A multiple case study of preservice science teachers’ TPACK: Embedded in a comprehensive belief system

Integrating technology into science education provides opportunities to foster students’ meaningful learning. This study focused on technological pedagogical content knowledge (TPACK) and its connections to belief system in a science teaching context. The purpose of this study was to investigate the effects of preservice science teachers’ (PST) beliefs on their TPACK level. Multiple case study method was implemented. Multiple cases of the study were: low, medium and high confidence of TPACK. Purposive sampling was adapted to select cases. Data was collected through individual semi-structured interviews and lesson plans of PSTs. Content analysis was used in order to analyze the data. Holistic and embedded analyses were implemented to grasp each case entirely and comparing specific aspects and relations of the cases. According to findings there was a positive relationship between PST’s TPACK confidence and TPACK level. The PSTs’ belief systems consistently related to their TPACK levels in terms of several respects. When epistemological beliefs were not taken into consideration, relationships among other variables of the study showed consistency with previous research findings related to relationship between self and conceptions of teaching and learning. Implicational suggestions for future research and science teacher education programs were presented. © 2016 Günes and Bahçivan

Making mentoring work: The need for rewiring epistemology

To help produce expert coaches at both participation and performance levels, a number of governing bodies have established coach mentoring systems. In light of the limited literature on coach mentoring, as well as the risks of superficial treatment by coach education systems, this paper therefore critically discusses the role of the mentor in coach development, the nature of the mentor-mentee relationship and, most specifically, how expertise in the mentee may best be developed. If mentors are to be effective in developing expert coaches then we consequently argue that a focus on personal epistemology is required. On this basis, we present a framework that conceptualizes mentee development on this level through a step by step progression, rather than unrealistic and unachievable leap toward expertise. Finally, we consider the resulting implications for practice and research with respect to one-on-one mentoring, communities of practice, and formal coach education

Challenges to Teaching Credibility Assessment in Contemporary Schooling

Part of the Volume on Digital Media, Youth, and CredibilityThis chapter explores several challenges that exist to teaching credibility assessment in the school environment. Challenges range from institutional barriers such as government regulation and school policies and procedures to dynamic challenges related to young people's cognitive development and the consequent difficulties of navigating a complex web environment. The chapter includes a critique of current practices for teaching kids credibility assessment and highlights some best practices for credibility education

Teachers\u27 Self-Directed Informal Learning for Technology Integration in 1:1 Device High Schools

Public schools are implementing 1:1 computing programs in the hopes of transforming education to provide students with the digital literacy competencies that will enable them to be successful in our technology driven world. Continuous professional learning is critical in helping teachers develop the knowledge and skills for effective educational technology integration. Research has found however, that formal professional development, commonly implemented as one-time workshops with outside facilitators, are ineffective due to the multi-dimensional nature of technology integration. Teacher continuous professional learning outside of the formal context needs be considered. This survey study will explore the self-directed informal online and offline learning behaviors for technology integration of public high school teachers in 1:1 device schools. The findings from this study indicate that teachers are frequently engaged in informal learning activities for technology integration. Teachers regularly engage in traditional socio-constructivist activities through independent exploration, practice, and routinely asking their colleagues for help. Although searching the Internet to learn is the most commonly reported online activity, more sophisticated uses of technology to learn were limited. Teacher learning goals were also found to predict certain learner behaviors. The findings from this study inform both teachers and professional developers of the possibilities of informal learning as a legitimate form of professional lifelong learning

Between design and digital: bridging the gaps in architectural education

Developing technologies, such as computational design and digital fabrication, are transforming the design and construction of contemporary architecture. Today, architecture schools are tasked with introducing digital technologies as they are changing, creating an opportunity to develop innovative curricula and democratize access to these skills. However, the understanding of how to teach digital technology as an essential design skill has not kept pace with these rapid changes. Design education and digital technology education continue to be seen as separate loci of learning, separated by pedagogical gaps and teaching mindsets

Assessing student collaboration and learning in medical engineering from the perspectives of structures, behaviors, and function

Learning in biomedical engineering is highly interdisciplinary: students need to integrate concepts between engineering and life sciences, and be able to design and develop technologies with physiological considerations. In this study, biomedical engineering students’ artifacts were analyzed in detail according to the structure-behavior-framework (SBF) framework. The SBF framework has been investigated by educational researchers and learning scientists; in particular, the behavioral and functional dimensions were proved to be related to a sophisticated level of understanding of complex systems. Existing research results also indicate that experts (or expert-like learners) show a deeper understanding of the behavioral and functional aspects of systems. In the current study, a 5- level scale comprising structural, behavioral, andfunctional dimensions of integrated learning was constructed to assess student learning in a biomedical engineering project course. Our results indicate that high achievers and low achievers were different in the behavioral and functional dimensions. The results also indicate significant relationships between behavioral and functional dimensions of learning and students’ final course performance. These findings align with existing results in cognitive science and learning sciences on expert-novice differences, which help connecting engineering educational inquiries to the rich body of literature and findings in human learning

Connecting Levels of Analysis in Educational Neuroscience: A Review of Multi-level Structure of Educational Neuroscience with Concrete Examples

In its origins educational neuroscience has started as an endeavor to discuss implications of neuroscience studies for education. However, it is now on its way to become a transdisciplinary field, incorporating findings, theoretical frameworks and methodologies from education, and cognitive and brain sciences. Given the differences and diversity in the originating disciplines, it has been a challenge for educational neuroscience to integrate both theoretical and methodological perspective in education and neuroscience in a coherent way. We present a multi-level framework for educational neuroscience, which argues for integration of multiple levels of analysis, some originating in brain and cognitive sciences, others in education, as a roadmap for the future of educational neuroscience with concrete examples in moral education

Designing Embodied Interactive Software Agents for E-Learning: Principles, Components, and Roles

Embodied interactive software agents are complex autonomous, adaptive, and social software systems with a digital embodiment that enables them to act on and react to other entities (users, objects, and other agents) in their environment through bodily actions, which include the use of verbal and non-verbal communicative behaviors in face-to-face interactions with the user. These agents have been developed for various roles in different application domains, in which they perform tasks that have been assigned to them by their developers or delegated to them by their users or by other agents. In computer-assisted learning, embodied interactive pedagogical software agents have the general task to promote human learning by working with students (and other agents) in computer-based learning environments, among them e-learning platforms based on Internet technologies, such as the Virtual Linguistics Campus (www.linguistics-online.com). In these environments, pedagogical agents provide contextualized, qualified, personalized, and timely assistance, cooperation, instruction, motivation, and services for both individual learners and groups of learners. This thesis develops a comprehensive, multidisciplinary, and user-oriented view of the design of embodied interactive pedagogical software agents, which integrates theoretical and practical insights from various academic and other fields. The research intends to contribute to the scientific understanding of issues, methods, theories, and technologies that are involved in the design, implementation, and evaluation of embodied interactive software agents for different roles in e-learning and other areas. For developers, the thesis provides sixteen basic principles (Added Value, Perceptible Qualities, Balanced Design, Coherence, Consistency, Completeness, Comprehensibility, Individuality, Variability, Communicative Ability, Modularity, Teamwork, Participatory Design, Role Awareness, Cultural Awareness, and Relationship Building) plus a large number of specific guidelines for the design of embodied interactive software agents and their components. Furthermore, it offers critical reviews of theories, concepts, approaches, and technologies from different areas and disciplines that are relevant to agent design. Finally, it discusses three pedagogical agent roles (virtual native speaker, coach, and peer) in the scenario of the linguistic fieldwork classes on the Virtual Linguistics Campus and presents detailed considerations for the design of an agent for one of these roles (the virtual native speaker)

Integrating AI and Learning Analytics for Data-Driven Pedagogical Decisions and Personalized Interventions in Education

This research study delves into the conceptualization, development, and deployment of an innovative learning analytics tool, leveraging the capabilities of OpenAI's GPT-4 model. This tool is designed to quantify student engagement, map learning progression, and evaluate the efficacy of diverse instructional strategies within an educational context. Through the analysis of various critical data points such as students' stress levels, curiosity, confusion, agitation, topic preferences, and study methods, the tool offers a rich, multi-dimensional view of the learning environment. Furthermore, it employs Bloom's taxonomy as a framework to gauge the cognitive levels addressed by students' questions, thereby elucidating their learning progression. The information gathered from these measurements can empower educators by providing valuable insights to enhance teaching methodologies, pinpoint potential areas for improvement, and craft personalized interventions for individual students. The study articulates the design intricacies, implementation strategy, and thorough evaluation of the learning analytics tool, underscoring its prospective contributions to enhancing educational outcomes and bolstering student success. Moreover, the practicalities of integrating the tool within existing educational platforms and the requisite robust, secure, and scalable technical infrastructure are addressed. This research opens avenues for harnessing AI's potential in shaping the future of education, facilitating data-driven pedagogical decisions, and ultimately fostering a more conducive, personalized learning environment.Comment: 22 pages, 7 figures, 8537 word

SCIENCE TEACHERS’ EPISTEMOLOGICAL BELIEFS, PCK of ARGUMENTATION, and IMPLEMENTATION: AN EXPLORATORY STUDY

Science teachers’ pedagogical content knowledge (PCK) of argumentation, epistemological beliefs, and personal or external factors may influence how they integrated argumentation instruction. The present study had a qualitative multiple case study design and explored the influence of a one-year professional development program on four urban in-service science teachers’ PCK of argumentation and epistemological beliefs. The study also examined how science teachers translated their knowledge and beliefs into practice, and what other factors mediated the argumentation instruction. The data was collected through questionnaires, classroom observations, teacher created artifacts, field notes, informal conversations, and semi-structured interviews. The data was analyzed through constant comparative method to develop an in-depth profile of participants and to identify the shifts in science teachers’ epistemological beliefs and PCK of argumentation and the relationship between these constructs. The findings indicated that the positive change in the participating teachers’ PCK of argumentation was apparent during the informal conversations and final interview. The teachers held consistent and mixed epistemological beliefs throughout the study even though there were slight positive or negative shifts. These teachers’ implementation of argumentation was either aligned or modified with the expectations of argumentation instructional model in parallel to their PCK of argumentation and epistemological beliefs. Moreover, participating teachers referred to the factors mediating the argumentation instruction as their beliefs about student ability, district and standards, curriculum and testing, and school context. These results made recommendations for the design of professional development efforts targeting teachers’ PCK of argumentation and epistemological beliefs to result in significant changes