Titlebook: Development of Science Teachers‘ TPACK; East Asian Practices Ying-Shao Hsu Book 2015 Springer Science+Business Media Singapore 2015 Educati

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书目名称Development of Science Teachers‘ TPACK影响因子(影响力)学科排名




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书目名称Development of Science Teachers‘ TPACK网络公开度学科排名




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书目名称Development of Science Teachers‘ TPACK被引频次学科排名




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书目名称Development of Science Teachers‘ TPACK年度引用学科排名




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书目名称Development of Science Teachers‘ TPACK读者反馈学科排名

expository

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.

ASTER

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.

Retrieval

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

叙述

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

骗子

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.

骗子

coddle

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

厚颜

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

plasma-cells

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