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Abstract Title: Technology as a Lens for Examining Instructor’s Pedagogical Content Knowledge
Abstract: The relationship between instructors' content knowledge and the chosen pedagogical approach (Pedagogical Content Knowledge - PCK) and its impact on student learning have been a focus of many studies. Usually they employ interviews, observations and surveys. We propose to analyze the instructor's choice of educational technologies and corresponding pedagogical-technological decisions to investigate her PCK. For example, the instructor's use of clickers can allow the researchers to gain significant information about her PCK even without observing the classes, just by inspecting such teaching materials as lecture notes. The analysis of the types of questions included in lectures, sequencing of the material covered, etc. should also reveal information about the instructor's Subject Matter Content Knowledge (SMCK). We propose the framework for doing such an analysis as applied to clicker technologies implemented by science and mathematics instructors. One of the biggest advantages of such an analysis compared to an interview is its objectivity.
Abstract Type: Contributed Poster

Author/Organizer Information

Primary Contact: Marina Milner-Bolotin
Ryerson University
350 Victoria Street
Toronto, ON, Canada, Non U.S. M5B 2K3
Phone: 1-416-979-5000 (7418)
Fax: 1-416-979-5343
and Co-Presenter(s)
Tetyana Antimirova
Tetyana Berezovski
Restiani Andriati