By Ying-Shao Hsu
Science is a topic topic that calls for newcomers to discover the area and improve their very own skills at the foundation of that exploration. As know-how broadens and deepens, technological know-how lecturers have to extend their Technological Pedagogical content material wisdom (TPACK), which determines how good they use know-how to assist scholars study technological know-how. The e-book information our efforts to organize technology academics to coach with the aid of know-how, interpreting numerous elements of instructor schooling, specialist improvement and instructing fabric coaching. It contains 3 components, which specialize in: how TPACK is conceptually developed in the box of technology schooling, how instructor overview and instructing fabrics are built and applied in accordance with the transformative version and the way technology academics are ready and supported with digital assets in keeping with the integrative version. The ebook bargains a necessary source for all these operating in technological know-how schooling, in addition to these readers who're attracted to instructor schooling. technology academics will come to grasp how simulations and animations can pedagogically aid pupil studying. Practices for academics’ TPACK improvement similar to learning-by-design, review and size and instructor groups also are addressed, utilized and mentioned with regards to technological know-how lecturers. the person chapters will offer instructor educators and researchers from all disciplines with new insights into getting ready academics for the electronic Era.
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Additional info for Development of Science Teachers' TPACK: East Asian Practices
Van Driel, J. , & Verloop, N. (2001). Professional development and reform in science education: The role of teachers’ practical knowledge. Journal of Research in Science Teaching, 38(2), 137–158. van Driel, J. , & de Vos, W. (1998). Developing science teachers’ pedagogical content knowledge. Journal of Research in Science Teaching, 35(6), 673–695. Verdi, M. , Johnson, J. , Stock, W. , Kulhavy, R. , & Whitman-Ahern, P. (1997). Organized spatial displays and texts: Effects of presentation order and display type on learning outcomes.
Hsu et al. Knowledge of Planning and Designing Curriculum planning and designing is a complex thinking process – much like engineering and technological innovation – that requires teachers to anticipate all kinds of situations that may happen in teaching. Harris and Hofer (2009) stated that, “teachers’ planning – which expresses teachers’ knowledge-in-action in pragmatic ways – is situated, contextually sensitive, routinized, and activity-based” (p. 1). Pedagogical decisions are the product of teachers’ considerations of institutional constraints, antecedent conditions, teacher characteristics, and cognitive processes that have consequences for teachers and students (Shavelson & Stern, 1981).
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