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Download full textAngela Elisabeth Stott – Journal of Chemical Education, 2023
Presenters' pedagogical choices are strongly affected by whether they view knowledge as coherent or fragmented. This mixed-methods survey study seeks to contribute to epistemological discussions and associated pedagogical suggestions in the context of mole ratio related mistakes evident in stoichiometry calculations performed by in-service…
Descriptors: Stoichiometry, Faculty Development, Error Patterns, Developing Nations
Direct linkDervent, Fatih; Güler, M. Lale; Yoruç Çotuk, Müfide – Journal of Physical Education, Recreation & Dance, 2022
In this article, we present in-depth content knowledge required for preservice and practicing physical education teachers to teach korfball. We begin by describing knowledge of game rules, safety, etiquette, techniques, and tactics of korfball, which refers to common content knowledge (CCK) and continue with defining knowledge of student errors,…
Descriptors: Physical Education Teachers, Physical Education, Preservice Teachers, Skill Development
Charalambous, Charalambos Y. – Journal of Teacher Education, 2016
Central in the frameworks proposed to capture the knowledge needed for teaching mathematics is the assumption that teachers need more than pure subject-matter knowledge. Validation studies exploring this assumption by recruiting contrasting populations are relatively scarce. Drawing on a sample of 644 Greek-Cypriots preservice and inservice…
Descriptors: Knowledge Base for Teaching, Foreign Countries, Knowledge Level, Preservice Teachers
Chinnappan, Mohan; White, Bruce – Mathematics Education Research Group of Australasia, 2015
That the quality of teachers' knowledge has direct impact on students' engagement and learning outcomes in mathematics is now well established. But questions about the nature of this knowledge and how to characterise that knowledge are important for mathematics educators. In the present study, we examine a strand of "Specialised Content…
Descriptors: Evidence, Preservice Teachers, Preservice Teacher Education, Error Correction
Chernoff, Egan J.; Russell, Gale L. – North American Chapter of the International Group for the Psychology of Mathematics Education, 2011
The main objective of this article is to contribute to the limited research on teachers' knowledge of probability. In order to meet this objective, we presented prospective mathematics teachers with a variation of a well known task and asked them to determine which of five possible coin flip sequences was least likely to occur. To analyze…
Descriptors: Probability, Knowledge Level, Knowledge Base for Teaching, Mathematics Teachers
Behrens, Susan; Mercer, Cindy – Research & Teaching in Developmental Education, 2011
The academic demands of classroom English require students to think about language structure in ways that they are not used to. Everybody "knows" much English grammar intuitively but the academic rules themselves can be difficult to articulate. This goes for punctuation, too: errors often reflect students' lack of explicit knowledge of grammatical…
Descriptors: English, Writing Teachers, Workshops, Sentence Structure
