小学一年级学生教师地理模块的设计与开发

Q4 Social Sciences

Curriculum and Teaching Pub Date : 2016-09-01 DOI:10.7459/CT/31.2.02

Marian Blankman, Joop A. van der Schee, M. Boogaard, M. Volman

{"title":"小学一年级学生教师地理模块的设计与开发","authors":"Marian Blankman, Joop A. van der Schee, M. Boogaard, M. Volman","doi":"10.7459/CT/31.2.02","DOIUrl":null,"url":null,"abstract":"This paper describes the result of a design study in which a geography course was developed and tested aiming to develop the Pedagogical Content Knowledge (PCK) of first-year primary student teachers. This resulted in a course called ‘Consciously Teaching Geography’ with characteristics as (1) starting from students’ preconceptions and everyday geographic experiences, (2) an underlying conceptual framework that incorporates key concepts of geography, (3) the use of active learning strategies and (4) explicit modelling to (5) leave room for reflection. Also room for the ‘couleur locale’ of the institute and the teaching style of the teacher educator proved necessary.","PeriodicalId":35186,"journal":{"name":"Curriculum and Teaching","volume":"31 1","pages":"5-25"},"PeriodicalIF":0.0000,"publicationDate":"2016-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.7459/CT/31.2.02","citationCount":"2","resultStr":"{\"title\":\"Design and Development of a Geography Module for First-year Primary Student Teachers\",\"authors\":\"Marian Blankman, Joop A. van der Schee, M. Boogaard, M. Volman\",\"doi\":\"10.7459/CT/31.2.02\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"This paper describes the result of a design study in which a geography course was developed and tested aiming to develop the Pedagogical Content Knowledge (PCK) of first-year primary student teachers. This resulted in a course called ‘Consciously Teaching Geography’ with characteristics as (1) starting from students’ preconceptions and everyday geographic experiences, (2) an underlying conceptual framework that incorporates key concepts of geography, (3) the use of active learning strategies and (4) explicit modelling to (5) leave room for reflection. Also room for the ‘couleur locale’ of the institute and the teaching style of the teacher educator proved necessary.\",\"PeriodicalId\":35186,\"journal\":{\"name\":\"Curriculum and Teaching\",\"volume\":\"31 1\",\"pages\":\"5-25\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2016-09-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://sci-hub-pdf.com/10.7459/CT/31.2.02\",\"citationCount\":\"2\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Curriculum and Teaching\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.7459/CT/31.2.02\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q4\",\"JCRName\":\"Social Sciences\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Curriculum and Teaching","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.7459/CT/31.2.02","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q4","JCRName":"Social Sciences","Score":null,"Total":0}

引用次数: 2

摘要

本文描述了一项设计研究的结果，该研究开发并测试了一门地理课程，旨在培养小学一年级学生教师的教学内容知识(PCK)。这导致了一门名为“有意识地教授地理”的课程，其特点是:(1)从学生的先入为主的观念和日常地理经验出发，(2)一个包含地理关键概念的潜在概念框架，(3)使用主动学习策略，(4)明确建模，(5)留下反思的空间。此外，学院的“色彩场所”和教师教育的教学风格也被证明是必要的。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

查看原文本刊更多论文

Design and Development of a Geography Module for First-year Primary Student Teachers

This paper describes the result of a design study in which a geography course was developed and tested aiming to develop the Pedagogical Content Knowledge (PCK) of first-year primary student teachers. This resulted in a course called ‘Consciously Teaching Geography’ with characteristics as (1) starting from students’ preconceptions and everyday geographic experiences, (2) an underlying conceptual framework that incorporates key concepts of geography, (3) the use of active learning strategies and (4) explicit modelling to (5) leave room for reflection. Also room for the ‘couleur locale’ of the institute and the teaching style of the teacher educator proved necessary.

求助全文

通过发布文献求助，成功后即可免费获取论文全文。去求助

来源期刊

Curriculum and Teaching Social Sciences-Education

CiteScore

0.50

自引率

0.00%

发文量

期刊介绍： Curriculum and Teaching, first published in 1985, is an established, refereed international journal publishing original research from throughout the world which deals with major up-to-date issues and trends in curriculum theory and practice. The journal uses a balanced and comparative perspective to consider curriculum design and development, evaluation, curriculum models, comparative studies in curriculum, innovation and policy, planning, and educational administration. The journal’s object is to advance the study and development of curriculum and teaching, with a view to improving teaching and pedagogy. Curriculum and Teaching provides an impartial forum for scholars throughout the world, working in the area of curriculum studies. Curriculum and Teaching is double blind peer reviewed. The journal has no publication fees.