ipl-logo

Pedagogical Content Knowledge Analysis

1326 Words6 Pages

This essay will outline how I would support children in year 5, learning about earth and space, using a Pedagogical Content Knowledge (PCK) Framework (See appendix A). A PCK framework is a tool used to gather information about teachers deep subject knowledge and what content they need to teach the children. Shulman (1987) conveys the point that a PCK framework is a strong tool to use; it represents the knowledge children must know and it can be adapted to the diverse needs or interests of the children. Koehler and Mishra (2009) build on this idea, as they believe teachers can use the PCK to interpret the subject knowledge with their own understanding. It provides ways to present topics to children, identifying misconceptions and children’s’ …show more content…

Alternatively, this can be seen as a negative method as Dreyfus (1990) identified that children may feel their ideas have been discouraged, therefore begin keeping their thoughts to themselves. Day and night is an area of statutory learning in the National Curriculum (DfE, 2014) for children in year 5. The main issue regarding this is that children’s ideas may occur before they reach year 5. Harlen and Qualter (2014) perceptively state that unless children are supported in thinking differently, they will choose to believe their own ideas. Consequently, the new National Curriculum has not ensured that children’s ideas are being addressed and reconstructed in a scientific way when they are first …show more content…

Children would draw a diagram to show how they believe day and night occur. This idea came from the Nuffield Primary Science Guide (1995b: 93) as it allows the teacher to identify each child’s individual understanding. Scott (1987) and Harlen and Qualter (2014) believe that this is essential for the teacher, to be able to plan from the appropriate starting point. The children would then discuss their diagrams in groups and decide on a group theory to share with the class. From this elicitation activity, the teacher could plan activities that reconstruct their existing ideas of day and night. If the teacher were to ignore the children’s existing knowledge, children may memorise the new concept but may not truly believe it, as they haven’t had the chance to reconstruct what they already know (Harlen and Qualter,

Show More
Related
734 Words | 3 Pages

Making predictions, gathering evidence through observations and suggesting explanations based on their own interpretations of information could be opportunities to help children link their knowledge. In this way children will be assisted in developing scientific ideas which will make sense and will be connected to their everyday lives (Russell & Watt,

Read More
695 Words | 3 Pages

The article, “Never Say Anything a Kid Can Say,” by Steven C. Reinhart that was published in 2000 was quite an interesting read. Throughout this article, the author explained a teaching technique that he thought was the most effective for students to learn the most. He explained that it was a process; it wasn’t a technique that could be implemented and accomplished within a few days. The main idea of this philosophy was to have the students do the explaining and the teacher do the listening, which is completely opposite of the normal classroom setting.

Read More
493 Words | 2 Pages

Creative Curriculum 1. Select and identify TWO concepts presented in the video you find significant as an early educator and explain why you selected these concepts (7 descriptive/detailed sentences) In the Creative Curriculum video, I noticed the schedule they kept was far more regimented then the other types of preschools. The planning and preparation the teachers put into their classrooms lesson plans were well thought out and specific. Every moment of the day seems to be planned and each activity is designed with a specific purpose in mind.

Read More
1055 Words | 5 Pages

Piaget also believed that children first try to understand new things in terms of schemes they already possess, a process called assimilation. For example, if Sandy points to a picture of an apple and tells her child, ‘that’s an apple,’ the child forms a scheme for ‘apple’ that looks something like that picture. The child might see an orange and say ‘apple’ because both objects are round. When corrected, the child might alter the scheme for apple to include ‘round’ and ‘red’.

Read More
404 Words | 2 Pages

Holmes’s article, “The Case for Teaching Ignorance” is an article originally published last year in the New York Times in the opinion pages. The article explains a concept behind an incident in the mid 1980’s when a surgery professor entitled her course, “Introduction to Medical and Other Ignorance”. The concept of the course was so poorly received that other officials within the school stated they would “rather resign than support a class on ignorance” (Holmes p. 1). The author elaborates by stating, “focusing on uncertainty can foster latent curiosity, while emphasizing clarity can convey a warped understanding of knowledge” (Holmes p. 2). She was aiming to teach what isn’t understood along with what is to instill curiosity and a drive to

Read More
674 Words | 3 Pages

The best feeling in the world is reeling in a massive fish. When having a fishing career, that's what the goal or objective is to get the largest entertainment. Fishing dates back way back when and is used to provide food or just have a jolly good time. This career involves and education less than high school, it requires good and strong physical and mental strength as well as certain types of tasks that other jobs might not do. Freshwater fishing bait and lure are typically made from rubber or metal.

Read More
1578 Words | 7 Pages

The information that is going into a child's brain should be told at their education level, because then the child will remember it better. Teachers should not focus on the large idea but focus on the small ideas that have formed the large one. Take for instance Martin Luther King Jr. Telling children just that he was a civil rights leader who was assassinated is not doing anything for the child’s knowledge.

Read More
769 Words | 4 Pages

Since the beginning of invention to the innovations of today, creativity and imagination have been imperative in the advancement of human society. However, the institutions that the future of the human race is forced to attend, forcibly removes or cruelly conceals the backbone of advancement from these poor unsuspecting children. From the start, children are forced to conceal their “offbeat and strange” ideas and opinions, take test with absolutely no wriggle-room, and denied the freedom of self-gratification and discovery. Such practices are inhumane and make children no more useful to society, than an empty bowl to the hungry.

Read More
1062 Words | 5 Pages

Assignment- A written account of the main implications of children’s misconceptions in Primary Science. A science misconception is where children have an incorrect idea of a science topic that causes a barrier in understanding and to learning in all levels of education (Allen 2014), children’s idea’s come from their life experiences and the interaction which they display to other children and adults that shapes their ideas and understanding (Sewell, 2014). It can be influenced by many things such as the media or even from family or friends for example the Cars (2006) movie which shows children that cars are alive and have human facial features this leads to the children obtaining a misconception that cars are alive. However, children already have a bit of knowledge about science before entering school which is why they have their own understanding of how the world works during their time in the classroom.

Read More
1579 Words | 7 Pages

The information that is going into a child's brain should be told at their education level, because then the child will remember it better. Teachers should not focus on the large idea, but focus on the small ideas that have formed the large one. Take for instance, Martin Luther King Jr. Telling children just that he was a civil rights leader who was assassinated is not doing anything for the child’s knowledge.

Read More
1597 Words | 7 Pages

Teachers need to “...develop instructional techniques that promote tolerance, sensitivity, [and] nonjudgmental expression of beliefs…” (Passe and Willox

Read More
1018 Words | 5 Pages

In accordance with Piaget’s theory, the learner interacts with objects and events available in the physical and social environment and therefore comprehends the objects or events using the process of assimilation, accommodation and equilibration. The learners, therefore, construct their own conceptualizations and use them to generate solutions to problems. This theory also suggests that humans create and construct knowledge as they try to bring meaning to their experiences. In the differentiated classroom, teachers should facilitate the learning process by organizing learning activities and using variety of aid material according to the level of students’ cognitive structure to enable them to construct knowledge through their

Read More
1183 Words | 5 Pages

Theories that as future educator will need to be understood and explored. Some if not all these theory’s will be used in the classroom. Vygotsky, Piaget, Bruner, and Bloom all set out to establish a foundation for education, whether through building skills such as pre-reading, language, vocabulary, and numeracy. It becomes the educators job to implement theories into the classroom for children's cognitive development. The theorist discussed in this paper, have had made a profound effect on

Read More
759 Words | 4 Pages

As adult learners learn new concepts or ideas it reinforces or lessens pass interpretations and/or outcomes, or in

Read More
810 Words | 4 Pages

The reason for this is that ‘wrong’ is like pain, alerting the individual to the need for intervention or correction. Like pain, being ‘wrong’ indicates a necessity for an appropriate ‘cure’. Learning is the continuum of two poles, which Piaget (18) and other child experts have pointed out, is often related to a transition from concrete to abstract thinking and proceeds through trial - and - error method, rather than through a child instantly knowing what is ‘right’. The child, who developmentally, has not learned how to look at a problem from various viewpoints, is unlikely to have ready useful referents internalised in his mental schema to make him ready for instant ‘right’ comprehension; a comprehension based very often on teacher expectations,

Read More

More about Pedagogical Content Knowledge Analysis

Related Topics

Open Document