Results 151 to 160 of about 61,627 (301)

Preservice elementary teachers' views of pedagogical and mathematical content knowledge

, 1996
In broad terms, this study describes preservice elementary teachers' beliefs, conceptions, and practices during the mathematics methods course and teaching practica of a teacher education program.
D.H.Foss D.H.FossDonna H.D.H.Foss D.FossDonna H.https://api.elsevier.com/content/author/author_id/7006658668
core   +1 more source

The impact of a preprescribing formative assessment on learning in final‐year medical students using hospital inpatient electronic prescribing systems

British Journal of Clinical Pharmacology, EarlyView.
Aims Graduating medical students consistently report being unprepared for the complexity of prescribing in clinical practice. Current clinical prescribing teaching and authentic assessment are limited due to patient safety concerns. We aimed to examine the educational utility of supervised preprescribing as a learning process and potential authentic ...
Kellie A. Charles, Lorna Pairman, Emily Moon, Daniel Wong, John Quayle, Tim J. Wilkinson, Matthew Doogue, Paul Chin   +7 more
wiley   +1 more source

Pre-service teachers' perceptions of technological pedagogical content knowledge in mainland China: A survey of teachers of Chinese as a second language. [PDF]

Educ Inf Technol (Dordr), 2022
Qiu CA, He HX, Chen GL, Xiong MX.
europepmc   +1 more source

Beyond right or wrong: How partial credit scoring on multiple‐choice questions improves student performance and assessment perceptions

British Journal of Clinical Pharmacology, EarlyView.
Aims In this study, we examined the effects of assigning partial credit to selected answer choices on student performance and perceptions in a pharmacology course using Type A multiple‐choice questions (MCQs). Methods Partial credit scoring was incorporated into quizzes and exams in a 10‐week pharmacology course for postbaccalaureate premedical ...
Stephen D. Schneid, Chris Armour, Katharina Brandl   +2 more
wiley   +1 more source

Perceived insufficient pedagogical content knowledge in teaching movement and physical activity. Experiences from an action-oriented study among educators in early childhood education and care. [PDF]

Front Sports Act Living, 2022
Sollerhed AC.
europepmc   +1 more source

Teacher knowledge and professional development in geometry

, 2000
The successful teaching of geometry depends on teachers knowing a good deal of geometry and how to teach it effectively. This report provides a review of what is known about teacher knowledge in geometry, how the knowledge develops and how this knowledge
Jones, Keith
core  

Evaluating and leveraging large language models in clinical pharmacology and therapeutics assessment: From exam takers to exam shapers

British Journal of Clinical Pharmacology, EarlyView.
Aims In medical education, the ability of large language models (LLMs) to match human performance raises questions about their potential as educational tools. This study evaluates LLMs' performance on Clinical Pharmacology and Therapeutics (CPT) exams, comparing their results to medical students and exploring their ability to identify poorly formulated
Alexandre O. Gérard, Diane Merino, Marc Labriffe, Fanny Rocher, Delphine Viard, Laurence Zemori, Thibaud Lavrut, Erik M. Donker, Joost D. Piët, Jean‐Paul Fournier, Milou‐Daniel Drici, Alexandre Destere   +11 more
wiley   +1 more source

Re-envisioning Technological Pedagogical Content Knowledge and Online Teaching Readiness of English for Foreign Language Pre-service Teachers in Language Teacher Education. [PDF]

Front Psychol, 2022
Rafiq KRM, Yunus MM, Susiati.
europepmc   +1 more source

Examining secondary student teachers’ perceptions of technological pedagogical content knowledge in Taiwan.

, 2015
This paper examined the profile of Taiwanese secondary student teachers in terms of their technological pedagogical content knowledge (TPACK). A TPACK survey on a 7-point Likert scale was employed for this study.
張雅芳; 溫博仕; 林豐政; 許淳雅, 張雅芳   +1 more
core  

Using non‐linear slide decks to administer individualized problem‐based learning assessments within pharmacology education

British Journal of Clinical Pharmacology, EarlyView.
Aim Problem‐based learning (PBL) is an established approach in medical, nursing, pharmacy and veterinary medicine education. This study describes the implementation and aims to evaluate the use of non‐linear slide decks as a method to deliver PBL as individualized student assessments within pharmacology education. This approach, originally developed in
Wendy R. Francis, Nia A. Davies, Aidan Seeley   +2 more
wiley   +1 more source