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首页> 外文会议>International Conference on Mathematics and Science Education >Teachers' Ability to Integrate Reasoning and Student Wellbeing in Pedagogical Content Knowledge
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Teachers' Ability to Integrate Reasoning and Student Wellbeing in Pedagogical Content Knowledge

机译：教师在教学内容知识中整合推理和学生福祉的能力

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摘要

This research aimed to analyze the teachers' ability in integrating reasoning and students' wellbeing in the PCK. Research method used was case study. The subject of research is two science teachers in grade VII of junior high school in Bandung. Teachers' PCK were analyzed before and after reasoning and students' wellbeing training. The results showed that PCK early made by teachers have not integrated reasoning and students' wellbeing yet. After being given training, teachers developed their PCK and integrated reasoning and students' wellbeing at PCK. The integration of reasoning in the PCK were presented with the questions created by teachers which asked the reasons based on the students' answers. Students' wellbeing which considered by the teacher at PCK is linked to the cognitive domain of students' wellbeing itself. Description of teacher reflection illustrates that teachers have the ability to integrate reasoning and students' wellbeing into the PCK.
机译：这项研究旨在分析教师在PCK中整合推理和学生福祉的能力。使用的研究方法是案例研究。研究主题是万隆初中七年级的两位科学教师。在推理和学生的福利培训之前和之后分析了教师PCK。结果表明，教师早期的PCK没有综合推理和学生的幸福。在获得培训之后，教师在PCK开发了他们的PCK和综合推理和学生的幸福。在PCK中融合了推理，并提出了教师创造的问题，这些问题询问了基于学生答案的原因。教师在PCK考虑的学生的幸福与学生福祉本身的认知领域联系在一起。教师反思的描述说明教师有能力将推理和学生的福祉集成到PCK中。

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