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題名 Using Wikis and collaborative learning for science teachers’ professional development.
作者 陳揚學
Chen, Y‐H.
Jang, S‐J.
Chen, P‐J.
貢獻者 教育學院
關鍵詞 collaborative learning ; professional development;science teaching;TPACK;wiki
日期 2015
上傳時間 21-Mar-2018 17:33:08 (UTC+8)
摘要 Wiki bears great potential to transform learning and instruction by scaffolding personal and social constructivism. Past studies have shown that proper application of wiki benefits both students and teachers; however, few studies have integrated wiki and collaborative learning to examine the growth of science teachers` Technological, Pedagogical and Content Knowledge (TPACK). This study introduced a wiki‐based TPACK growth model and examined nine elementary and middle science teachers` knowledge growth in a graduate‐level course. Data sources included reflective journals, wiki data and interviews. Results showed that with wiki, science teachers learned to design more understandable and lively science teaching content, and they collaboratively generated creative instructional strategies. Furthermore, wiki and collaborative learning helped in‐service teachers exchange and elaborate ideas related to the development of TPACK. Implications, suggestions and future research directions were put forward regarding wiki, TPACK and in‐service teachers` professional development.
關聯 Journal of Computer Assisted Learning, Vol.31, No.4, pp.330-344
資料類型 article
DOI https://doi.org/10.1111/jcal.12095
dc.contributor 教育學院zh_Tw
dc.creator (作者) 陳揚學zh_TW
dc.creator (作者) Chen, Y‐H.en_US
dc.creator (作者) Jang, S‐J.en_US
dc.creator (作者) Chen, P‐J.en_US
dc.date (日期) 2015en_US
dc.date.accessioned 21-Mar-2018 17:33:08 (UTC+8)-
dc.date.available 21-Mar-2018 17:33:08 (UTC+8)-
dc.date.issued (上傳時間) 21-Mar-2018 17:33:08 (UTC+8)-
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/116404-
dc.description.abstract (摘要) Wiki bears great potential to transform learning and instruction by scaffolding personal and social constructivism. Past studies have shown that proper application of wiki benefits both students and teachers; however, few studies have integrated wiki and collaborative learning to examine the growth of science teachers` Technological, Pedagogical and Content Knowledge (TPACK). This study introduced a wiki‐based TPACK growth model and examined nine elementary and middle science teachers` knowledge growth in a graduate‐level course. Data sources included reflective journals, wiki data and interviews. Results showed that with wiki, science teachers learned to design more understandable and lively science teaching content, and they collaboratively generated creative instructional strategies. Furthermore, wiki and collaborative learning helped in‐service teachers exchange and elaborate ideas related to the development of TPACK. Implications, suggestions and future research directions were put forward regarding wiki, TPACK and in‐service teachers` professional development.en_US
dc.format.extent 98 bytes-
dc.format.mimetype text/html-
dc.relation (關聯) Journal of Computer Assisted Learning, Vol.31, No.4, pp.330-344
dc.subject (關鍵詞) collaborative learning ; professional development;science teaching;TPACK;wikien_US
dc.title (題名) Using Wikis and collaborative learning for science teachers’ professional development.zh_TW
dc.type (資料類型) article
dc.identifier.doi (DOI) 10.1111/jcal.12095
dc.doi.uri (DOI) https://doi.org/10.1111/jcal.12095