Search results for author:"Wim M. G. Jochems"
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Informatics in Education Vol. 11, No. 1 (2012) pp. 81–114
In this article we report about a study to assess Dutch teachers' Pedagogical Content Knowledge (PCK), with special focus on programming as a topic in secondary school Informatics education. For this research, we developed an online research...
Journal of Educational Computing Research Vol. 46, No. 3 (2012) pp. 267–293
The scope of this article is to understand to what extent Computer Science teachers can find support for their Pedagogical Content Knowledge (PCK) in teaching material. We report the results of a study in which PCK is used as framework to develop a...
Informatics in Education Vol. 10, No. 1 (2011) pp. 73–88
The goal of this literature study is to give some preliminary answers to the questions that aim to uncover the Pedagogical Content Knowledge (PCK) of Informatics Education, with focus on Programming. PCK has been defined as the knowledge that allows ...
Research in Science & Technological Education Vol. 27, No. 3 (November 2009) pp. 327–338
Pedagogical content knowledge is found to be a crucial part of the knowledge base for teaching. Studies in the field of primary technology education showed that this domain of teacher knowledge is related to pupils' increased learning, motivation,...
Instructional Science: An International Journal of the Learning Sciences Vol. 30, No. 4 (2002) pp. 291–305
Discusses curricular changes in Dutch teacher training colleges and analyzes current instructional design activities of teacher trainers using a repertory grid technique. Their actual approaches are compared to instructional systems design...
Australian Journal of Teacher Education Vol. 33, No. 1 (January 2008)
The need to make trainee teachers more prepared to coach collaborative learning effectively is increasing, as collaborative learning is becoming more important. One complication in this training process is that it is hard for the teacher trainer to...
Research in Science & Technological Education Vol. 31, No. 1 (2013) pp. 16–30
Background: This study combines work on concept mapping with scripted collaborative learning. Purpose: The objective was to examine the effects of self-regulated science learning through scripting students' argumentative interactions during...