Computers are promising tools for providing educational experiences that meet individual learning needs. However, delivering this promise in practice is challenging, particularly when automated feedback is essential and the learning extends beyond using traditional methods such as writing and solving mathematics problems. We hypothesize that interactive knowledge representations can be deployed to address this challenge. Knowledge representations differ markedly from concept maps. Where the latter uses nodes (concepts) and arcs (links between concepts), a knowledge representation is based on an ontology that facilitates automated reasoning. By adjusting this reasoning towards interacting with learners for the benefit of learning, a new class of educational instruments emerges. In this contribution, we present three projects that use an interactive knowledge representation as their foundation. DynaLearn supports learners in acquiring system thinking skills. Minds-On helps learners to deepen their understanding of phenomena while performing experiments. Interactive Concept Cartoons engage learners in a science-based discussion about controversial topics. Each of these approaches has been developed iteratively in collaboration with teachers and tested in real classrooms, resulting in a suite of lessons available online. Evaluation studies involving pre-/post-tests and action-log data show that learners are easily capable of working with these educational instruments and that the instruments thus enable a semi-automated approach to constructive learning.
PCK is seen as the transformation of content knowledge and pedagogical knowledge into a different type of knowledge that is used to develop and carry out teaching strategies. To gain more insight into the extent to which PCK is content specific, the PCK about more topics or concepts should be compared. However, researchers have rarely compared teachers’ concrete PCK about more than one topic. To examine the content dependency of PCK, we captured the PCK of sixteen experienced Dutch history teachers about two historical contexts (i.e. topics) using interviews and Content Representation questionnaires. Analysis reveals that all history teachers’ PCK about the two contexts overlaps, although the degree of overlap differs. Teachers with relatively more overlap are driven by their overarching subject related goals and less by the historical context they teach. We discuss the significance of these outcomes for the role of teaching orientation as a part of PCK.
Teacher knowledge guides a teacher's behaviour in the classroom. Teacher knowledge for technology education is generally assumed to play an important role in affecting pupils' learning in technology. There are an abundant number of teacher knowledge models that visualise different domains of teacher knowledge, but clear empirical evidence on how these domains interact is lacking. Insights into the interaction of teacher knowledge domains could be useful for teacher training. In this study, the hypothesised relations between different domains of teacher knowledge for technology education in primary schools were empirically investigated. Subject matter knowledge, pedagogical content knowledge, attitude, and self-efficacy were measured with tests and questionnaires. Results from a path analysis showed that subject matter knowledge is an important prerequisite for both pedagogical content knowledge and self-efficacy. Subsequently, teachers' self-efficacy was found to have a strong influence on teachers' attitude towards technology. Based on the findings in this study, it is recommended that teacher training should first of all focus on the development of teachers' subject matter knowledge and pedagogical content knowledge. This knowledge will positively affect teachers' confidence in teaching and, in turn, their attitude towards the subject. More confidence in technology teaching and a more positive attitude are expected to increase the frequency of technology education, which consequently increases teaching experience and thereby stimulates the development of teachers' pedagogical content knowledge. This circle of positive reinforcement will eventually contribute to the quality of technology education in primary schools.
LINK
