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題名 Assessing university students’ perceptions of their physics instructors’ TPACK development in two contexts.
作者 陳揚學
Chang, Yahui
Jang, Syh‐Jong
Chen, Yang‐Hsueh
貢獻者 教育學院
日期 2015
上傳時間 21-三月-2018 17:32:29 (UTC+8)
摘要 Technological Pedagogical and Content Knowledge (TPACK) has been gaining traction among educational researchers; however, studies documenting university students` perceptions of their teachers` TPACK remain limited. This study intends to investigate the professional development of two physics instructors through the lens of the TPACK framework. Moreover, this study spans an 18‐week semester within both the contexts of Taiwan and China. Multiple data were collected and analyzed, including the pretest and posttest TPACK surveys, instructor interviews, in‐class observations and students` feedback and opinions. The results revealed that John`s instructional representations and strategies and technology integration and application scores increased significantly, as well as Mike`s knowledge of students` understanding score showing a significant increase from the middle to the end of semester. John (Taiwan) emphasized life examples and the use of multimedia while Mike (China) chose to emphasize students` knowledge and evaluation. Such results showed different teaching characteristics in the two contexts. Implications and suggestions are put forward based on the results of this study.
關聯 British Journal of Educational Technology, Vol.46, No.6, pp.1236-1249
資料類型 article
DOI https://doi.org/10.1111/bjet.12192
dc.contributor 教育學院zh_Tw
dc.creator (作者) 陳揚學zh_TW
dc.creator (作者) Chang, Yahuien_US
dc.creator (作者) Jang, Syh‐Jongen_US
dc.creator (作者) Chen, Yang‐Hsuehen_US
dc.date (日期) 2015en_US
dc.date.accessioned 21-三月-2018 17:32:29 (UTC+8)-
dc.date.available 21-三月-2018 17:32:29 (UTC+8)-
dc.date.issued (上傳時間) 21-三月-2018 17:32:29 (UTC+8)-
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/116399-
dc.description.abstract (摘要) Technological Pedagogical and Content Knowledge (TPACK) has been gaining traction among educational researchers; however, studies documenting university students` perceptions of their teachers` TPACK remain limited. This study intends to investigate the professional development of two physics instructors through the lens of the TPACK framework. Moreover, this study spans an 18‐week semester within both the contexts of Taiwan and China. Multiple data were collected and analyzed, including the pretest and posttest TPACK surveys, instructor interviews, in‐class observations and students` feedback and opinions. The results revealed that John`s instructional representations and strategies and technology integration and application scores increased significantly, as well as Mike`s knowledge of students` understanding score showing a significant increase from the middle to the end of semester. John (Taiwan) emphasized life examples and the use of multimedia while Mike (China) chose to emphasize students` knowledge and evaluation. Such results showed different teaching characteristics in the two contexts. Implications and suggestions are put forward based on the results of this study.en_US
dc.format.extent 98 bytes-
dc.format.mimetype text/html-
dc.relation (關聯) British Journal of Educational Technology, Vol.46, No.6, pp.1236-1249
dc.title (題名) Assessing university students’ perceptions of their physics instructors’ TPACK development in two contexts.zh_TW
dc.type (資料類型) article
dc.identifier.doi (DOI) 10.1111/bjet.12192
dc.doi.uri (DOI) https://doi.org/10.1111/bjet.12192