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Summary:

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.

Table of Contents:

• 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.

Contributors:

Hsu, Ying-Shao (Professor of science education) , editor

Languages:

English

Language Notes:

Item content: English

Subjects:

Science — Study and teaching — East Asia

Science — Study and teaching

East Asia

Science

General Notes:

Includes bibliographical references and index.
Description based on: Vendor-supplied metadata.

Physical Description:

1 online resource

Digital Characteristics:

text file

Call Numbers:

LB1585.5.E18 D484 2015eb

ISBNs:

9789812874412 (electronic bk.)
9812874410 (electronic bk.)
9812874402 (print) [Invalid]
9789812874405 (print) [Invalid]
9789812874405 [Invalid]

Other Standard Numbers:

Digital Object Identifier: 10.1007/978-981-287-441-2

OCLC Numbers:

909772511