DIGITAL TECHNOLOGIES AND PROFESSIONAL LEARNING OF SCIENCE TEACHERS: A Technological Pedagogical Content Knowledge (TPACK) Perspective

Seng Chee Tan, Tang Wee Teo, Chin Chung Tsai

研究成果: 書貢獻/報告類型篇章

3 引文 斯高帕斯(Scopus)

摘要

The application of digital technologies in science education is pervasive and has gained traction in the recent two decades. Research about the adoption of technologies in science education has progressed from examining science teaching and learning through technologies to with technologies, reflecting the evolving conceptualizations of digital technologies in science education. Teachers play critical roles in the purposeful engagement of technologies in the classroom, but there are still gaps in teacher’s knowledge and practices in using technologies in science classrooms. The effectiveness of technology-centric approaches of teacher professional development has also been questioned. In this regard, the emergence of technological pedagogical content knowledge (TPACK) has been used as a framework for more holistic professional development of teachers. This chapter discusses research related to technologies and professional learning of science teachers, including the rationales for the use of TPACK to frame science teachers’ professional learning, the theoretical underpinning of TPACK, the epistemological approaches of professional learning of science teachers from the TPACK perspective, as well as the methodological foci and key research outcomes. Suggestions on areas to build on the field of study on TPACK in science education are offered.

原文英語
主出版物標題Handbook of Research on Science Teacher Education
發行者Taylor and Francis
頁面313-324
頁數12
ISBN(電子)9781000567984
ISBN(列印)9780367565831
DOIs
出版狀態已發佈 - 2022 1月 1

ASJC Scopus subject areas

  • 一般社會科學

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