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000727231 020__ $$a9789812874412$$qelectronic book
000727231 020__ $$a9812874410$$qelectronic book
000727231 020__ $$z9789812874405
000727231 0247_ $$a10.1007/978-981-287-441-2$$2doi
000727231 035__ $$aSP(OCoLC)ocn909772511
000727231 035__ $$aSP(OCoLC)909772511
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000727231 049__ $$aISEA
000727231 050_4 $$aLB1585.5.E18
000727231 08204 $$a372.35044095$$223
000727231 24500 $$aDevelopment of science teachers' TPACK$$h[electronic resource] :$$bEast Asian practices /$$cYing-Shao Hsu, editor.
000727231 264_1 $$aSingapore :$$bSpringer,$$c[2015]
000727231 300__ $$a1 online resource.
000727231 336__ $$atext$$btxt$$2rdacontent
000727231 337__ $$acomputer$$bc$$2rdamedia
000727231 338__ $$aonline resource$$bcr$$2rdacarrier
000727231 504__ $$aIncludes bibliographical references and index.
000727231 5050_ $$aPreface -- 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.
000727231 506__ $$aAccess limited to authorized users.
000727231 520__ $$aScience is a subject matter that requires learners to explore the world and develop their own abilities on the basis of that exploration. As technology broadens and deepens, science teachers need to expand their Technological Pedagogical Content Knowledge (TPACK), which determines how well they use technology to help students learn science. The book details our efforts to prepare science teachers to teach with the help of technology, examining various aspects of teacher education, professional development, and teaching material preparation. 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. The book offers a valuable resource for all those working in science education, as well as those readers who are interested in teacher education. Science teachers will come to know how simulations and animations can pedagogically support student learning. Practices for teachers? TPACK development such as learning-by-design, evaluation and measurement, and teacher communities are also addressed, applied and discussed in the case of science teachers. The individual chapters will provide teacher educators and researchers from all disciplines with new insights into preparing teachers for the Digital Era.
000727231 650_0 $$aScience$$xStudy and teaching$$zEast Asia.
000727231 7001_ $$aHsu, Ying-Shao,$$eeditor.
000727231 77608 $$iPrint version:$$z9789812874405
000727231 852__ $$bebk
000727231 85640 $$3SpringerLink$$uhttps://univsouthin.idm.oclc.org/login?url=http://link.springer.com/10.1007/978-981-287-441-2$$zOnline Access$$91397441.1
000727231 909CO $$ooai:library.usi.edu:727231$$pGLOBAL_SET
000727231 980__ $$aEBOOK
000727231 980__ $$aBIB
000727231 982__ $$aEbook
000727231 983__ $$aOnline
000727231 994__ $$a92$$bISE