• Journal of Korean Elementary Science Education
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• v.34 no.1
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• pp.58-71
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• 2015

Ability of understanding students' ideas and thinking is critical to teachers' professional growth. In this study, 'pedagogical reasoning' was conceptualized as teachers' reasoning ability of students' misconceptions and possible causes of misconceptions when they hear and observe students' science discourses. To investigate elementary pre-service teachers' pedagogical reasoning levels, children's science discourses on light reflection and electric circuit were video recorded and 43 pre-service elementary teachers were asked to identify children's misconceptions and possible causes of misconceptions after watching the video clips. In conclusion, pedagogical reasoning levels of pre-service elementary teachers were not high enough, showing significant difference in light reflection and electric circuit. Possible explanations of this difference and educational implications were discussed.

• Journal of the Korean Society of Earth Science Education
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• v.16 no.1
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• pp.56-71
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• 2023

The purpose of this study is to explore the role and effectiveness of argumentation structure and the developmental characteristics of science PCK with Earth science preservice teachers who used argumentation structure as a pedagogical reasoning tool. Since teachers demonstrate PCK in a series of pedagogical reasoning processes using argumentation structures, we explored the characteristics of future-oriented family resemblance-PCK shown by preservice science teachers using argumentation structures. At the end of the semester, we conducted in-depth interviews with 15 earth science preservice teachers who had experienced lesson design and teaching practice using the argumentation structure. Qualitative analysis including a semantic network analysis was conducted based on the in-depth interview to analyze the characteristics of preservice teachers' family resemblance-PCK. Results include that preservice teachers organized their classes systematically by applying the argumentation structure, and structured classes by differentiating argumentation elements from facts to conclusions. Regarding the characteristics of each component of the argumentation structure, preservice teachers had difficulty finding warrant, rebuttal, and qualifier. The area of PCK most affected by the argumentation structure is the science teaching practice, and preservice teachers emphasized the selection of a instructional model suitable for lesson content, the use of various teaching methods and inquiry activities to persuade lesson content, and developing of data literacy and digital competency. Discussed in the conclusion are the potential and usability of argument structure as a pedagogical reasoning tool, the possibility of developing science inquiry and reasoning competency of secondary school students who experience science classes using argumentation structure, and the need for developing a teacher education protocol using argumentation structure as a pedagogical reasoning tool.

• Journal of the Korean Chemical Society
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• v.68 no.4
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• pp.205-220
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• 2024

This study aims to explore characteristics of pedagogical reasoning and action of beginning science teachers that naturally and spontaneously occurs in a professional learning community. Three novice middle school science teachers who majored chemistry education in A college of education, passed the examination for selecting secondary school chemistry teachers, and had a common goal of designing 8^th grade science lesson plan voluntarily created a professional learning community and had weekly meetings over a year. Main data sources included transcribed audio-recording of 11 meetings of three science teachers in a professional learning community. Data was analyzed using Shulman's pedagogical reasoning model that includes comprehension, transformation, instruction, evaluation, reflection, and new comprehension to identify characteristics and features of pedagogical reasoning in a professional learning community. Data analysis revealed that pedagogical reasoning in a professional learning community comprises not only preparation, representations, instructional selections, and adaptation but also evaluation, reflection, and new comprehension in transformation stage. Reflection in transformation stage leads teachers to be actively engaged in discussion and get new comprehension on each sub-component(preparation, representations, instructional selections, adaptation, and evaluation) of transformation stage.

• Research in Mathematical Education
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• v.12 no.2
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• pp.85-108
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• 2008

In this study, we created, implemented, and evaluated the impact of proportional reasoning authentic investigative activities on the mathematical content and pedagogical knowledge and attitudes of pre-service elementary and middle school mathematics teachers. For this purpose, a special teaching model was developed, implemented, and tested as part of the pre-service mathematics teacher training programs conducted in Israeli teacher colleges. The model was developed following pilot studies investigating the change in mathematical and pedagogical knowledge of pre- and in-service mathematics teachers, due to experience in authentic proportional reasoning activities. The conclusion of the study is that application of the model, through which the pre-service teachers gain experience and are exposed to authentic proportional reasoning activities with incorporation of theory (reading and analyzing relevant research reports) and practice, leads to a significant positive change in the pre-service teachers' mathematical content and pedagogical knowledge. In addition, improvement occurred in their attitudes and beliefs towards learning and teaching mathematics in general, and ratio and proportion in particular.

• Journal of Korean Elementary Science Education
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• v.43 no.1
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• pp.170-184
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• 2024

This study focused on the practical research needed to improve elementary school science lesson plans. Specifically, a video clip-based pedagogical reasoning activity that included elementary student misconceptions was presented and the influences of this activity on preservice teachers' science lesson planning were assessed. First, the eight preservice teacher participants were asked to write a lesson plan for a dissolution and solution unit, after which a first semi-structured interview was conducted. Then, the participants participated in a video clip-based pedagogical reasoning activity. Based on the activity results, the participants revised their previously planned lessons, and second semi-structured interviews were conducted. The data from the preservice teachers' lesson plans and interview transcripts were analyzed using a constant comparative method to investigate the lesson plan changes. It was found that after the video clip-based pedagogical reasoning activity, the preservice teacher tightened the activity or changed the material to understand the students' thinking processes. In addition, they supplemented their goals and assessment criteria to accommodate the diverse students' thinking. Some also specified motivational strategies that considered student interests, motivation, and possible misconceptions. However, some preservice teachers still set goals that did not sufficiently account for student misconceptions and some planned the student assessments based only on the learning goals rather than the students' thinking. The few preservice teachers were able to develop motivational strategies that considered interest, motivation, and misconceptions. The preservice teachers claimed that they had difficulty predicting the misconceptions and connecting these to the lesson content. Discussions were then held to assist the preservice teachers to consider possible student misconceptions when planning their lessons.

• Journal of Korean Elementary Science Education
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• v.42 no.1
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• pp.64-81
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• 2023

In this study, we analyzed pre-service teachers' levels of pedagogical reasoning while watching video clips of elementary school students' discussions of their conceptions of solution and dissolution. 81 pre-service teachers participated in the study. It was found that many pre-service teachers had scientific conceptions, and pre-service teachers who had non-scientific conceptions showed misconceptions similar to those of elementary school students. In both conceptions, pre-service teachers partially or comprehensively interpreted the students' misconceptions with reference to the evidence. However, the rates of pre-service teachers who misinterpreted or simply restated the students' utterances were quite high. Many pre-service teachers suggested only one factor related to levels of reasoning about causes of misconceptions, and most suggested factors were related to the student factor. The level of reasoning about instructional decisions differed according to dissolution and solution conceptions. Actions linked to students' thinking were more closely related to students' specific thinking than to their generic thinking, and among these, student-centered action was seen. From the above results, we sought ways of improving pre-service teachers' pedagogical reasoning.

• Research in Mathematical Education
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• v.18 no.3
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• pp.171-185
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• 2014

Mathematically deductive reasoning skill is one of the major learning objectives stated in senior secondary curriculum (CDC & HKEAA, 2007, page 15). Ironically, student performance during routine assessments on geometric reasoning, such as proving geometric propositions and justifying geometric properties, is far below teacher expectations. One might argue that this is caused by teachers' lack of relevant subject content knowledge. However, recent research findings have revealed that teachers' knowledge of teaching (e.g., Ball et al., 2009) and their deductive reasoning skills also play a crucial role in student learning. Prior to a comprehensive investigation on teacher competency, we use a case study to investigate teachers' knowledge competency on how to teach their students to mathematically argue that, for example, two triangles are congruent. Deductive reasoning skill is essential to geometry. The initial findings indicate that both subject and pedagogical content knowledge are essential for effectively teaching this challenging topic. We conclude our study by suggesting a method that teachers can use to further improve their teaching effectiveness.

• Journal of Information Processing Systems
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• v.1 no.1 s.1
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• pp.107-111
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• 2005

When a pedagogical agent system aims to provide students with interactive help, it needs to know what knowledge the student has and what goals the student is currently trying to achieve. That is, it must do both assessment and plan recognition. These modeling tasks involve a high level of uncertainty when students are allowed to follow various lines of reasoning and are not required to show all their reasoning explicitly. In this paper, the student model for interactive edutainment applications is proposed. This model is based on Bayesian Networks to expose constructs and parameters of rules and propositions pertaining to game and problem solving activities. This student model could be utilized as the emotion generation model for student and agent as well.

• Journal of Fisheries and Marine Sciences Education
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• v.22 no.2
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• pp.231-244
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• 2010

The purpose of this study is to explore domains and elements of pedagogical content knowledge(PCK) for effective teaching in secondary schools. The value of PCK lies essentially in its relation with specific topics. Teachers' PCK becomes through making explicit the nature of their pedagogical reasoning and the associated decision making within the context of teaching content. This study propose the process of PCK research and development. The theoretical definition of PCK, basic directions of PCK development were discussed. This research provides teachers with an opportunity to think about what is important in the teaching of a topic and why and to consider possibilities for future development.

• Research in Mathematical Education
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• v.4 no.1
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• pp.23-31
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• 2000

This research elaborated five components for pre-service mathematics teacher training: 1) Mathematical content knowledge, 2) Pedagogical content knowledge, 3) Pedagogical reasoning, 4) System of training, and 5) Mathematics teachers' beliefs. For the effect teaching, mathematics teacher program should be reformed. The key to improvement should be concerntrated on developing knowledge about effective teaching and translating it into algorithms those teachses can learn and incorporate in their planning prior to teaching. A theory of instruction should specify the most effective sequences in which to present the materials to be learned.