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TMN3705 EXAM PACK2023
ADMIN
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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
L earn by seeingLearn by hearing Learn by L earn by doing
reading and writing
Picture aidsRead-alou dDictionaries Practical
assessment
Power pointsVerbal instructionNote-takingHan ds on
GraphicsDiscussionsBooksPhysical 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 Tries to understand the natural world holistic way
and connecting through all by studying each part individually. the parts.
Weak in predictive principlesWeak in local areas
Lengthy acquisition Rapid acquisition
Explanations based on examplesExplanations b ased on hypothesis
Long-term wisdom Short term prediction
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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 representation of concepts
using technologies; pedagogical techniques that use technologies in constructive ways to teach content;
knowledge of what makes concepts difficult or easy to learn and how technology can help redress some of the
problems that students face; knowledge of students’ prior knowledge and theories of epistemology; and
knowledge of how technologies can be used to build on existing knowledge to develop new epistemologies or
strengthen old ones” (Koehler & Mishra, 2009).
, 2. Reflecting on the components of TPACK, what are the three most important ideas about developing
your own approach to teaching Natural science and Technology? Justify your choices. (6 marks)
Content Knowledge (CK)
This is the knowledge I as a teacher must have regarding Natural science and Technology, we will be teaching
our students. We need to know what content will be taught in which subject and grade as Natural science
differ from Technology so does the content per grade. The knowledge I have regarding the content being
taught to my learners will include “theories, ideas, organizational frameworks, knowledge of evidence and
proof, as well as established practices and approaches toward developing such knowledge”.
Pedagogical Knowledge (PK)
This is the depth of the knowledge I have of the types of teaching methods I can use as a teacher and how and
in what manner I will teach my learners. I also have the knowledge regarding the purpose, value and aims
these teaching methods have in Natural science and Technology. “This applies to understanding how students
learn, general classroom management skills, lesson planning, and student assessment.”
Technology Knowledge (TK)
I as the teacher must have enough understanding regarding technology so I can use it comfortably and well in
my everyday life. This helps our way of thinking and the way we use this in our teaching. We need to be 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.”
3. Why is it important to integrate indigenous knowledge when you teach Technology?
(5 marks)
Analysis and synthesis of the design
Searches for optional but specific solutions
Use knowledge, skills, values, and resources to meet individual needs.
Helps us to understand the skills and knowledge to perform accurate decision making.
Provides important knowledge and insight towards the process when observing, adapting and
mitigation.
QUESTION 3: [15 marks]
1. What is the difference between a work schedule and Annual Teaching Plan (ATP)? (5 marks)
WORK SCHEDULE ATP (ANNUAL TEACHING PLAN)
This is a schedule that is used on a weekly This is used when teaching a specific basis to
cover the content that will be subject throughout the year. taught for the subject.
It is all the work that will be covered by us as It displays the content that must be covered the teachers
during time. over the term, throughout the year.
A work schedule is viewed according to the It displays formal and informal assessment specific term.
that must be done in the time allocated. Dates displayed in the work schedule must It gives us the
hours that must be completed correspond with the dates written in the per grade, and it shows us
what needs to be learner’s books when activities or work taught in that specific subject and we use
are done. the same annual teaching plan format per
subject
The work schedule consists of a week, date, It is a teacher’s guide that assists teachers topic, content,
resources used, activities and with a set of principles on how make date completed.
teaching proficient.
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