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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Examining Teachers’ TPACK in Using e-Learning Resources in Primary Science Lessonsir classrooms. Analysis of the teachers’ use of the e-learning resources can help to provide tangible understanding of how technology supports teaching and learning. The data collected included students’ pre/post lesson tests, lesson observations of teachers’ use of the e-learning resources, and tea

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The End of the Beginning: An Epiloguef the studies here involved educators working through the design process (creating software applications, lessons, and other teaching artifacts) to extend it into the arena of TPACK research. Evaluation/measurement is important as well because the work in this book seek to develop rubrics that would

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Book 2015a valuable resource for all those working in science education, as well as those readers who 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-b

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Kurt Magnus,Hans Heinrich Müllerd 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

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https://doi.org/10.1007/978-3-658-31727-0ir classrooms. Analysis of the teachers’ use of the e-learning resources can help to provide tangible understanding of how technology supports teaching and learning. The data collected included students’ pre/post lesson tests, lesson observations of teachers’ use of the e-learning resources, and tea

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