• Journal of The Korean Association For Science Education
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• v.32 no.8
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• pp.1378-1389
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• 2012

Environmental education is usually taught across the curriculum in most of the countries. This teaching approach has been a challenge for teachers to implement it especially in the Malaysian curriculum context. Thus, science teachers require effectual Pedagogical Content Knowledge of Environmental Education (PCK-EE). The purpose of this study was to explore the influence of teaching option and teaching experience on science teachers' PCK-EE. Five components of PCK-EE were investigated in this study, which were: a) knowledge of curriculum, b) knowledge of content, c) knowledge of student, d) knowledge of teaching strategies, and e) knowledge of evaluation. 347 secondary science teachers from the state of Selangor have participated in this survey study. The questionnaire used had 60 items. The findings revealed teaching option has a significant influence on science teachers' knowledge of content (p=0.000); knowledge of student (p=0.000) and knowledge of teaching strategies (p=0.016). In the case of teaching experience, it was found that there is a low correlation on knowledge of content (r=0.174) and knowledge of evaluation (r=0.170) only. Implication of this study leads to the suggestion in enhancing teachers' service training to improve their PCK-EE and subsequently their ability in teaching environmental education across curriculum.

• The Mathematical Education
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• v.45 no.2 s.113
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• pp.217-230
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• 2006

The purpose of this study is to inquire the building process of Pedagogical Content Knowledge of prospective mathematics teachers about the function concepts. For this purpose, We performed the following steps; First, we performed the survey relaying to the prospective mathematics teachers' teaching experiences, capabilities of their error evaluation of the students, and viewpoints about the function concepts. Second, we performed the survey on the subject-matter knowledge about the function concepts and the key items of designing teaching plans about the function concepts. And then, we interviewed the participants to check the results of the surveys and to supplement the necessary contents. The collected data was relatively correlative and analyzed in the process. As a result, we found the followings; First, subject-matter knowledge of prospective mathematics teachers about the function concepts is different depending on the grades. Second, prospective mathematics teachers are building more extended function concepts through the major subjects. Third, the major subjects are important to build the Pedagogical Content Knowledge of function concepts. Fourth, teaching experience plays an important role in transforming subject-matter knowledge of function concepts to Pedagogical Content Knowledge of it. Fifth, building the Pedagogical Content Knowledge means transferring the teacher's viewpoint from himself/herself to the learner.

• International Journal of Computer Science & Network Security
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• v.21 no.12
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• pp.189-192
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• 2021

The article theoretically substantiated, developed and practically implemented a structural and functional model of the formation of ICT competence, taking into account interdisciplinary integration, defines the pedagogical conditions that contribute to the formation of ICT competence: interdisciplinary integration as a basis for building an interdisciplinary course, the content of which is aimed at the formation of ICT competence; the use of IEE, including information, didactic, technological components as a basis for the formation of ICT competence; integration of formal, non-formal and informal education for the implementation the integrity of the acquired knowledge, skills, experience as the basis for the formation of the ICT competence of teachers; creation and use of a set of tasks (educational (UZ), educational and methodological (UMP), educational and professional (UPZ)) as special tools for the formation of ICT competence.

• East Asian mathematical journal
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• v.27 no.2
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• pp.181-202
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• 2011

The study was planned to analyze the figure concepts teachers have according to the years of experiences based on the two aspects, the subject matter knowledge and the pedagogical content knowledge. Further, it aims to have the results utilized in teacher education and training, and ultimately to help elementary school students to establish the accurate figure concepts. We administered the test to the random sample of 77 elementary school teachers of the grade 3 to grade 6, from nine schools of the Daegu, Ulsan and Gyeongsangbuk-do districts, and we analyzed the results. Correlational analysis between the years of experience and the knowledge showed that the content understanding and knowledge decreases as the years of experience increases, while the experiential knowledge related to the understanding of the students and the pedagogical methods increases as the years of experience increases.

• International Journal of Computer Science & Network Security
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• v.22 no.1
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• pp.213-217
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• 2022

In the article, in connection with the goal and the hypothesis put forward, the following tasks were formulated: Based on the analysis of literature and existing pedagogical experience, the possibilities, features and pedagogical conditions for the use of educational telecommunication projects were specified. The selection of topics and content of educational telecommunication projects for use has been carried out. Research methods: theoretical analysis of psychological, pedagogical and methodological literature, projects of educational standards in computer science and information technology, study of the state of the problem in teaching practice, questioning.

• International Journal of Computer Science & Network Security
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• v.24 no.2
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• pp.129-135
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• 2024

Studying at a modern university involves using modern methods and the latest advances in science and education, which applies to Ukraine and all higher education institutions in Europe, determining the relevance of the study and its international significance. The study aims to analyze and implement effective and innovative practices that can be used in integrated educational programs, which include interactive work in education at the European level. The use of general scientific approaches, such as theoretical, statistical, and empirical, allows achieving the set goals. The central hypothesis of the research is the presentation of the best pedagogical practices in the educational program, which includes interactive and universal. The results of the study prove the effectiveness of interactive training. Future research is devoted to developing new pedagogical practices and the development of algorithms for their implementation.

• Research in Mathematical Education
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• v.12 no.2
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• pp.85-108
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• 2008

In this study, we created, implemented, and evaluated the impact of proportional reasoning authentic investigative activities on the mathematical content and pedagogical knowledge and attitudes of pre-service elementary and middle school mathematics teachers. For this purpose, a special teaching model was developed, implemented, and tested as part of the pre-service mathematics teacher training programs conducted in Israeli teacher colleges. The model was developed following pilot studies investigating the change in mathematical and pedagogical knowledge of pre- and in-service mathematics teachers, due to experience in authentic proportional reasoning activities. The conclusion of the study is that application of the model, through which the pre-service teachers gain experience and are exposed to authentic proportional reasoning activities with incorporation of theory (reading and analyzing relevant research reports) and practice, leads to a significant positive change in the pre-service teachers' mathematical content and pedagogical knowledge. In addition, improvement occurred in their attitudes and beliefs towards learning and teaching mathematics in general, and ratio and proportion in particular.

• International Journal of Computer Science & Network Security
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• v.21 no.7
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• pp.169-172
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• 2021

Based on the scientific and pedagogical analysis of the theory and experience of teaching computer science disciplines, the didactic mechanism for ensuring the continuity of the average (full) general and higher professional education of economists for practical implementation innovative technology of personal experience foundation. The pedagogical conditions for the formation of information competence, including laboratory, design, research work, the use of active teaching methods for acquiring management skills in production and activities of the enterprise. An indispensable requirement for the conditions for the implementation of basic of educational programs is the assessment of competencies. With this the goal was to develop criteria and levels of formation information competence of future economists and carried out complex diagnostics.

• International Journal of Internet, Broadcasting and Communication
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• v.15 no.1
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• pp.56-62
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• 2023

In the educational environment of the post-COVID-19 era, metaverse learning, which can improve the disadvantages of online learning and improve learning outcomes, is attracting attention. Metaverse is expected to play an important role as a learning experience platform (LXP) that can provide immersion and experience for learners. In order to successfully introduce and utilize metaverse learning that utilizes the metaverse platform, teachers' knowledge of metaverse-related technologies and pedagogical convergence is important. So far, teacher knowledge for educational use of the metaverse has not been explored. In this regard, this study explored the TPACK (Technological, Pedagogical And Content Knowledge) framework as a teacher's knowledge system for metaverse learning. Based on this, this study designed the class contents of metaverse learning. The results of this study are expected to diffuse the importance of TPACK required for metaverse learning and contribute to the development of teachers' competence.

• International Journal of Contents
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• v.14 no.3
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• pp.7-16
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• 2018

The extent and depth of the event plan determines the scope of pedagogical experience in situations and consequently the quality of immersive learning based on our simulated world. In contrast to planning in conventional narrative-based systems mainly pursuing dramatic interests, planning in virtual world-based pedagogical systems strive to provide realistic experiences in immersed situations. Instead of story plot comprising predetermined situations, our inter-event planning method aims at simulating diverse situations that each involve multiple events coupled via their associated agents' conditions and meaningful associations between events occurring in a background world. The specific techniques to realize our planning method include, two-phase planning based on inter-event search and intra-event decomposition (down to the animated action level); autonomous and independent agents to behave proactively with their own belief and planning capability; full-blown background world to be used as the comprehensive stage for all events to occur in; coupling events via realistic association types including deontic associations as well as conventional causality; separation of agents from event roles; temporal scheduling; and parallel and concurrent event progression mechanism. Combining all these techniques, diverse exogenous events can be derived and seamlessly (i.e., semantically meaningfully) integrated with the original event to form a wide scope of situations providing chances of abundant pedagogical experiences. For effective implementation of plan execution, we devise an execution scheme based on multiple priority queues, particularly to realize concurrent progression of many simultaneous events to simulate its corresponding reality. Specific execution mechanisms include modeling an action in terms of its component motions, adjustability of priority for agent across different events, and concurrent and parallel execution method for multiple actions and its expansion for multiple events.