Sentences with phrase «geospatial pedagogical content knowledge»

A curriculum - linked professional development approach designed to support middle level science teachers» understandings about tectonics and geospatial pedagogical content knowledge was developed.

The majority of teachers noted that both their science pedagogical content knowledge and geospatial pedagogical content knowledge increased as a direct result of their use of the curriculum and educative support materials (Table 3).

In this paper we describe a curriculum - linked professional development approach designed to support middle level teachers» understandings about tectonics in addition to supporting their development of geospatial pedagogical content knowledge to teach with a Web GIS.

Not exact matches

The design of the curriculum and support materials were helpful in providing the teachers with pedagogical content knowledge to teach with Web GIS investigations to promote geospatial thinking and reasoning skills.

A key part of the curriculum - linked professional development approach includes a hybrid form of professional development that uses a limited number of face - to - face sessions and Web - based curriculum support materials delivered over the Internet to promote teachers» geospatial science pedagogical content knowledge in addition to science content knowledge.

This approach takes into account that many school districts provide classroom teachers with limited face - to - face professional development time to learn new content knowledge and pedagogical approaches for teaching with geospatial technologies.

Importantly, addressing geospatial technology in teacher education also engages teacher candidates» development of technological pedagogical content knowledge, also known as technology, pedagogy, and content knowledge (TPACK).

In this way, experimenting with geospatial technologies during teacher education addresses the development of teacher candidates» pedagogical content knowledge (Shulman, 1987) by contributing to their «understanding of how particular topics, problems, or issues are organized, represented, and adapted to the diverse interests and abilities of learners, and presented for instruction» (p. 8).

In keeping with the current trajectories of TPACK research, Doering and Veletsianos (2007b) identified geography technological pedagogical content knowledge (see Figure 2) as a necessary component for teacher education programs to focus on in order to facilitate increased integration of geospatial technologies (e.g., Google Earth) into K - 12 classrooms.