Characterizing Key Developmental Understandings and Pedagogically Powerful Ideas Within a Statistical Knowledge for Teaching Framework
Characterizing Key Developmental Understandings and Pedagogically Powerful Ideas Within a Statistical Knowledge for Teaching Framework
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在教学框架的统计知识中表征关键的发展理解和强大的教学理念
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发表时间：
2013
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通讯作者：
Randall E. Groth
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作者：
Randall E. Groth
描述了表征教学统计知识（SKT）的假设框架。该框架的经验基础是由专注于 SKT 发展的未来教师本科课程中的工件提供的。 “关键发展理解”（KDU）的理论概念用于识别 SKT 主题知识发展的里程碑。针对常见内容知识、专业内容知识和视野知识的主题知识类别给出了示例 KDU。 “教学上强大的理念”的理论概念被用来描述伯乐学院必须如何转变才能在教学中发挥作用。提供了内容知识、教学知识和课程知识的教学内容知识类别的教学上强有力的想法的例子。假设对内容和学生的了解是发展强有力的教学思想的基础。
A hypothetical framework to characterize statistical knowledge for teaching (SKT) is described. Empirical grounding for the framework is provided by artifacts from an undergraduate course for prospective teachers that concentrated on the development of SKT. The theoretical notion of “key developmental understanding” (KDU) is used to identify landmarks in the development of SKT subject matter knowledge. Sample KDUs are given for the subject matter knowledge categories of common content knowledge, specialized content knowledge, and horizon knowledge. The theoretical notion of “pedagogically powerful idea” is used to describe how KDUs must be transformed to become useful in teaching. Examples of pedagogically powerful ideas for the pedagogical content knowledge categories of knowledge of content and teaching and curriculum knowledge are provided. Knowledge of content and students is hypothesized as a basis for the development of pedagogically powerful ideas.