Articles reflection
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Transforming subject-matter knowledge: the role of pedagogical content knowledge in learning to reflect on teaching
In the article, Transforming subject-matter knowledge: the role of pedagogical content knowledge in learning to reflect on teaching 1993, I have highlighted essential assumptions. In reality, Geddis is on the view that, teachers should transform knowledge into forms, which are accessible to students. In this regard, Geddis accounts this as a powerful tool in promoting knowledge to students. The article has fathomed my understanding particularly towards the aspect of learning effective teaching strategies to teach. The article is a metaphoric sense is unique, giving a wide content on effective ways of transforming knowledge during the learning process. Having a wide interest in knowledge concept, I have learnt that knowledge involves the complex learning, perception, communication, reasoning and association. With these facts, the article has related knowledge as a core capacity of understanding the subject to use it when appropriate. With this excerpt, Geddis outline that, teaching entails transmissions of knowledge to students, which therefore, should involve effective teaching strategies. Geddis article is deep in content in that; he has gone a head in explaining pedagogical content knowledge as the most powerful tool in teaching experience and practice.
While looking at Shulman concept of Pedagogical content knowledge, one can outline its accumulation to have common elements such as knowledge of the subject matter, knowledge of the possible misconception, knowledge of the curricula, and that of the general pedagogy. In facts, Shulman concept of pedagogical content knowledge is fathomable. With no doubt; Shulman concept on knowledge entails the concept of understanding what, when, why, and how to use reservoir of good teaching practices. With these facts, Geddis outline pedagogical content knowledge to be fundamental especially for beginning teachers in the sense that, it expands teaching capacity beyond the technical aspect of teaching. While arguing from this assumption, the article has strived to explain how Shulman concept could transform secondary science teachers when teaching the electrical current concept. With this in mind, I have leant that, creating interest in science students would only be achieved by teachers assisting students to restructure their assumptions concerning electrical current flow in the aspect that involves grasping issues of why and what circumstances. With no doubt; this would enable students to adopt the concept being taught thus creating the need for teachers to embrace Shulman concept of Pedagogical content knowledge.
While reviewing the article, Geddis argument on the aspect of learning to teach, has created great awareness on how complex and arduous, it is to learn to teach. Often, teachers have inadequate ideas on how teaching process should be like, and as a result, there are negative consequences that result from such underestimation of difficult task in teaching such as anxieties for the few weeks in teaching, unnecessarily strict and a time ogres to students. The article content is subterranean in the sense that, it has gone ahead to explain the need for transforming subject matter concept for beginning teachers. Under this context, Geddis outline the need for beginning teachers to learn not just to teach the subject but, rather the concept of teaching fractions, electricity and history among others. For learning to be effective, teachers should be adequately prepared for any content relevant to teaching the subject. In facts, teaching practice would be effective if only they would apply Pedagogical content knowledge. With this in mind, I would recommend many teachers to read the article to highlight effective ways of teaching process as discussed by Geddis.
Online or face-to-face? Students’ experiences and preferences in e-learning
In essence, Paechter and Maier have effectively analyzed matters of how e-learning courses. In the article, Online or face-to-face? Students’ experiences and preferences in e-learning 2010, Paechter and Maier are on the view that, digital media has enriched both teaching and learning experiences. As argued in the article, digital media have become so much common that, it is everywhere among universities students and lecturers. Based on this assumption, in facts, the usage of digital media has increased rapidly, which as a result, has enlightened people globally on global issues. To prove this fact, Paechter and Maier outline how promotion programs of financial support by the government have been established as a way of motivating universities to improve the learning process. From the previous survey done, Paechter and Maier (2010) outline to have been improvement in academic performance in that, students would learn effectively by evaluating past research done on different subjects or courses. With this in mind, many students have acquired knowledge thus, contributing to student satisfaction.
In conjunction with this, the article has shown how universities have embraced digital media in the learning process approved by findings outline in Australian Universities. In this regard, Paechter and Maier highlights a survey carried out in 2006 in Australian, which indicated that, 60 % of Australian students reported using digital media systems. With no doubt; the findings indicated how many universities have embraced digital media in higher learning institutions. Nevertheless, the article has fathomed my understanding in the application of e-learning in the sense that, it has outlined how little concept is known on students’ experiences in e-learning. In proving this fact, the article highlights digital media learning outcomes such as difficult in learning particularly when there is no interaction between the student and the tutor. Interestingly, Paechter and Maier have positively evaluated e-learning outcomes as competence, which students should achieve. In addition, students should have social and personal competence for instance, team work, which is fundamental in self-regulation along with monitoring learning process. Subsequently, the article has outlined the need for effective interaction between students and instructor providing examples of how instructor should handle students. Under this context, instructor should perform variety tasks in the teaching process such as supporting students in content of e-learning, which as a result, enhance students’ motivation. Arguing from this assumption, the article is well-documented in the sense that, it shows the importance of instructor supporting students in e-learning activities. Therefore, not only is the learning process important but, social information important. From this assumption, the mutual supports with group cohesion are essential for students in the learning environment. As argued by Paechter and Maier, it creates satisfaction thus, enhancing motivation in participating in the learning environment. With no doubt; the content in the article is paramount important in that, both Paechter and Maier highlight a survey done for students evaluation in the e-learning process, which indicated satisfaction among students to be paramount important in the learning process. This assumption makes the article amalgamated thus, recommending both students and teachers in order to establish the importance of using digital media system in the learning process. In facts, the article has increased my knowledge in e-learning thus; outlining the article to be well-documented.
Reviewing the relations between teachers’ knowledge and pupils’ attitude in the field of primary technology education
In the article, Reviewing the relations between teachers’ knowledge and pupils’ attitude in the field of primary technology education 2008, Rohaan, Taconis and Jochems are on their view that, the field of primary technology is paramount important in stimulating a positive attitude in pupils in technology. The article highlights the Pedagogical content knowledge to be fundamental in increasing learning along with interest in technology. Based on the fact that the technological world is developing fast, the article is deep in content in that; it creates the need for learning institutions to adapt to the technology world, which as a result, would increase the pupil technology knowledge. With this in mind, I have learnt that, technology education is paramount important in the sense that, it enhances students to adapt to the growing technology world thus, understanding the most competent areas in the 20th Century such as energy, power, construction technology, agricultural, medical, communication and transportation among others. With no doubt; Rohaan, Taconis and Jochems article have outline technology education to be essential through increasing technology knowledge to pupils in a broad sense thus; imposing the need for, pupils learning technology studies.
Regarding primary teachers lacking confidence and ability to stimulate and develop the natural curiosity for technology among pupils is a pity. Under this context, the article highlights the need for teachers being equipped with the comprehensive technology concept in order to shape pupils attitude in learning process. Outstanding teachers’ requirements; it has increased my understanding regarding technology concept thus, imposing the need for learning institutions to be adequate with materials that enhance technology concept among pupils. Based on my perceptive, the concept of technology education innovation is fundamental in the sense that, pupils will be adequate prepared to face the world that is rapidly growing in technology. Interestingly, the article highlights benefits of having educated primary teachers in that, they would be full equipped with the knowledge to address various topics in technology. I conquer with the article assumption in the sense that, teacher knowledge is the umbrella that covers tacit knowledge to pupils thus, inspiring pupils to study technology at ease.
The article content is insightful in the sense that; the article outlines the need for teachers being equipped with pedagogical knowledge that enhances effective coaching of pupil in the learning process. Having knowledge on the benefits of pedagogical knowledge with no doubt; I conquer with the article assumption regarding pedagogical knowledge. It is a well-documented fact; pedagogical knowledge is paramount important in the learning process in that, it entails using powerful analogies, examples, illustrations and demonstrations to the learning of the most lessons and topics. In facts, the article is well articulated in that, it align with a past research that outline the Pedagogical content knowledge to be the most effective method in teaching experience. The article content is deep in that, if teachers would embrace Pedagogical content knowledge in teaching technology in primary schools; teachers would understand learning difficulties, and thus, assist in eradicating learning difficulties. With this in mind, I would recommend the article to learning institutions in order to understand the need for embracing technology education in primary schools.
Teaching Biology with passion
In the article, teaching Biology with passion 2011, Ward highlights important points of being a good biology educator. Ward (2011) outline three essential qualities of being a good biology teacher, which include passion, expert knowledge and practice on the subject matter. The article is interesting in that; Ward has gone a head in highlighting each point thus, and imposing essential trait for good teaching practices with the overall goal of improving a learning process. While reflecting on the article assumptions, passion is an important trait in life, which if embraced in the teaching process would enhance continuous growth in teaching professional in addition, motivating students to learn more in biology.
Interestingly, the author has imposed the need for teachers having a great passion in biology. To prove this fact, good biology teachers should teach in passion. Enhancing professional knowledge is paramount important in modifying teaching strategies, which ultimately enhance students performance. In facts, I enjoyed the article concept, thus recommending biology teachers to read the article. The article is brief, interesting and deep in content-highlighting essential qualities. With no doubt; the content is deep in content thus, providing guidance for biology teachers. The article infuses essential qualities for a successful biology teacher.
References
Daniel, W. (2011). Teaching Biology with passion, 73 (3) 132-133
Geddis, A. N. (1993). Transforming subject-matter knowledge: the role of pedagogical content knowledge in learning to reflect on teaching. International Journal of Science Education, 15 (6) 673-683
Paechter, M.,& Maier, B. (2010). Online or face-to-face? Students’ experiences and preferences in e- learning. Internet and Higher Education, 13:292–297
Rohaan, E.J., Taconis,R., & Jochems, W.M. (2008). Reviewing the relations between teachers’ knowledge and pupils’ attitude in the field of primary technology education.
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