Miller, C., Doering, A. & Scharber, C. (2010). No such thing as failure, only feedback: Designing innovative opportunities for e-assessment and technology-mediated feedback. Journal of Interactive Learning Research, 21(1), 65-92. http://www.editlib.org/p/33184 Abstract: “In this paper we challenge designers, researchers, teachers, students, and parents to re-assess and re-envision the value of…
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Mensah, B. (2023). Pedagogical competencies in minor subjects of Ghanaian pre-service geography teachers and their implications for teacher education. Humanities & Social Sciences Communications, 10, Article 200. https://doi.org/10.1057/s41599-023-01713-y Abstract: “Despite the proliferation of research on teacher education, pre-service teachers’ pedagogical preparedness to teach their minor subjects has received little attention…
Comments closedSmit, E., Tuithof, H., Savelsbergh, E., & Béneker, T. (2023). Geography teachers’ pedagogical content knowledge: A systematic review. Journal of Geography. Advance online publication. https://doi.org/10.1080/00221341.2023.2173796 Abstract: “Pedagogical Content Knowledge (PCK) is the knowledge teachers use to teach a specific subject to a specific audience. The importance of PCK to quality…
Comments closedSu, X., Huang, X., Zhou, C., & Chang, M. (2017). A technological pedagogical content knowledge (TPACK) scale for geography teachers in senior high school. Egitim ve Bilim, 42(190), 325-341. doi:10.15390/EB.2017.6849 Abstract: “With information technology being employed extensively in school education, the TPACK (Technological Pedagogical Content Knowledge) theoretical framework is adopted by a…
Comments closedFelix, A., Condy, J., & Chigona, A. (2018). Using technology to enhance pedagogies in rural geography primary classroom in the twenty-first century. Africa Education Review, 15(3), 130-145. https://doi.org/10.1080/18146627.2017.1323556 Abstract: “The purpose of this research was to explore how two rural primary teachers used technology to enhance their pedagogical and content knowledge of…
Comments closedAbrahami, L. N., & Chuku, B. J. (2018). Application of information and communication technology (ICT) in teaching geography in secondary schools in Obio/Akpor, River state, Nigeria. International Journal of Scientific Research in Education, 11, 28–50. Abstract: “This study–‘Application of Information and Communication Technology (ICT) in teaching Geography in Secondary Schools in Obio/Akpor,…
Comments closedLane, R., & Caldis, S. (2018). Participatory action research: A tool for promoting effective assessment and building the pedagogical content knowledge of secondary geography teachers. Geographical Education, 31, 16–30. Retrieved from https://search.informit.com.au/documentSummary;dn=095425150629829;res=IELAPA Abstract: “This paper describes the results of an action research project undertaken as a partnership between Macquarie University and Geography teachers from an…
Comments closedYani, A., Ruhimat, M., & Mulyadi, A. (2021). The effect of TPACK framework on inquiry process: A study of geographic subject. IOP Conference Series: Earth and Environmental Science, 683(2021), 012027. https://iopscience.iop.org/article/10.1088/1755-1315/683/1/012027/meta Abstract: “The inquiry process constitutes one of the essential process in the learning process. Learners gain knowledge through the inquiry process to…
Comments closedRickles, P. R. (2019). Can learning geographic information systems be improved for interdisciplinary researchers? (Doctoral thesis, University College London, London, UK). Retrieved from http://discovery.ucl.ac.uk/10069057/1/PhD_Report_PRickles_final.pdf Abstract: “In an increasingly complex world, interdisciplinary approaches in research are becoming necessary to address challenges faced by modern society. Universities are progressively acknowledging this and new…
Comments closedYani, A., Ruhimat, M., & Mulyadi, A. (2019). SWOT analysis of technological pedagogical content knowledge (TPACK) implementation on geography learning. IOP Conference Series: Earth and Environmental Science, 286, 012005. https://doi.org/10.1088/1755-1315/286/1/012005 Abstract: “Technological Pedagogical Content Knowledge (TPACK) is a learning design model that considers the relevance between material, pedagogy, and learning…
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