数学教师对技术性教学内容知识感知的探讨

Q2 Arts and Humanities

Journal of Educational Media and Library Sciences Pub Date : 2015-01-01 DOI:10.6120/JOEMLS.2015.521/0642.RS.CE

Ting-ling Lai, Hsiao-Fang Lin

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引用次数: 3

摘要

本研究的目的是为初中数学教师开发一个评估其技术教学内容知识的工具。调查工具以Koehler和Mishra的TPACK框架为基础，强化了框架中的数学内容知识和教学内容知识。本研究以526名台湾初中数学教师为对象进行问卷调查。采用验证性因子分析检验效度。结果表明，该调查工具达到了良好的效度和信度。本研究亦探讨性别、年龄、资历等人口统计因素，以反映当前台湾初中数学教师的TPACK。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Exploring Mathematics Teachers' Perception of Technological Pedagogical Content Knowledge

The purpose of the study is to develop an instrument for junior high school mathematics teachers to evaluate their technological pedagogical content knowledge. The survey tool is based on Koehler and Mishra's TPACK framework and strengthened mathematics content knowledge and pedagogical content knowledge in the framework. 526 junior high school mathematics teachers in Taiwan were recruited to validate the survey. Confirmatory factor analysis was applied to examine the validity. The results showed that survey tool reached good validly and reliability. We also explored gender, age, and seniority and other demographic factors to reflect current junior high school mathematics teachers' TPACK in Taiwan.

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来源期刊

Journal of Educational Media and Library Sciences Arts and Humanities-Conservation

CiteScore

0.50

自引率

0.00%

发文量

期刊介绍： The JoEMLS is an Open Access (OA) Dual, double-blind reviewed and international scholarly journal dedicated to making accessible the results of research across a wide range of Information & Library-related disciplines. The JoEMLS invites manuscripts for a professional information & library audience that report empirical, historical, and philosophical research with implications for librarianship or that explore theoretical and practical aspects of the field. Peer-reviewed articles are devoted to studies regarding the field of library science, information science and IT, the book trade and publishing.