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Assessing Teachers' PCK to Teach Computational Thinking via Robotic Programming
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Çakiroglu, Ünal; Kiliç, Servet – Interactive Learning Environments, 2023
Recent years have witnessed an increasing emphasis on integrating computational thinking into school curriculums. This study deals with suggesting a course model including data collection tools for evaluating teachers' pedagogical content knowledge in teaching computational thinking via teaching robot programming. Taking the advantages of virtual…
Descriptors: Teachers, Pedagogical Content Knowledge, Computation, Thinking Skills
Design, Implementation, and Evaluation of a Professional Development Program for Teachers to Teach Computational Thinking via Robotics
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Kiliç, Servet; Çakiroglu, Ünal – Technology, Knowledge and Learning, 2023
Since teaching robotics in schools is still new for teachers, studies on how to integrate computational thinking concepts in robotics courses are still rare. In this direction, teacher training sessions for teaching robotics should be visited. Accordingly, in this exploratory case study, a professional development program for teachers was…
Descriptors: Program Development, Program Implementation, Program Evaluation, Faculty Development
Investigating U.S. Preschool Teachers' Math Teaching Knowledge in Counting and Numbers
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Li, Xia – Early Education and Development, 2021
Research Findings: The aim of this study was to investigate U.S. preschool teachers' math teaching knowledge in a specific content domain: counting and numbers. One hundred in-service and pre-service teachers participated in the study; they completed a questionnaire that is composed of learning scenarios and scenario-based math teaching questions.…
Descriptors: Preschool Teachers, Preservice Teachers, Graduate Students, Undergraduate Students
Perceived Relevance of University Physics Problems by Pre-Service Physics Teachers: Personal Constructs
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Massolt, Joost; Borowski, Andreas – International Journal of Science Education, 2020
Pre-service physics teachers often do not recognise the relevance for their future career in their university content knowledge courses. A lower perceived relevance can, however, have a negative effect on their motivation and on their academic success. Several intervention studies have been undertaken with the goal to increase this perceived…
Descriptors: Physics, Preservice Teachers, Relevance (Education), Science Teachers
Do Manipulatives Foster Pre-Service Teachers' Understanding of Probability?
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Paliwal, Veena – Current Issues in Middle Level Education, 2018
Manipulatives have been found to be effective in increasing mathematics achievement when they are put to good use (Canny, 1984; Clements & Battista, 1990; Clements, 1999; Sowell, 1989; Suydam, 1984), but their use in mathematics instruction is not clear and it is often debated to be effective (Ball, 1992; McNeil & Jarvin, 2007). The…
Descriptors: Manipulative Materials, Preservice Teachers, Pedagogical Content Knowledge, Comprehension
The Teacher Education and Development Study in Mathematics (TEDS-M): Policy, Practice, and Readiness to Teach Primary and Secondary Mathematics in 17 Countries. Technical Report
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Tatto, Maria Teresa, Ed. – International Association for the Evaluation of Educational Achievement, 2013
The Teacher Education and Development Study in Mathematics (TEDS-M), conducted under the aegis of the International Association for the Evaluation of Educational Achievement (IEA), was designed to inform policy and practice in mathematics teacher education. For educational policymakers, TEDS-M contributes data on institutional arrangements that…
Descriptors: Mathematics Teachers, Preservice Teacher Education, Elementary School Teachers, Secondary School Teachers