Some subscribers to Math-Learn might be interested in a recent post
"Effective Teachers Need Pedagogical Content Knowledge" [Hake
(2013)]. The abstract reads:

ABSTRACT: Phil Sadler alerted the PhysLrnR list to "The Influence of
Teachers' Knowledge on Student Learning in Middle School Physical
Science Classrooms" [Sadler et al. (2013)] online to subscribers at
<>. That article suggests that "a teacher's
ability to identify students' most common wrong answer on
multiple-choice items, A FORM OF PEDAGOGICAL CONTENT KNOWLEDGE, is an
additional measure of science teacher competence." [My CAPS.]

That *pedagogical content knowledge* is important for *effective*
teaching was emphasized in Lesson #7 of "Lessons from the Physics
Education Reform Effort" [Hake (2002)] at <>:
"Teachers who possess both content knowledge and 'pedagogical content
knowledge' are more apt to deliver effective instruction."

To access the complete 12 kB post please click on <>.

Richard Hake, Emeritus Professor of Physics, Indiana University
Links to Articles: <>
Links to Socratic Dialogue Inducing (SDI) Labs: <>
Academia: <>
Blog: <>
GooglePlus: <>
Google Scholar: <>
Twitter: <>
Facebook: <>

"It ain't what you don't know that gives you trouble, it's what you
know that ain't so."
- According to Wikiquote <>: "Frequently
attributed to Mark Twain, and often to Will Rogers. . . .[[as does
Science News]]. . . ., Satchel Paige, Artemus Ward, as well as

REFERENCES [URL's shortened by <> and accessed on 06 May 2013.]
Hake, R.R. 2013. "Effective Teachers Need Pedagogical Content
Knowledge" online on the OPEN! Net-Gold archives at
<>. Post of 6 May 2013 13:13:17-0700. The
abstract and link to the complete post are being transmitted to
several discussion lists and are on my blog "Hake'sEdStuff" at
<> with a provision for comments.

[Non-text portions of this message have been removed]

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