Literaturnachweis - Detailanzeige
| Autor/inn/en | Mishra, Chandrani; Ha, Soo Jung; Parker, Loran Carleton; Clase, Kari L. |
|---|---|
| Titel | Describing Teacher Conceptions of Technology in Authentic Science Inquiry Using Technological Pedagogical Content Knowledge as a Lens |
| Quelle | In: Biochemistry and Molecular Biology Education, 47 (2019) 4, S.380-387 (8 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Clase, Kari L.) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1470-8175 |
| DOI | 10.1002/bmb.21242 |
| Schlagwörter | Teacher Attitudes; Science Instruction; Inquiry; Biological Sciences; Science Teachers; Faculty Development; Inservice Teacher Education; Preservice Teachers; Teacher Workshops |
| Abstract | Technology has become an indispensable component of both modern life science and life science education. However, due to inadequate knowledge and experience, teachers are often unable to include technology essential for practicing science in their teaching. In this regard, professional development workshops for in-service and preservice teachers are beneficial. In this study, we described the role of a professional development workshop in enhancing teachers' technological, pedagogical, and content knowledge through the lens of Technological Pedagogical Content Knowledge framework. Our study is also an example of how teachers can be informed about the current trends in modern research and technology and trained to bring similar research into their classroom. (As Provided). |
| Anmerkungen | Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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