| Description |
1 online resource |
| Series |
Advances in STEM education |
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Advances in STEM education
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| Contents |
Intro; Preface; Contents; About the Editors; Part I: PCK Research in Formal Teaching Practice; Chapter 1: Analysis of Practice and Teacher PCK: Inferences from Professional Development Research; 1.1 Introduction; 1.2 The Introduction of PCK; 1.3 PCK Summits and Consensus Definition; 1.4 Approaches toEnhancing PCK Among Teachers; 1.5 Science Teachers Learning ThroughLesson Analysis (STeLLA); 1.5.1 STeLLA Teacher Learning Goals; 1.5.2 STeLLA Program Structure; 1.5.3 The Context of Teacher Learning: Video Analysis; 1.6 Measuring PCK; 1.6.1 The Need toMeasure PCK |
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1.6.2 Approaches toMeasuring PCK1.6.3 Measuring PCK Through Analysis of Practice; 1.6.4 Two Studies Examining the Impact of Analysis of Practice onTeacher PCK; 1.6.4.1 A Cluster Randomized Trial of In-Service Elementary Teachers; 1.6.4.2 ViSTA Plus- AQuasi-experiment inPre-service Teacher Education; 1.7 Findings: Teacher PCK; 1.8 Findings: Connecting PCK toStudent Content Knowledge; 1.9 Conclusion and Future Directions; References; Chapter 2: The Intertwined Roles of Teacher Content Knowledge and Knowledge of Scientific Practices inSupport ofaScience Learning Community |
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2.1 Introduction2.2 Content Knowledge forTeaching (CKT); 2.2.1 Tasks of Teaching and Student Energy Targets; 2.2.2 CKT-E Residing at the Intersection of ToTs with SETs; 2.3 Assessing CKT; 2.3.1 Example Items forAssessing Disciplinary Content Knowledge forTeaching (CKT-D) and Pedagogical Content Knowledge forTeaching (CKT-P); 2.3.2 General Patterns inTeachers' Performance onCKT-D and CKT-P Items; 2.3.3 Contingency of CKT-P onCKT-D AmongTeachers and Non-teachers; 2.4 Patterns inTeacher System Energy Reasoning; 2.4.1 Teacher Performance onSystems Reasoning Items |
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2.4.2 Attending Productively toSystems Reasoning2.4.3 Contingency of Productive Attentiveness onSystems Knowledge; 2.5 Patterns inTeacher Quantitative Energy Reasoning; 2.5.1 Attending Productively toQuantitative Energy Reasoning; 2.5.2 Contingency of Productive Attentiveness onQuantitative Energy Knowledge; 2.6 Summary and Implications forInstruction; 2.6.1 Identifying Foundational and Elaborative CKT-D; 2.6.2 Implications forTeacher Professional Preparation; Appendices; Appendix A: Tasks of Teaching; Appendix B: Energy-Specific Student Targets; References |
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Chapter 3: Personal and Canonical PCK: ASynergistic Relationship?3.1 Introduction; 3.2 A Model of Personal-Canonical PCK Synergy; 3.3 Eliciting Personal PCK from Teachers; 3.4 Unrealized Synergy Potential; 3.4.1 Instructional PCK; 3.4.2 Student-Thinking PCK; 3.5 Discussion; References; Chapter 4: From Budgets toBus Schedules: Contextual Barriers and Supports forScience Instruction inElementary Schools; 4.1 Introduction; 4.2 Theoretical Framework; 4.3 The Professional Development Programs; 4.4 Participating Teachers; 4.5 Data Sources and Methods; 4.6 Individual-Level Teacher Outcomes |
| Summary |
880-01 This volume represents both recent research in pedagogical content knowledge (PCK) in science, technology, engineering and math (STEM), as well as emerging innovations in how PCK is applied in practice. The notion of "research to practice" is critical to validating how effectively PCK works within the clinic and how it can be used to improve STEM learning. As the need for more effective educational approaches in STEM grows, the importance of developing, identifying, and validating effective practices and practitioner competencies are needed.This book covers a wide range of topics in PCK in different school levels (middle school, college teacher training, teacher professional development), and different environments (museums, rural). The contributors believe that vital to successful STEM education practice is recognition that STEM domains require both specialized domain knowledge as well as specialized pedagogical approaches. The authors of this work were chosen because of their extensive fieldwork in PCK research and practice, making this volume valuable to furthering how PCK is used to enlighten the understanding of learning, as well as providing practical instruction. This text helps STEM practitioners, researchers, and decision-makers further their interest in more effective STEM education practice, and raises new questions about STEM learning |
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880-01/(Q This volume represents both recent research in pedagogical content knowledge (PCK) in science, technology, engineering and math (STEM), as well as emerging innovations in how PCK is applied in practice. The notion of "research to practice" is critical to validating how effectively PCK works within the clinic and how it can be used to improve STEM learning. ђ́ќAs the need for more effective educational approaches in STEM grows, the importance of developing, identifying, and validating effective practices and practitioner competencies are needed. This book covers a wide range of topics in PCK in different school levels (middle school, college teacher training, teacher professional development), and different environments (museums, rural). The contributors believe that vital to successful STEM education practice is recognition that STEM domains require both specialized domain knowledge as well as specialized pedagogical approaches. The authors of this work were chosen because of their extensive fieldwork in PCK research and practice, making this volume valuable to furthering how PCK is used to enlighten the understanding of learning, as well as providing practical instruction. This text helps STEM practitioners, researchers, and decision-makers further their interest in more effective STEM education practice, and raises new questions about STEM learning |
| Notes |
Text in English |
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Online resource; title from PDF file page (EBSCO, viewed October 31, 2018) |
| Subject |
Science -- Study and teaching.
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Technology -- Study and teaching.
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Engineering -- Study and teaching.
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Mathematics -- Study and teaching.
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Educational technology.
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Educational Technology
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Impact of science & technology on society.
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Teaching of a specific subject.
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Teacher training.
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EDUCATION -- Elementary.
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Educational technology
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Engineering -- Study and teaching
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Mathematics -- Study and teaching
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Science -- Study and teaching
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Technology -- Study and teaching
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| Form |
Electronic book
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| Author |
Uzzo, Stephen Miles, editor
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Graves, Sherryl Browne, editor
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Shay, Erin, editor
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Harford, Marisa, editor
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Thompson, Robert, author
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| ISBN |
9783319974750 |
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3319974750 |
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