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Social and Behavioral Sciences Commons

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University of Wollongong

Education

Knowledge

2012

Articles 1 - 3 of 3

Full-Text Articles in Social and Behavioral Sciences

Knowledge Translation In An Era Of Reform, Ann Dadich, Hassan Hosseinzadeh Jan 2012

Knowledge Translation In An Era Of Reform, Ann Dadich, Hassan Hosseinzadeh

Faculty of Social Sciences - Papers (Archive)

Knowledge translation can be difficult, particularly during volatile and unstable healthcare reform. This can have significant implications. The aim of this paper is to determine what works when facilitating knowledge translation. General Practitioners (n=214) were surveyed about their awareness, their use, the perceived impact, and the factors that hindered the use of four resources to promote sexual healthcare - a placard, online training, face-to-face training, and an educational booklet. All four resources were perceived to improve clinical ability. However, the placard appeared to have greatest reach and use. Relatively inexpensive tools that provide instructive guidance may therefore be an effective ...


Knowledge About Language In The Australian Curriculum: English, Beverly Derewianka Jan 2012

Knowledge About Language In The Australian Curriculum: English, Beverly Derewianka

Faculty of Social Sciences - Papers (Archive)

Somewhat surprisingly, an explicit knowledge about language has been often absent from English curricula. The new Australian Curriculum: English (ACARA, 2012) has taken a fairly radical step in placing knowledge about language at the core of classroom practice, thereby raising the issue of an appropriate model of language to inform the Language Strand of the Curriculum. This paper will outline the rationale behind the Language Strand, and will then make explicit its underlying model of language. The paper thus provides a context for the ensuing articles in this Special Focus Issue of AJLL, which take up various concerns in relation ...


University Students' Subject Matter Knowledge And Misconception Of Teaching Games For Understanding And Its Implication To Teaching Practice, Julismah Jani, Phil Pearson, Greg Forrest, Paul Webb Jan 2012

University Students' Subject Matter Knowledge And Misconception Of Teaching Games For Understanding And Its Implication To Teaching Practice, Julismah Jani, Phil Pearson, Greg Forrest, Paul Webb

Faculty of Social Sciences - Papers (Archive)

This study is to track the subject matter knowledge of and misconception about Teaching Games for Understanding (TGfU) of fourth year undergraduate pre-service teachers' physical education majors at an Australian university. The test of reliability on misconception scale are subjected to a Rasch analysis (KR-20 = .52) which consists of 20 dichotomous questions with true/false answers. Analyses of the data reveal that students achieve a credit on subject matter knowledge and attain four misconceptions about TGfU. There is a significant (p < 0.05) difference in the scores for subject matter knowledge and concepts of TGfU through paired samples t test. These results imply that subject matter knowledge does have an effect on students' concepts of TGfU but with very low relationship (r(53 = .19, p < 0.05). The implication of content knowledge to teaching is to resist the pre-concept or misconception of the subject matter. If pre-service teachers are to improve the quality of teaching and learning in content areas, he or she needs to possess a deep understanding of games both within and across categories in TGfU. Misconceptions tend to be very resistant to instruction because learning entails replacing or radically reorganizing student knowledge. This puts teachers in the very challenging position of needing to bring about significant conceptual change in student knowledge. Therefore pre-service teachers must know the subject matter they teach and their performance will be determined by the depth of their content knowledge in relation to teaching, making this an essential component to their teaching practice. Teachers must know the subject they teach and this is important to teacher competency.