Science education researchers have developed a refined understanding of the structure science teachers’ pedagogical content knowledge (PCK), but how to develop applicable and situation-adequate PCK remains largely unclear. A potential problem lies in diverse conceptualisations used research. This study sought systematize existing research on through lens recently proposed consensus model (RCM) ...

This study aims to analyze the influence of TPACK variables on junior high school teachers in Pasar Jambi District. The type research used is quantitative with a survey approach via WhatsApp groups and filling out questionnaires google forms. data collection technique questionnaire then analyzed using Structural Equation Model-Partial Least Square (SEM-PLS) method SmartPLS software. From result...

In this article, we describe the results of a study of chemistry high school teachers’ beliefs (N = 7) of the chemistry curriculum and their roles, their beliefs on the teacher as developer of materials, and their beliefs about professional development. Teachers’ beliefs influence the implementation of a curriculum. We view the use of a new curriculum as a learning process, which should start a...

Abstract The last twenty years of research in Physics Education have underlined the important role so-called Phys-Math interplay. lack students’ ability, at different ages and levels, to construct mathematical model physical processes or describe meaning constructs has been emphasized. main work is currently attributing this difficulty way which these subjects are taught, with a direct connecti...

The study reported in this paper was part of a larger that explored pre-service teachers’ perceptions the effective-ness problem-based learning (PBL) teaching approach for developing their mathematics pedagogical content knowledge (PCK) and ability to enact PCK tertiary education subject. This reports qualita-tive semi-structured interviews used capture student voice with respect impact PBL on ...

We present the perspectives of Portuguese pre-service teachers about a formative strategy developed to promote learning language and literacy education. The was underpinned by theories pedagogical content knowledge (PCK), rehearsed (or simulated) agency, epistemology reflective practise assessment for learning. It implemented during whole semester, after which answered questionnaire focusing on...

This literature review study is motivated by the challenges of world development, especially in development learning interpretations that are increasingly demanding availability human resources (HR) who master science and technology (IPTEK). Technological Content Knowledge can be an alternative to used as a reference for educators context developing with new, better model. aims gather informati...