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Integrating pedagogical content knowledge and pedagogical/psychological knowledge in mathematics
In teacher education at universities, general pedagogical and psychological principles are often treated separately from subject matter knowledge and therefore run the risk of not being applied in the teaching subject. In an experimental study (N = 60 mathematics student teachers) we investigated th...
Autores principales: | , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
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Frontiers Media S.A.
2014
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Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4139073/ https://www.ncbi.nlm.nih.gov/pubmed/25191300 http://dx.doi.org/10.3389/fpsyg.2014.00924 |
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author | Harr, Nora Eichler, Andreas Renkl, Alexander |
author_facet | Harr, Nora Eichler, Andreas Renkl, Alexander |
author_sort | Harr, Nora |
collection | PubMed |
description | In teacher education at universities, general pedagogical and psychological principles are often treated separately from subject matter knowledge and therefore run the risk of not being applied in the teaching subject. In an experimental study (N = 60 mathematics student teachers) we investigated the effects of providing aspects of general pedagogical/psychological knowledge (PPK) and pedagogical content knowledge (PCK) in an integrated or separated way. In both conditions (“integrated” vs. “separated”), participants individually worked on computer-based learning environments addressing the same topic: use and handling of multiple external representations, a central issue in mathematics. We experimentally varied whether PPK aspects and PCK aspects were treated integrated or apart from one another. As expected, the integrated condition led to greater application of pedagogical/psychological aspects and an increase in applying both knowledge types simultaneously compared to the separated condition. Overall, our findings indicate beneficial effects of an integrated design in teacher education. |
format | Online Article Text |
id | pubmed-4139073 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2014 |
publisher | Frontiers Media S.A. |
record_format | MEDLINE/PubMed |
spelling | pubmed-41390732014-09-04 Integrating pedagogical content knowledge and pedagogical/psychological knowledge in mathematics Harr, Nora Eichler, Andreas Renkl, Alexander Front Psychol Psychology In teacher education at universities, general pedagogical and psychological principles are often treated separately from subject matter knowledge and therefore run the risk of not being applied in the teaching subject. In an experimental study (N = 60 mathematics student teachers) we investigated the effects of providing aspects of general pedagogical/psychological knowledge (PPK) and pedagogical content knowledge (PCK) in an integrated or separated way. In both conditions (“integrated” vs. “separated”), participants individually worked on computer-based learning environments addressing the same topic: use and handling of multiple external representations, a central issue in mathematics. We experimentally varied whether PPK aspects and PCK aspects were treated integrated or apart from one another. As expected, the integrated condition led to greater application of pedagogical/psychological aspects and an increase in applying both knowledge types simultaneously compared to the separated condition. Overall, our findings indicate beneficial effects of an integrated design in teacher education. Frontiers Media S.A. 2014-08-20 /pmc/articles/PMC4139073/ /pubmed/25191300 http://dx.doi.org/10.3389/fpsyg.2014.00924 Text en Copyright © 2014 Harr, Eichler and Renkl. http://creativecommons.org/licenses/by/3.0/ This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms. |
spellingShingle | Psychology Harr, Nora Eichler, Andreas Renkl, Alexander Integrating pedagogical content knowledge and pedagogical/psychological knowledge in mathematics |
title | Integrating pedagogical content knowledge and pedagogical/psychological knowledge in mathematics |
title_full | Integrating pedagogical content knowledge and pedagogical/psychological knowledge in mathematics |
title_fullStr | Integrating pedagogical content knowledge and pedagogical/psychological knowledge in mathematics |
title_full_unstemmed | Integrating pedagogical content knowledge and pedagogical/psychological knowledge in mathematics |
title_short | Integrating pedagogical content knowledge and pedagogical/psychological knowledge in mathematics |
title_sort | integrating pedagogical content knowledge and pedagogical/psychological knowledge in mathematics |
topic | Psychology |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4139073/ https://www.ncbi.nlm.nih.gov/pubmed/25191300 http://dx.doi.org/10.3389/fpsyg.2014.00924 |
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