Development of Science Teachers' TPACK

East Asian Practices

Häftad, Engelska, 2016

689 kr

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It consists of three parts, which focus on: how TPACK is conceptually constructed within the field of science education, how teacher evaluation and teaching materials are developed and utilized based on the transformative model and how science teachers are prepared and supported with electronic resources based on the integrative model.

Produktinformation

Utgivningsdatum2016-10-23
Mått155 x 235 x undefined mm
FormatHäftad
SpråkEngelska
Antal sidor153
FörlagSpringer Verlag, Singapore
ISBN9789811011849

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Ying-Shao Hsu is a Professor in the Graduate Institute of Science Education and in the Department of Earth Sciences at National Taiwan Normal University, Taipei. She is the Director of the GISE and a Research Chair Professor. She received her Ph.D. degree in curriculum and instruction from Iowa State University. Her expertise in research includes technology-assisted learning, inquiry learning of science, science curriculum design and earth science education. She has published articles in leading journals of science education such as Science Education, International Journal of Science Education, British Journal of Educational Technology, International Journal of Science and Mathematics Education and Research in Science Education. She currently serves on the Editorial Board of the International Journal of Science and Mathematics Education and as a reviewer for several SSCI journals. She received the Outstanding Research Award of the National Science Council in Taiwan in 2012.

Preface.- Part I TPACK in Teaching Practices.- Chapter 1 The development of teachers' professional learning and knowledge.- Chapter 2 The TPACK-P framework for science teachers in a practical teaching context.- Chapter 3 The current status of science teachers' TPACK in Taiwan from interview data.- Part II The Transformative Model of TPACK.- Chapter 4 Rubrics of TPACK-P for teaching science with ICTs.- Chapter 5.- Applying TPACK-P to a teacher education program.- Part III The Integrative Model of TPACK.- Chapter 6 Developing preservice teachers' sensitivity to the interplay between subject matter, pedagogy and ICTs.- Chapter 7 Examining teachers' TPACK in using e-learning resources in primary science lessons.- Part IV Epilogue.- Chapter 8 The end of the beginning: An epilogue.