scholarly journals Pedagogical Content Knowledge-Guided Lesson Study: Effects on Teacher Competence and Students’ Achievement in Chemistry

2016 ◽  
Vol 2016 ◽  
pp. 1-9 ◽  
Author(s):  
John Lou S. Lucenario ◽  
Rosanelia T. Yangco ◽  
Amelia E. Punzalan ◽  
Allen A. Espinosa
Keyword(s):  
Student Achievement ◽  
Problem Solving ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Conceptual Understanding ◽  
Lesson Study ◽  
Research Team ◽  
Teacher Competencies ◽  
Problem Solving Skills ◽  
Pedagogical Content

This study aimed to investigate the effectiveness of Pedagogical Content Knowledge-Guided Lesson Study (PCKLS) as an intervention to develop PCK competencies among teachers and consequently enhance student achievement in terms of conceptual understanding and problem-solving skills. Using quasi-experimental design, teacher competencies and student achievement in the PCKLS group and the conventional group were compared. In the PCKLS group, the intervention involved planning the lesson by the research team, teaching the planned lesson while PCK observations were made by the researcher and another teacher from the group, including a feedback meeting, implementing the improvements in the reteach stage of the lesson study cycle by another teacher from the research team, and, finally, revising lesson plans based on the consolidated suggestions for improvement. Analyses of data showed that there was a significant difference in the science teacher competencies of the PCKLS group teacher respondents compared to those of the conventional group. Also, student respondents showed a significant increase on mean scores in terms of conceptual understanding and problem-solving skills. Therefore, it was concluded that PCKLS was an effective method to develop the teachers’ PCK competencies and student achievement in terms of conceptual understanding and problem solving. This study recommends that this intervention be used across chemistry topics and in other science classes such as Biology, Earth and Environmental Science, Physics, and Mathematics.

Teachers' Pedagogical Content Knowledge of Students' Problem Solving in Elementary Arithmetic

1988 ◽  
Vol 19 (5) ◽  
pp. 385-401
Author(s):  
Thomas P. Carpenter ◽  
Elizabeth Fennema ◽  
Penelope L. Peterson ◽  
Deborah A. Carey
Keyword(s):  
Student Achievement ◽  
Problem Solving ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Word Problems ◽  
First Grade ◽  
Problem Difficulty ◽  
Pedagogical Content ◽  
Addition And Subtraction

This study investigated 40 first-grade teachers' pedagogical content knowledge of children's solutions of addition and subtraction word problems. Most teachers could identify many of the critical distinctions between problems and the primary strategies that children used to solve different kinds of problems. But this knowledge generally was not organized into a coherent network that related distinctions between problems, children's solutions, and problem difficulty. The teachers' knowledge of whether their own students could solve different problems was significantly correlated with student achievement.

scholarly journals Japanese and Swedish Mathematics Teacher Educators’ Pedagogical Content Knowledge – An Institutional Perspective

2019 ◽  
Vol 21 ◽  
Author(s):  
Yukiko Asami-Johansson ◽  
Iiris Attorps
Keyword(s):  
Problem Solving ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Prospective Teachers ◽  
Teacher Educators ◽  
Institutional Perspective ◽  
Pedagogical Content ◽  
Mathematics Teacher Educators ◽  
Structured Problem Solving ◽  
Area Determination

The aim of this paper is to investigate which kind of conditions and constraints affect Japanese and Swedish teacher educators’ pedagogical content knowledge (PCK). We analyse the praxeologies of the lessons in which the educators teach area determination. Our study shows that the Japanese teacher educators’ PCK are more explicitly shared by the community of the teacher educators compared to the Swedish counterpart. Also, the detailed Japanese curriculum and the structured problem solving approach promote to illustrate how to construct rich mathematical and didactical organisations for prospective teachers.

LESSON STUDY AS A PROCESS FOR DEVELOPING THE PEDAGOGICAL CONTENT KNOWLEDGE OF PRE-SERVICE PHYSICS AND CHEMISTRY TEACHERS

2019 ◽  
Author(s):  
Teresa Conceição ◽  
◽  
Mónica Baptista ◽  
, João Pedro da Ponte ◽  
◽  
...  
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Lesson Study ◽  
Participant Observation ◽  
Study Data ◽  
Initial Teacher Education ◽  
Pedagogical Content ◽  
Individual Interviews ◽  
8Th Grade ◽  
Teachers Professional Development

This research aimed to understand what physics and chemistry pre-service teachers learn within pedagogical content knowledge in a lesson study with the topic speed of sound, 8th grade. Participants were three pre-service teachers. This was a qualitative and interpretative study. Data were collected from participant observation, individual interviews and individual written reflections. Results showed that the participants developed their pedagogical content knowledge, when they identified the students’ prior knowledge and when they discussed strategies to help students overcome their difficulties. Keywords: initial teacher education, lesson study, pre-service teachers, professional development, science education.

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