teaching solving quadratic equations. The theoretical framework is based on Shulman’s concept pedagogical content knowledge and Mishra and Koehler’s concept content knowledge. The general theoretical perspective is based on Wartofsky’s artifact theory. The empirical material used in this study includes twelve mathematics textbooks in the mathematics B course at Swedish upper secondary schools. The study contains four rounds of analyses. The results of the first three rounds have set up a basis for a deep analysis of one selected textbook. The results show that the analyzed Swedish mathematics textbooks reflect the Swedish mathematics syllabus of algebra. It is found that the algebra content related to solving quadratic equations is similar in every investigated textbook. There is an accumulative relationship among all the algebra content with a final goal of presenting how to solve quadratic equations by quadratic formula, which implies that classroom teaching may focus on quadratic formula. Factorization method is presented for solving simple quadratic equations but not the general-formed quadratic equations. The study finds that the presentation of the algebra content related to quadratic equations in the selected textbook is organized by four geometrical models that can be traced back to the history of algebra. These four geometrical models are applied for illustrating algebra rules and construct an overall embedded teaching trajectory with five sub-trajectories. The historically related pedagogy and application of mathematics in both real world and pure mathematics contexts are the pedagogical content knowledge related to quadratic equations.
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Vokwana, Nonkanyiso Queen. "Development and validation of instruments to assess content knowledge and topic specific pedagogical content knowledge of teachers of organic chemistry." Master's thesis, University of Cape Town, 2013. http://hdl.handle.net/11427/6634.
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In 1986, Shulman described Pedagogical Content Knowledge (PCK), as the transformation of Content Knowledge into various forms which help students to understand the concepts. In a later study, Shulman (1987) identified the construct of PCK as one of the knowledge bases of teachers. Many researchers have proposed models to characterise this transformation of Content Knowledge (CK), one of the most recent of which describes the construct of Topic Specific PCK (TSPCK) (Mavhunga, 2012). This study attempts to evaluate the extent to which teachers of organic chemistry are able to transform their CK to TSPCK. The introduction of the National Curriculum Statement in South Africa in 2006 led to changes in the curriculum for all subjects; in particular there was an increase in emphasis on organic chemistry at Grade 12 level. The current research forms part of a larger project to investigate how teachers' knowledge of their subject matter affects the way they teach across several different contexts. It is premised on the assumption that PCK develops with experience and results from the transformation of CK. Two instruments based on the Mavhunga (2012) model were designed to assess Grade 12 teachers' TSPCK in organic chemistry. Her model proposes that topic specific PCK results from the transformation of CK; thus Content Knowledge is considered to be a prerequisite to develop TSPCK. Thus two instruments are required, one each to evaluate CK and TSPCK. A pilot study was conducted with a small group of teachers and the findings were used to refine the instruments. Expert teachers at local schools were consulted and assisted in the development process of the instruments, the final versions of which were administered to a larger cohort of 44 science teachers from diverse schools. The CK instrument was assessed as a conventional test on organic chemistry while the TSPCK instrument was scored using a specially designed rubric. The research methodology used a mixed methods approach to transform data collected into numerical clusters as well as to carry out a qualitative analysis. The data was analysed to yield raw scores which were later subjected to Rasch analysis. This measurement model was used to validate the instruments and also to convert raw scores into interval data. According to the Rasch analysis, both instruments met the criteria of validity and internal consistency. The findings from the CK instrument revealed that the majority of teachers performed well. Teachers with university training achieved higher scores than those trained at technikons and colleges. Performance on the TSPCK instrument was not as strong as for CK; teachers with little experience revealed less complete levels of TSPCK than those with more experience. A reasonable correlation between levels of CK and TSPCK was confirmed by a value of r = 0.68 (p< .0005) for the correlation coefficient derived from a scatter plot of CK versus TSPCK. This implies that an estimated 46% of the variance in TSPCK is accounted for by the variance in CK and provides evidence for the assumption that CK is a prerequisite for TSPCK. The main findings from this project revealed that low levels of CK are likely to result in lower levels of TSPCK while high levels of CK are likely to result in high levels of TSPCK. On the other hand the study also revealed that high levels of CK do not necessarily translate into high levels of TSPCK. An unanticipated outcome of the study was that in some cases, lower than average levels of CK can translate into high levels of TSPCK. The Rasch analysis also enabled the refinement of the CK instrument and the rubric developed to score the TSPCK instrument. The refinements will allow the researchers to use the valuable data collected during the course of this particular study as part of a data set for any future study. The instruments developed for this study have the potential to be used for a large-scale implementation to obtain a more nuanced picture of the level of PCK in organic chemistry in the teaching cohort in South Africa.
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Mazibe, Ernest Nkosingiphile. "The relationship between teachers' pedagogical content knowledge about electrostatics and learners' performance." Thesis, University of Pretoria, 2020. http://hdl.handle.net/2263/80475.
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This study investigated the relationship between teachers' pedagogical content knowledge (PCK) about electrostatics and learners' performance in the topic. Two in-service and two pre-service physical science teachers, together with their learners, agreed to participate in the study. The PCK of the teachers was viewed as two manifestations; the personal PCK, which is static in nature and the enacted PCK, which is dynamic. A content representation (CoRe) tool and lesson plans were used to collect data that reflected the personal PCK of the teachers. The data for the enacted PCK was collected using classroom observations, and video stimulated recall (VSR) interviews. A topic specific PCK model was adopted as the framework for this study. The model asserts that specific content is transformed for instruction through five components, namely; learners' prior knowledge, curricular saliency, what is difficult to teach, representations including analogies, and conceptual teaching strategies. Guided by the model, I developed two rubrics to assess and quantify the quality of the teachers' personal and enacted PCK on a four-point scale. Learners, on the other hand, wrote a test developed specifically for this study which explored their performance in the fundamental concepts chosen for this study. The performance of the learners was then related to the personal and the enacted PCK of the teachers separately.
The results revealed that the personal and the enacted PCK of the teachers, as well as the performance of the learners, varied across fundamental concepts of electrostatics. The variations in the personal and enacted PCK provided empirical evidence that supports the notion that PCK has a concept specific nature. The results also showed that the performance of the learners was better related to the enacted PCK of the teachers compared to the personal PCK. These results imply that it is important to make teaching practice the centre of pre-service teacher education given the direct impact of enacted PCK on learning. Furthermore, exploring PCK at concept level reveals the strengths and weaknesses of the concepts. As such, pre-service teacher education and in-service teacher professional development may be tailored in a manner that addresses the concepts that require intervention.Thesis (PhD)--University of Pretoria, 2020.
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Reeves, Todd. "Does Content Knowledge Matter for New Teachers?" Thesis, Boston College, 2013. http://hdl.handle.net/2345/3346.
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Thesis advisor: Joseph J. PedullaThere is considerable evidence that new teachers are ill prepared for classroom practice, including self-reported evidence collected from teachers (e.g., Levine, 2006), and statistical evidence for differences in the achievement of students with new versus more experienced teachers (Rivkin, Hanushek, and Kain, 2005). In light of the challenges encountered by new teachers (e.g., Levine, 2006), this study examined the value of different forms of teacher knowledge for teachers with different levels of experience. In particular, this study investigated the interactive relationship between teaching experience and teacher content knowledge, and student achievement in mathematics and science. In New York City, Boyd et al. (2009) linked practice-focused teacher preparation to student mathematics achievement in the first year of teaching and teacher content preparation to achievement in the second. However, other studies demonstrated interactions between teaching experience and content knowledge with different interpretations (e.g., Kukla-Acevedo, 2009; Monk, 1994). At the same time, this study examined the interactive relationship between teaching experience and teachers' pedagogical content knowledge, and student achievement. Extant models of teacher career development (Huberman, 1989; National Research Council, 2010) and how teacher education affects student achievement (e.g., Desimone, 2009) offered theoretical grounding for the study. With nationally representative samples of fourth and eighth grade U.S. students--participants in the 2011 Trends in International Mathematics and Science Study--this study employed hierarchical linear modeling to address its research questions among an array of student achievement outcomes in the domains of mathematics and science. This study attempted to account for salient student, teacher, and contextual factors, and the probabilities of teachers' receipt of various teacher education "treatments" (i.e., propensity score analysis) to reduce the plausibility of selection threats to internal validity. The study found no evidence for relationships between teacher content knowledge or pedagogical content knowledge and student mathematics and science achievement in fourth and eighth grade. Furthermore, the results indicated no interactive relationships between forms of teacher knowledge and teaching experience, and student achievement in these grades/subjects. The limitations of cross-sectional, observational studies using large-scale data and directions for further research are discussed
Thesis (PhD) — Boston College, 2013
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Research, Measurement, and Evaluation
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Cheng, Nga-yee Irene, and 鄭雅儀. "Conceptions of the pedagogical content knowledge: changing experiences of geography student teachers." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B31244063.
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Chan, Kam-ho, and 陳錦河. "Experienced teachers' development of pedagogical content knowledge for teaching a new topic." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/206720.
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Cotterman, Michelle Elizabeth. "The Development of Preservice Elementary Teachers’ Pedagogical Content Knowledge for Scientific Modeling." Wright State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=wright1253577387.
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Pugh-Opher, Francesca. "Mandarin Teachers' Experiences Using Technological Pedagogical Content Knowledge in Early Childhood Classrooms." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7179.
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The focus of this research study was on the experiences and perceptions of Mandarin Chinese teachers who used technologies and innovative instructional methods to teach second language skills to young learners. The conceptual framework drew on 3 theories: (a) Vygotsky’s sociocultural learning theory, (b) Schӧn’s action theory, and (c) Mishra and Koehler’s technological pedagogical content knowledge (TPACK). The research questions focused on the experiences of early childhood teachers integrating TPACK to teach Mandarin Chinese and how do early childhood teachers perceive the use of instructional methods to teach Mandarin Chinese. Purposeful sampling was used to identify 8 Mandarin Chinese language teachers who taught Mandarin Chinese to students in preschool through 3rd grade. Data were collected through semistructured interviews, a questionnaire centered on TPACK, and a reflective journal entry. The data were analyzed through thematic inductive analysis using cross-case analysis to identify codes, patterns, and emerging themes that explored the teacher’s experiences. The overall findings in this study indicated that teachers experienced positive outcomes integrating technology, pedagogy, and content knowledge in the early childhood language learning classroom. The finding has the potential for social change by increasing technological and instructional resources and materials in early childhood language learning classrooms and providing on-going professional development for Mandarin Chinese language teachers in American schools.
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Piper, Silke. "Upper Elementary Teachers' Use of Pedagogical Content Knowledge With Nonfiction Reading Instruction." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7178.
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After a shift in upper elementary reading instruction that emphasized complex learning using nonfiction text, Texas schools showed low reading comprehension scores among upper elementary students. The purpose of this exploratory single case study was to examine the pedagogical content knowledge of Texas upper elementary teachers who teach nonfiction reading comprehension strategies to at-risk students who do not qualify for special education services. The central research question focused on how teachers view their pedagogical content knowledge while instructing students. The conceptual framework for this study was a combined Shulman's (1986) pedagogical content knowledge model and Thomlinson's (2000) differentiated instruction learning model. Data sources included online questionnaires (N=161), open-ended scenario-based phone or Skype interviews (N=10), and public documents on reading professional development in the state of Texas. Findings from open coding and inductive analysis indicated that the paradigm shift from reading to learn to learning to read is a challenge in the upper elementary classroom, teachers are relying on inadequate professional development to develop their pedagogy and content knowledge, and teachers may be rescuing struggling students rather than differentiating them. Findings may help Texas educators make more informed decisions on pedagogy to promote expository reading comprehension among upper elementary at-risk students and to increase their opportunities for success.
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Pritchard, Keith. "Reflection : a case study assessing the potential of a model of teaching for systematic reflection as revealed by a study of novice and experienced teachers." Thesis, University of Southampton, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.271630.
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Lee, Yun Soo. "The Effects of a Content Knowledge Workshop on Teachers' Pedagogical Content Knowledge and Student Learning in a Soccer Unit in Middle School Physical Education." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1293079656.
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Adler, James Douglas. "From campus to classroom : a study of elementary teacher candidates’ pedagogical content knowledge." Thesis, University of British Columbia, 2012. http://hdl.handle.net/2429/42056.
Full textAbstract:
In this study, I explored a cohort of elementary teacher candidates’ Pedagogical Content Knowledge (PCK) and how it was influenced before, during, and after participation in a science methods course and extended practicum experience in a 12-month teacher education programme at a University in Western Canada.
I adopted a case study approach that employed a mixed methods perspective to investigate the effect of the science teaching methods course and extended practicum on the participants’ PCK. I administered a non-disguised, self-enumerated, online questionnaire to assess and interpret the candidates’ PCK. I also elicited and interpreted their views on their experiences through semi-structured interviews using phenomenographic methods.
My findings indicate the students who entered the program and participated in the online questionnaire had a PCK level of 7 out a maximum of 11 (M=7.1431, SD=1.07794). The teacher candidates I interviewed believed they possessed awareness of PCK from prior experiences including being science students at both elementary and secondary levels and during volunteer experiences. At the end of their science teaching methods course, teacher candidates participating in the on-line questionnaire scored a PCK level of 8 out of a maximum of 11 (M=8.0719, SD=1.03280); those interviewed attributed their increased PCK level to working with their science methods instructor in the Teacher Education Programme.
At the end of the extended practicum, the same teacher candidates were again surveyed by completing the same online questionnaire. Analysis and interpretation of their responses indicated their PCK level as having dropped to 7 out of a maximum of 11 (M=7.0783, SD=0.72437). My analysis of the follow-up interviews with the teacher candidates showed that their relationship with the school advisor and the real world teaching experience of the practicum influenced the drop in PCK.
My research provides insight into teacher candidates’ PCK as they progress through a 12-Month Teacher Education Programme. It illustrates that experiences including time spent as science learners in elementary and secondary classrooms, during volunteer experiences, gaining admission into a teacher education programme, interacting with experts in teaching methods, and immersion in the real-world teaching context of the classroom are powerful factors in teacher candidates’ PCK.
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Rahman, Fadzilah Abd. "Assessing pre service teachers' pedagogical content knowledge development : the employment of Bricolage approach." Thesis, University of Sheffield, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.443858.
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Tambara, Cosmas Toga. "Unpacking teachers' pedagogical content knowledge and skills to develop learners' problem solving skills." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/96772.
Full textAbstract:
Thesis (PhD)--Stellenbosch University, 2015.ENGLISH ABSTRACT: In this study, the pedagogical knowledge of Foundation Phase teachers is explored (and unpacked) in order to obtain insight into their understanding of the teaching and learning of mathematics. The teacher’s knowledge is explored, as it is one of the most important variables that impacts on what is done in the classroom. The exploration is undertaken against the background of the very poor overall achievement of learners in the national systemic evaluations and in international assessment studies, which is currently a cause for great concern. This has resulted in different nation-wide intervention programmes that are aimed at improving teacher performance and effectiveness. In this study, the teacher is the focal point of the intervention. Problem-based learning (PBL), which is well-regarded as being one of the best examples of a constructivist learning environment, is introduced to a group of 15 Foundation Phase teachers. The study is an unpacking of the Foundation Phase teachers’ pedagogical knowledge and beliefs regarding, and practices in, the teaching and learning of mathematics, as well as in the use of PBL as a vehicle for the teaching and learning of mathematics. The unpacked knowledge can be used to address the challenges that are related to the improvement of the teaching and learning of mathematics in the Foundation Phase. A combination of qualitative and quantitative research methods, including questionnaires, interviews, lesson observation, and workshops, were used to explore the teachers’ current pedagogical knowledge, beliefs and practices with regard to problem-solving. It was also used to expose the teachers to PBL as an alternative approach to teaching and learning mathematics in the Foundation Phase. The study provides a body of knowledge on the Foundation Phase teachers’ pedagogical knowledge, practices and beliefs regarding the teaching and learning of mathematics in general, and approaches to problem-solving in particular, thus providing insights into some of the factors that might lie behind learner outcomes. Study findings indicate that the majority of teachers’ daily mathematical teaching culture was deep-rooted in the traditional approach (direct transmission). This approach was characterised by the teachers concerned focusing on the following of rules and procedures, and on doing demonstrations on the chalkboard, whereafter the learners were encouraged to practise what they had learned by asking them to do pen-and-paper calculations. The lessons were generally not structured to develop critical thinking and reasoning skills. In instances where the teachers created learner-centred activities that were conducive to the development of such skills, deep-rooted traditional approaches manifested themselves in the way in which the teachers showed the learners how to solve their given problem at the earliest signs of any difficulty in doing so was exhibited by the learners. In so doing, the majority of the teachers, despite initially creating learning opportunities by posing problems to their learners, they soon snatched away the selfsame opportunities from them. This was because they did not allow sufficient time for the learners to grapple with a problem, and to engage in critical thinking. After exposure to PBL, the educators were able to implement PBL so effectively that they could address the problems related to low learner achievement in mathematics, as reflected in the international assessment studies, and in the national systemic evaluations within the current South African context.
AFRIKAANSE OPSOMMING: In hierdie studie is die pedagogiese kennis van Grondslagfase-onderwysers ondersoek ten einde insig te verkry in hulle begrip van die onderrig en leer van wiskunde. Die onderwysers se kennis is ondersoek aangesien dit een van die belangrikste veranderlikes is wat 'n invloed het op dit wat in die klaskamer uitgevoer word. Die ondersoek is onderneem teen die agtergrond dat die algehele prestasie van leerders in die nasionale sistemiese evaluerings en internasionale assesseringstudies uiters swak en 'n bron van groot kommer was. Dit het gelei tot verskillende intervensieprogramme wat gemik is op die verbetering van onderwyserprestasie en -doeltreffendheid. In hierdie studie is die onderwyser die fokuspunt van die intervensie. Probleem-gebaseerde leer (PBL), wat beskou word as een van die beste voorbeelde van 'n konstruktivistiese leeromgewing, is aan 'n groep van 15 onderwysers in die Grondslagfase gebring. Die studie was ‘n poging om nuwe kennis te identifiseer ten opsigte van Grondslagfase-onderwysers se pedagogiese geloof en praktyke in die onderrig en leer van wiskunde, en die gebruik van PBL as 'n middel vir die onderrig en leer van wiskunde – kennis wat gebruik kan word om die verwante uitdagings aan te spreek ter verbetering van die onderrig en leer van wiskunde in die Grondslagfase. 'n Kombinasie van kwalitatiewe en kwantitatiewe navorsingsmetodes, wat vraelyste, onderhoude, les-waarneming en werkswinkels ingesluit het, is aangewend om die onderwysers se huidige pedagogiese sienings en praktyke met betrekking tot probleemoplossing grondig te ondersoek en dan voort te gaan om die onderwysers bloot te stel aan PBL as alternatiewe benadering tot onderrig en leer van wiskunde in die Grondslagfase. Die studie het bevind dat die meerderheid van die onderwysers se huidige onderrigkultuur een was wat diep gewortel is in die tradisionele benadering van onderrig en leer van wiskunde (direkte oordrag): dit is gekenmerk deur die onderwysers se onderrig van wiskunde deur te fokus op reëls en prosedures, demonstrasies aan die klas op die swartbord en leerders dan te laat oefen deur pen- en papierberekeninge te doen. Dié het die meerderheid van die onderwysers daagliks gedoen. Lesse is oor die algemeen nie gestruktureer om kritiese denke en beredenering te ontwikkel nie. In gevalle waar die onderwysers leerder-gesentreerde aktiwiteite geskep het wat weens hulle ontwerp bevorderlik is vir die ontwikkeling van kritiese denke en redenasie, het die diepgewortelde, tradisionele benaderings hulself gemanifesteer in die feit dat die onderwysers, met die eerste aanduiding dat die leerders sukkel, hulle te hulp gesnel het en die leerders gewys het hoe om die probleem op te los. Met dié optrede het die meerderheid van die onderwysers aanvanklik leergeleenthede geskep (deur probleme aan hulle leerders voor te hou), maar dit spoedig dan weer weggeraap weens die feit dat hulle nie genoegsame tyd toegelaat het vir hulle leerders om met idees te worstel en deel te hê aan kritiese denke nie. Blootstelling van die opvoeders aan PBL het aan die lig gebring dat opvoeders in die Grondslagfase PBL doeltreffend kan implementeer om probleme rondom lae leerder prestasie in wiskunde aan te spreek wat in internasionale assesseringstudies en in die nasionale sistemiese evaluerings binne die huidige Suid -Afrikaanse konteks weerspieël word.