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Examining pedagogical knowledge content on mitosis in a University context
Multidisciplinary Journal for Education, Social and Technological Sciences Pub Date : 2016-10-03 , DOI: 10.4995/muse.2016.4653
N. González , A. Rossi

Mitosis is a process of cell division occurring in eukaryotic organisms. Students from many countries experience difficulties learning this science topic, and its teaching demands substantial effort. Effective teachers develop a wide range of knowledge types to successfully transform science matter for students; this transformation of knowledge has been conceptualized as pedagogical content knowledge (PCK). In this study the PCK of two University teachers on mitosis was explored. As informed by the instruments employed (Content Representation and Pedagogical (CoRe), and Professional experiences Repertoires, analytical rubric (PaP-eR), and semi-structured interviews) both participants’ PCK on mitosis can be characterized as incomplete, however not identical. PCK evolves throughout the professional practice so, in a context mostly limited to a traditional teacher-centered transmission of knowledge such as the university, development of teachers’ PCK emerges as a strategy to re-orient the teaching of mitosis to modalities based on the construction of scaffoldings to facilitate students’ learning.

中文翻译:

在大学环境中检查有关有丝分裂的教学知识内容

有丝分裂是在真核生物中发生的细胞分裂过程。来自许多国家的学生在学习此科学主题时遇到困难,并且其教学需要大量的努力。高效的教师会开发各种知识类型,以成功地为学生转变科学知识;知识的这种转变已被概念化为教学内容知识(PCK)。在这项研究中,探讨了两位大学有丝分裂教师的PCK。根据所使用的工具(内容表示法和教学法(CoRe),以及专业经验库,分析规程(PaP-eR)和半结构式访谈),两名参与者关于有丝分裂的PCK可以被认为是不完整的,但是并不完全相同。PCK在整个专业实践中不断发展,因此,
更新日期:2016-10-03
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