Overview
- Editors:
-
-
Ying-Shao Hsu
-
Graduate Institute of Science Education National Taiwan Normal University, Taipei, Taiwan
Reveals designs of and findings from science teacher education and professional development
Proposes and discusses a TPACK framework in a learning-by-design approach
Exemplifies how technology, pedagogy and content are mutually supported while facilitating student learning
Access this book
Other ways to access
Table of contents (8 chapters)
-
-
TPACK in Teaching Practices
-
-
-
- Ying-Shao Hsu, Yi-Fen Yeh, Hsin-Kai Wu
Pages 17-32
-
- Tzu-Chiang Lin, Ying-Shao Hsu
Pages 33-50
-
The Transformative Model of TPACK
-
-
- Yi-Fen Yeh, Sung-Pei Chien, Hsin-Kai Wu, Ying-Shao Hsu
Pages 53-70
-
- Yi-Fen Yeh, Fu-Kwun Hwang, Ying-Shao Hsu
Pages 71-88
-
The Integrative Model of TPACK
-
-
- Yu-Ta Chien, Chun-Yen Chang
Pages 91-104
-
- Winnie Wing-Mui So, Apple Wai-Ping Fok, Michael Wai-Fung Liu, Fiona Ngai-Ying Ching
Pages 105-130
-
Epilogue
-
Front Matter
Pages 131-131
-
- Punya Mishra, Danah Henriksen
Pages 133-142
-
Back Matter
Pages 143-153
About this book
Science 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.
Editors and Affiliations
-
Graduate Institute of Science Education National Taiwan Normal University, Taipei, Taiwan
Ying-Shao Hsu
About the editor
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.
