Designing an intelligent teaching simulator for learning to teach by practicing

We describe how multimedia scenarios delivered online can be used in instruments for the study of professional knowledge. Based on our work in the study of the knowledge and rationality involved in mathematics teaching, we describe how the study of professional knowledge writ large can benefit from the capacity to represent know-how using multimedia representations of practice and alternatives to it. These instruments can be used to study what professionals notice and decide to do in practice in ways that improve upon earlier uses of written representations of professional scenarios or videorecorded episodes. In particular, storyboards and animations of nondescript cartoon characters can be used to explore professional knowledge variables systematically while the multimodal representation of human activity in context ensures the face validity of questions. IntroductionWe describe the potential that rich media authoring and internet delivery have to transform research on professional knowledge. We are particularly interested in professional knowledge from professions whose practice involves relating to people and relying on knowledge that is often tacit; following Cohen (2005), we refer to those as professions of human improvement. Teaching mathematics is both a key example of a human improvement profession and the area where we ground our work; others human improvement professions include clinical medicine, legal counselling, ministry and psychological therapy. With somewhat similar meaning, Grossman et al. (2009) have written about relational practices including counselling, ministry and teaching. In all of those professions, some precise technical knowledge (of biology, law, scripture, subject-matter, etc.) is involved but is not sufficient; competence relies crucially on a relational know-how: Practitioners often have to come up with appropriate ways to address and relate to their clients, they have to use judgment in setting goals and matching them with means, but their actions are contingent on what their clients do. In these professions, action requires know-how whose validity rests not so much on physical laws, but on sociotechnical activity norms and professional obligations. Changes in the scale of demands for service (e.g. more human services are needed than in prior

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Öğrencilerin “Geometrik Yer” Kavrayışlarının Analizi

Yazgan-Sağ¹,

Argün²

2016

Necatibey Eğitim Fakültesi Elektronik Fen Ve Matematik Eğitimi Dergisi

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-In this paper we investigate students' conceptions of "geometric locus" by using the cK¢ model. For this purpose, we formed 6 g roups, each of which consisted of two 10 th grade students, who were studying in a big city in the Central Anatolian region. We asked the participants 5 questions related to the "geometric locus"concept. In light of the literature, we firstly revealed the conceptual structure of "geometric locus". Later, students' conceptions about this concept have been analyzed by comparing stud ents' responses to these questions and conceptual structure of "geometric locus" concept. The analyses we have conducted with the data suggest that students' conceptions were not convenient, moreover; they did not have exact conceptions about the core of concepts and they were not able to correctly exp lain each situation. Although the main focus was on the "geometric locus", we have obtained interesting outcomes related to "graphic".

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Designing an intelligent teaching simulator for learning to teach by practicing

Cited by 5 publications

References 19 publications

What Simulation-Based Mentoring May Afford: Opportunities to Connect Theory and Practice

What Simulation-Based Mentoring May Afford: Opportunities to Connect Theory and Practice

Studying professional knowledge use in practice using multimedia scenarios delivered online

Öğrencilerin “Geometrik Yer” Kavrayışlarının Analizi

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