PEDAGOGICAL CONTENT KNOWLEDGE IN TEACHING MATERIAL

被引：4

作者：

Saeli, Mara ^{[1
]}

Perrenet, Jacob ^{[1
]}

Jochems, Wim M. G. ^{[1
]}

Zwaneveld, Bert

机构：

[1] Eindhoven Univ Technol, NL-5600 MB Eindhoven, Netherlands

来源：

JOURNAL OF EDUCATIONAL COMPUTING RESEARCH | 2012年 / 46卷 / 03期

关键词：

SCIENCE TEACHERS; SCHOOL;

D O I：

10.2190/EC.46.3.d

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

The scope of this article is to understand to what extent Computer Science teachers can find support for their Pedagogical Content Knowledge (PCK) in teaching material. We report the results of a study in which PCK is used as framework to develop a research instrument to examine three high school computer science textbooks, with special focus on programming. PCK is analyzed in this study in its two components: pedagogical knowledge (PK) and content knowledge (CK). The results of the textbooks have been compared with the results of a previous study, in which experienced teachers from various countries were involved in semi-structured interviews to portray the PCK of programming for secondary school. Our expectations to find textbooks relatively strong on the CK, but weak on the PK aspect, is confirmed by the results.

引用

页码：267 / 293

页数：27

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