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 seeingLearn by hearing Learn by Learn by doing
reading and
writing
Picture aidsRead-alou dDictionaries Practical
assessment
Power pointsVerbal in structionNote-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.
