TMN 3705 EXAM PACK 2023

TMN 3705 EXAM PACK 2023 LATEST UPDATE WITH CORRECT QUESTIONS AND ANSWERS QUESTION 1: [30 marks] 1) List and explain any two learning theories. (10 marks) Behaviourism Behaviourism assumes a learner is essentially passive, and will be shaped through positive or negative reinforcement. Learning is therefore defined as achange in behaviour. Skinner (1974) believed that behaviour is a function of its consequences, i.e. learners will repeat the desired behaviour if positive reinforcement is given. The behaviour should not be repeated if negative feedback is given. Giving immediate feedback, whether positive or negative, should enable your learners to behave in a certain way. Positive reinforcement or rewards can include verbal feedback such asThat’s great, you’ve produced that document without any errorsorYou’re certainly getting on well with that task, through to more tangible rewards such as a certificate at the end of the grade. Cognitivism Piaget (1936) was the first psychologist to make a systematic study of cognitive development. His contributions include a stage theory of child cognitive development, detailed observational studies of cognition in children, and a series of simple but ingenious tests to reveal different cognitive abilities. Cognitivism focuses on what happens in the mind – such as thinking and problemsolving. New knowledge is built upon prior knowledge and learners need active participation in order to learn. Changes in behaviour are observed, but only as an indication of what is taking place in the learner’s mind. 3) How can a Natural Science and Technology teachers accommodate all types of learners in their lesson planning? (5 marks) VISUAL AUDITORY READ/WRITE KINESTHETIC Learn by seeingLearn by hearing Learn by reading and writing Learn by doing Picture aidsRead-alou dDictionaries Practical assessment Power pointsVerbal instructionNote-takingHan ds on GraphicsDiscussionsBooksPhysical work NSTech teachers can accommodate all types of learners with the above-mentioned learning styles so learners can be assisted and be given the support they need. Learners must be given sufficient resources to describe the lessons to the learners so they can understand it properly. 4) How does indigenous knowledge differ from western knowledge regarding Technology? (5 marks) Indigenous knowledge Western knowledge Seeks to understand the world in a more holistic way and connecting through all the parts. Tries to understand the natural world by studying each part individually. Weak in predictive principlesWeak in local areas Lengthy acquisition Rapid acquisition Explanations based on examplesExplanations b ased on hypothesis Long-term wisdom Short term prediction Downloaded by: BradCooper | Distribution of this document is illegal QUESTION 2: [25 marks] 1. List the seven components of Technological Pedagogical Content Knowledge (TPACK). (14 marks) Content Knowledge (CK)– “Teachers’ knowledge about the subject matter to be learned or taught. The content to be covered in middle school science or history is different from the content to be covered in an undergraduate course on art appreciation or a graduate seminar on astrophysics… As Shulman (1986) noted, this knowledge would include knowledge of concepts, theories, ideas, organizational frameworks, knowledge of evidence and proof, as well as established practices and approaches toward developing such knowledge” (Koehler & Mishra, 2009). Pedagogical Knowledge (PK)– “Teachers’ deep knowledge about the processes and practices or methods of teaching and learning. They encompass, among other things, overall educational purposes, values, and aims. This generic form of knowledge applies to understanding how students learn, general classroom management skills, lesson planning, and student assessment.” (Koehler & Mishra, 2009). Technology Knowledge (TK)– Knowledge about certain ways of thinking about, and working with technology, tools and resources. and working with technology can apply to all technology tools and resources. This includes understanding information technology broadly enough to apply it productively at work and in everyday life, being able to recognize when information technology can assist or impede the achievement of a goal and being able continually adapt to changes in information technology (Koehler & Mishra, 2009). Pedagogical Content Knowledge (PCK)– “Consistent with and similar to Shulman’s idea of knowledge of pedagogy that is applicable to the teaching of specific content. Central to Shulman’s conceptualization of PCK is the notion of the transformation of the subject matter for teaching. Specifically, according to Shulman (1986), this transformation occurs as the teacher interprets the subject matter, finds multiple ways to represent it, and adapts and tailors the instructional materials to alternative conceptions and students’ prior knowledge. PCK covers the core business of teaching, learning, curriculum, assessment and reporting, such as the conditions that promote learning and the links among curriculum, assessment, and pedagogy” (Koehler & Mishra, 2009). Technological Content Knowledge (TCK)– “An understanding of the manner in which technology and content influence and constrain one another. Teachers need to master more than the subject matter they teach; they must also have a deep understanding of the manner in which the subject matter (or the kinds of representations that can be constructed) can be changed by the application of particular technologies. Teachers need to understand which specific technologies are best suited for addressing subject-matter learning in their domains and how the content dictates or perhaps even changes the technology—or vice versa” (Koehler & Mishra, 2009). Technological Pedagogical Knowledge (TPK)– “An understanding of how teaching and learning can change when particular technologies are used in particular ways. This includes knowing the pedagogical affordances and constraints of a range of technological tools as they relate to disciplinarily and developmentally appropriate pedagogical designs and strategies” (Koehler & Mishra, 2009). Technological Pedagogical Content Knowledge (TPACK)– “Underlying truly meaningful and deeply skilled teaching with technology, TPACK is different from knowledge of all three concepts individually. Instead, TPACK is the basis of effective teaching with technology, requiring an understanding of the