You are seeing a free-to-access but limited selection of the activity Altmetric has collected about this research output.
Click here to find out more.
Mendeley readers
Attention Score in Context
| Title |
Integrating pedagogical content knowledge and pedagogical/psychological knowledge in mathematics
|
|---|---|
| Published in |
Frontiers in Psychology, August 2014
|
| DOI | 10.3389/fpsyg.2014.00924 |
| Pubmed ID | |
| Authors |
Nora Harr, Andreas Eichler, Alexander Renkl |
| Abstract |
In teacher education at universities, general pedagogical and psychological principles are often treated separately from subject matter knowledge and therefore run the risk of not being applied in the teaching subject. In an experimental study (N = 60 mathematics student teachers) we investigated the effects of providing aspects of general pedagogical/psychological knowledge (PPK) and pedagogical content knowledge (PCK) in an integrated or separated way. In both conditions ("integrated" vs. "separated"), participants individually worked on computer-based learning environments addressing the same topic: use and handling of multiple external representations, a central issue in mathematics. We experimentally varied whether PPK aspects and PCK aspects were treated integrated or apart from one another. As expected, the integrated condition led to greater application of pedagogical/psychological aspects and an increase in applying both knowledge types simultaneously compared to the separated condition. Overall, our findings indicate beneficial effects of an integrated design in teacher education. |
Mendeley readers
The data shown below were compiled from readership statistics for 84 Mendeley readers of this research output. Click here to see the associated Mendeley record.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| United Kingdom | 1 | 1% |
| United States | 1 | 1% |
| Unknown | 82 | 98% |
Demographic breakdown
| Readers by professional status | Count | As % |
|---|---|---|
| Student > Ph. D. Student | 17 | 20% |
| Lecturer | 13 | 15% |
| Student > Master | 11 | 13% |
| Student > Doctoral Student | 9 | 11% |
| Researcher | 5 | 6% |
| Other | 18 | 21% |
| Unknown | 11 | 13% |
| Readers by discipline | Count | As % |
|---|---|---|
| Social Sciences | 30 | 36% |
| Mathematics | 10 | 12% |
| Psychology | 8 | 10% |
| Linguistics | 4 | 5% |
| Business, Management and Accounting | 4 | 5% |
| Other | 14 | 17% |
| Unknown | 14 | 17% |
Attention Score in Context
This research output has an Altmetric Attention Score of 1. This is our high-level measure of the quality and quantity of online attention that it has received. This Attention Score, as well as the ranking and number of research outputs shown below, was calculated when the research output was last mentioned on 24 September 2014.
All research outputs
#17,050,881
of 25,058,309 outputs
Outputs from Frontiers in Psychology
#20,896
of 33,850 outputs
Outputs of similar age
#142,574
of 241,594 outputs
Outputs of similar age from Frontiers in Psychology
#298
of 380 outputs
Altmetric has tracked 25,058,309 research outputs across all sources so far. This one is in the 21st percentile – i.e., 21% of other outputs scored the same or lower than it.
So far Altmetric has tracked 33,850 research outputs from this source. They typically receive a lot more attention than average, with a mean Attention Score of 13.1. This one is in the 32nd percentile – i.e., 32% of its peers scored the same or lower than it.
Older research outputs will score higher simply because they've had more time to accumulate mentions. To account for age we can compare this Altmetric Attention Score to the 241,594 tracked outputs that were published within six weeks on either side of this one in any source. This one is in the 31st percentile – i.e., 31% of its contemporaries scored the same or lower than it.
We're also able to compare this research output to 380 others from the same source and published within six weeks on either side of this one. This one is in the 15th percentile – i.e., 15% of its contemporaries scored the same or lower than it.