標(biāo)題: Titlebook: Development of Science Teachers‘ TPACK; East Asian Practices Ying-Shao Hsu Book 2015 Springer Science+Business Media Singapore 2015 Educati [打印本頁] 作者: advocate 時間: 2025-3-21 19:56
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書目名稱Development of Science Teachers‘ TPACK網(wǎng)絡(luò)公開度
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書目名稱Development of Science Teachers‘ TPACK被引頻次
書目名稱Development of Science Teachers‘ TPACK被引頻次學(xué)科排名
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書目名稱Development of Science Teachers‘ TPACK讀者反饋
書目名稱Development of Science Teachers‘ TPACK讀者反饋學(xué)科排名
作者: expository 時間: 2025-3-21 21:16
Strahlenexpositionen des Menschenough TPACK can be viewed as an interdisciplinary knowledge construct that today’s teachers are advised to develop, TPACK is also discipline-based in nature and trans-disciplinary in terms of the knowledge and competence students require. The more mature the TPACK the teacher develops, the more appropriate the in-class uses of technology will be.作者: ASTER 時間: 2025-3-22 02:25
The Development of Teachers’ Professional Learning and Knowledgeough TPACK can be viewed as an interdisciplinary knowledge construct that today’s teachers are advised to develop, TPACK is also discipline-based in nature and trans-disciplinary in terms of the knowledge and competence students require. The more mature the TPACK the teacher develops, the more appropriate the in-class uses of technology will be.作者: Retrieval 時間: 2025-3-22 07:52
Book 2015y 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 va作者: 敘述 時間: 2025-3-22 12:35
ho 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-b978-981-10-1184-9978-981-287-441-2作者: 騙子 時間: 2025-3-22 15:44
The TPACK-P Framework for Science Teachers in a Practical Teaching Context This framework of TPACK-P will give novice science teachers ideas about expert science teachers’ technology-infused instructional practices and inform science teacher educators about critical technological aspects that should be facilitated in science teacher education programs.作者: 騙子 時間: 2025-3-22 19:40 作者: coddle 時間: 2025-3-22 23:41
Rubrics of TPACK-P for Teaching Science with ICTsces on teaching with ICTs were comparatively better in curriculum design and enactment than on assessment. It may not be difficult for preservice teachers to implement ICTs, but the real challenges are to use ICTs with considerations of students, content, and pedagogy. Teacher education programs are作者: 厚顏 時間: 2025-3-23 04:56
Applying TPACK-P to a Teacher Education Program multitouch tablets to help students better understand physics concepts such as spring resonance, slingshot physics, and friction. This chapter presents the design principles, functions, and features of the 12 APPs; it also describes how these teachers collaborated with each other within the communi作者: plasma-cells 時間: 2025-3-23 09:08
Developing Preservice Teachers’ Sensitivity to the Interplay Between Subject Matter, Pedagogy, and Id implementation, and reflected evaluation) to develop preservice teachers’ sensitivity to the interplay between subject matter, pedagogy, and ICT. MAGDAIRE is subsequently employed to enhance the science teacher education courses of National Taiwan Normal University. The TPACK conceptual framework 作者: vasculitis 時間: 2025-3-23 10:36
Examining Teachers’ TPACK in Using e-Learning Resources in Primary Science Lessonsir classrooms. Analysis of the teachers’ use of the e-learning resources can help to provide tangible understanding of how technology supports teaching and learning. The data collected included students’ pre/post lesson tests, lesson observations of teachers’ use of the e-learning resources, and tea作者: Paleontology 時間: 2025-3-23 16:05
The End of the Beginning: An Epiloguef the studies here involved educators working through the design process (creating software applications, lessons, and other teaching artifacts) to extend it into the arena of TPACK research. Evaluation/measurement is important as well because the work in this book seek to develop rubrics that would作者: Eeg332 時間: 2025-3-23 20:51
Book 2015a 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-b作者: Anonymous 時間: 2025-3-23 22:14 作者: Retrieval 時間: 2025-3-24 04:42 作者: callous 時間: 2025-3-24 07:03 作者: outskirts 時間: 2025-3-24 12:11 作者: malapropism 時間: 2025-3-24 17:17
Kurt Magnus,Hans Heinrich Müllerd implementation, and reflected evaluation) to develop preservice teachers’ sensitivity to the interplay between subject matter, pedagogy, and ICT. MAGDAIRE is subsequently employed to enhance the science teacher education courses of National Taiwan Normal University. The TPACK conceptual framework 作者: Serenity 時間: 2025-3-24 21:32
https://doi.org/10.1007/978-3-658-31727-0ir classrooms. Analysis of the teachers’ use of the e-learning resources can help to provide tangible understanding of how technology supports teaching and learning. The data collected included students’ pre/post lesson tests, lesson observations of teachers’ use of the e-learning resources, and tea作者: 保全 時間: 2025-3-25 00:44 作者: parasite 時間: 2025-3-25 06:33 作者: affluent 時間: 2025-3-25 09:25 作者: Certainty 時間: 2025-3-25 12:57
Wechselwirkungen geladener Teilchenhnological pedagogical and content knowledge (TPACK) in the practical context of teaching, namely, TPACK-Practical (TPACK-P). The proposed framework of TPACK-P includes three major domains—assessments, planning and designing, and teaching practice—that are theoretically transformed from the perspect作者: aptitude 時間: 2025-3-25 19:39 作者: SPASM 時間: 2025-3-25 20:33
Grundlagen der Technischen Mechanikresearchers work together to enhance each other’s TPACK-Practical (TPACK-P). Within the teacher community, in-service teachers designed physics learning applications (APPs) and learning modules with their TPACK-P; preservice teachers then tested the APPs and implemented them into their microteaching作者: 娘娘腔 時間: 2025-3-26 00:46 作者: exacerbate 時間: 2025-3-26 04:24
https://doi.org/10.1007/978-3-658-31727-0sses of teaching and learning. Yet, there are tendencies to merely introduce technology to teaching and learning without much understanding of the knowledge required for teachers to use the technology effectively and efficiently. This study refers to the technological pedagogical content knowledge (作者: expound 時間: 2025-3-26 09:41 作者: Veneer 時間: 2025-3-26 14:24 作者: 評論者 時間: 2025-3-26 18:08 作者: 鳴叫 時間: 2025-3-26 22:05 作者: clarify 時間: 2025-3-27 02:53
978-981-10-1184-9Springer Science+Business Media Singapore 2015作者: Compass 時間: 2025-3-27 06:26
The Development of Teachers’ Professional Learning and Knowledgeoped can we adequately plan and implement teacher education programs that are appropriate for the twenty-first century. Many teacher educators have referred to this complex knowledge construct as pedagogical content knowledge (PCK), following up with different strands of teacher knowledge constructs作者: 高度 時間: 2025-3-27 11:47 作者: Malleable 時間: 2025-3-27 16:05 作者: 魔鬼在游行 時間: 2025-3-27 19:24
Rubrics of TPACK-P for Teaching Science with ICTsearning activity designs involving ICTs is determined by teachers’ technological pedagogical content knowledge-practical (TPACK-P), a knowledge construct transformed and reinforced through different tasks in teaching. This study developed rubrics for evaluating preservice teachers’ TPACK-P, accordin作者: CRASS 時間: 2025-3-28 01:24 作者: 斑駁 時間: 2025-3-28 03:40
Developing Preservice Teachers’ Sensitivity to the Interplay Between Subject Matter, Pedagogy, and I becomes TPACK! [Editorial]. J Comput Teach Educ 24(2):38 & 64, 2007–2008) theorizes that the required knowledge for teachers to teach with information and communication technology (ICT) involves comprehensive understanding of the transactional interplay between the subject matter being taught, the 作者: 不可接觸 時間: 2025-3-28 07:22
Examining Teachers’ TPACK in Using e-Learning Resources in Primary Science Lessonssses of teaching and learning. Yet, there are tendencies to merely introduce technology to teaching and learning without much understanding of the knowledge required for teachers to use the technology effectively and efficiently. This study refers to the technological pedagogical content knowledge (作者: Cytokines 時間: 2025-3-28 12:40
The End of the Beginning: An Epilogue overview of the current impact of TPACK as a theoretical framework in terms of the quantifiable reach of the theory as well as the rapidity and breadth of its acceptance. We then provide an overview of each chapter that includes, first, how they are grouped thematically and, then, its core ideas. F
