Annotated Bibliography: Teacher Development and Prior Knowledge

This annotated bibliography examines three scholarly articles related to teacher development and student learning. The first article explores how teachers notice students' prior knowledge through professional development programs integrating lesson study, animation discussions, and video clubs. The second article investigates teachers' perspectives on using realistic contexts to elicit student prior knowledge in geometry instruction. The third article focuses on how students' prior knowledge influences their interpretations of evolutionary trees and diagrams in science education. The student provides summaries, reflective paragraphs addressing knowledge learned, the role of teachers and students, teaching strategies, and a classroom activity informed by the research.

Running head: ANNOTATED BIBLIOGRAPHY
ANNOTATED BIBLIOGRAPHY
Name of the Student:
Name of the University:
Author Note:

1ANNOTATED BIBLIOGRAPHY
Novick, L. R., & Catley, K. M. (2014). When relationships depicted diagrammatically
conflict with prior knowledge: An investigation of students’ interpretations of evolutionary
trees. Science Education, 98(2), 269-304.
Science can be considered to be an important sector for the examination of the responses
of the students that is meant to contradict and contrast with the prior knowledge and
understanding of the student (Hegel, 2014). The students tend to get information through the
science that tends to contradict with the knowledge which they already have or have gained. It is
very much difficult for the students to replace the ideas and the knowledge which they already
have with the new types of knowledge. The knowledge gained tends to be more dominant than
the one which are new. Hence, when the teacher is teaching the students something new, it must
be very attractive and forceful that will help the student to gain the knowledge (Elbaz, 2018). In
this study, focus is being given on the diagrams like that of the trees which represents the
evolutionary relationships among the taxon rather than teaching them verbally. The
representation of the reasoning of the 10th grade students and the college students based on the
understanding of their work is being done by keeping the misconception that is being targeted
constant and by keeping the hierarchical branching structure consistent (Novickm & Catley
2014). However, from the study it is being noted that the students expressed sophisticated
reasoning towards the taxon when they were not familiar and on having the stronger evidence
which is contradicting their incorrect form of their prior knowledge. Hence, practical knowledge
must be focused on rather than confining to the bookish knowledge. (Evans 2017).
The role of the teachers plays a significant role in the teaching of the students. The
student’s tend to stick to their fixed points and not replace the thought with the new that is being
leant. It is the duty of the teacher to teach the students in a way that will help them to relate with

2ANNOTATED BIBLIOGRAPHY
their practical world. However, if the understanding of a new concept is totally different from the
one which is not known then it is going to create huge problems. So it is the duty of the teacher
to teach in a way that is not quite different form the one that is being known. In such a situation.
If the topic or the subject in which the teaching is being conducted is being taught through the
practical means rather than remaining limited to that of the bookish knowledge, it is going to
have a greater effect on the student. However, it is also the duty of the student to ask the
appropriate questions and respond to it accordingly. It is through the practically of the subject or
the concept, the student will be able to replace the knowledge that is being gained by them and
inherit the new concept. Therefore the strategy of teaching things practically rather than
restricting to the bookish knowledge should be implemented.
The classroom activity that can be formed by understanding of this study is that the
students can be taken in the ground and taught practically about the nature instead of confining
them within the classroom. The students can be asked to plant a seed and they can see the
necessary developments of the plant accordingly. By observing everything practically, the
students will be able to have a better understanding of the concepts.

3ANNOTATED BIBLIOGRAPHY
References
Elbaz, F. (2018). Teacher thinking: A study of practical knowledge. Routledge.
Evans, J. (2017). Equality, education, and physical education. Routledge.
Hegel, G. W. F. (2014). Science of logic. Routledge.
Novick, L. R., & Catley, K. M. (2014). When relationships depicted diagrammatically conflict
with prior knowledge: An investigation of students’ interpretations of evolutionary
trees. Science Education, 98(2), 269-304.