政大機構典藏-National Chengchi University Institutional Repository(NCCUR):Item 140.119/124980
English  |  正體中文  |  简体中文  |  Post-Print筆數 : 27 |  Items with full text/Total items : 113451/144438 (79%)
Visitors : 51276167      Online Users : 884
RC Version 6.0 © Powered By DSPACE, MIT. Enhanced by NTU Library IR team.
Scope Tips:
  • please add "double quotation mark" for query phrases to get precise results
  • please goto advance search for comprehansive author search
    •  Adv. Search
    Home ‧ Login ‧ Upload ‧ Help ‧ About ‧ Administer Goto mobile version


    Please use this identifier to cite or link to this item: https://nccur.lib.nccu.edu.tw/handle/140.119/124980


    Title: 知識翻新活動對數學師培生在科技內容教學知識之影響
    Effects of knowledge-building on pre-service mathematics teachers’ Technological Pedagogical Content Knowledge (TPACK)
    Authors: 陳美伊
    Chen, Mei-Yi
    Contributors: 洪煌堯
    Hong, Huang-Yao
    陳美伊
    Chen, Mei-Yi
    Keywords: 科技內容教學知識
    師培生
    知識翻新
    想法中心教學設計
    technological pedagogical content knowledge (TPACK)
    pre-service teachers
    knowledge building
    idea-centered instructional design
    Knowledge Forum
    Date: 2019
    Issue Date: 2019-08-07 16:56:34 (UTC+8)
    Abstract: 本研究之主要目的在探討進行想法中心的知識翻新(knowledge building)活動，能否增進數學師培生的科技內容教學知識(technological pedagogical content knowledge, TPACK)。本研究採個案研究法，對象為修習「數學領域教材教法」課程之13位師培生。課程教學設計係以知識翻新理論為基礎，設計了四階段兩循環的知識翻新活動（包含教案設計、教學演示、回饋與反思等），並輔以知識論壇(Knowledge Forum) 數位平台來支持想法中心的知識翻新活動。整學期之活動歷程係以知識翻新原則來引導師培生進行互動、對話、試教、及反思自身教學實踐以翻新教案想法，並進而協助其增進TPACK融入教學的能力。研究資料來源包含兩次教案設計與教學演示、整學期於知識論壇的互動歷程與內容，以及師培生填寫之TPACK問卷。資料分析主要使用相依樣本無母數檢定分析；教學演示影片則是以行為序列分析法來觀察教學模式，同時也統計各種教學法的使用比例。研究結果顯示：(1)透過知識翻新活動，師培生在教案設計、教學演示與反思回饋等分析結果上皆顯示師培生之TPACK有統計上的顯著進步；(2)在TPACK知能問卷之分析結果亦顯示師培生自認在TPACK能力上有顯著提升；及(3)知識翻新活動也整體提升師培生TPACK融入教學之能力。
    This study aims to investigate the effects of knowledge building activities on mathematics pre-service teachers’ technological pedagogical content knowledge (TPACK). Participants were 13 pre-service teachers from a course called Math Teaching Materials and Methods. The course was designed based on knowledge building theory, with a process consisting of four-stage and two-cycle knowledge building activities (including lesson design, micro-teaching practices, teaching feedback, and self-reflection). Pre-service teachers in this study used Knowledge Forum as an online platform to enhance their learning about how to teach via the help of peer feedback. The whole course in the semester was based on the principles of knowledge building, and the pre-service teachers were guided to interact with one another, reflect on their own teaching, and improve their ideas of teaching. As such, the course enhanced their ability to integrate TPACK into teaching. Data sources in this study include pre-and post-teaching plans, video-taped teaching practices, and written notes posted on the Knowledge Forum and the TPACK questionnaire. Regarding analysis, the above data were analyzed using dependent samples nonparametric statistics. In addition, the video-typed teaching practices were analyzed and the proportion of every teaching strategy was computed through behavior sequential analysis. The results of the study are as follows : (1) The TPACK of the pre-service teachers was improved through the designed knowledge building activities, ; their TPACK also improved significantly as reflected in their teaching plans, teaching practices and their reflection and feedback activities; (2) The results of the TPACK Questionnaire also showed that pre-service teachers believed their TPACK ability was greatly improved; and (3) knowledge building activities helped improve the ability of pre-service teachers’ TPACK.
    Reference: 王巧鳳(2016)。科技學科教學知識、教師信念和知識創新學習環境相關之研究。 國立政治大學圖書資訊學數位碩士在職專班，未出版。
    史美瑤(2012)。21世紀的教學:以「學生學習為中心」的教師發展。評鑑雙月刊，36,41-43。
    余亮（2009）。利用信息技術有效推進基礎教育課程改革：Knowledge Forum案例的啟示。現代遠距離教育，125，33-36。
    李婉玲(2005)。教師發展：理論與實踐。臺北市：五南。
    花儷月(2014)。知識翻新課程對師培生教學反思與教學實務知識探究之影響。國立政治大學教育學系碩士論文，未出版。
    邱憶惠，高忠增(2003)。教師知識之個案研究。台中教育學報，17(2)，91-112。
    孫敏芝(2006)。實習教師學科教學知識之探討：教學設計與教學實務。教育研究與發展期刊，2(2)，67-92。
    教育部(2003)。創造力教育白皮書。民國103年12月10日，取自http://www.edu.tw/userfiles/url/20120920154709/92.03%E5%89%B5%E9%80%A0%E5%8A%9B%E6%95%99%E8%82%B2%E7%99%BD%E7%9A%AE% E6%9B%B8.pdf
    教育部(2005)。師資培育素質提升方案。台北。
    教育部(2006)。中小學資訊教育白皮書。民國103年12月10日，取自http://www.edu.tw/userfiles/url/20120920154137/97.08%E6%95%99%E8%82%B2%E9%83%A8%E4%B8%AD%E5%B0%8F%E5%AD%B8%E8%B3%87%E8%A8%8A%E6%95%99%E8%82%B2%E7%99%BD%E7%9A%AE%E6%9B %B8.pdf
    教育部(2008)。教育部中小學資訊教育白皮書。台北：教育部。
    教育部(2012)。中華民國師資培育白皮書-發揚師道、百年樹人。臺北市：教育部。
    教育部(2013)。教育部人才培育白皮書。民國103年12月10日，取自 http://www.edu.tw/userfiles/url/20131209094223/%E6%95%99%E8%82%B2%E9%83%A8%E4%BA%BA%E6%89%8D%E5%9F%B9%E8%82%B2%E7%9 9%BD%E7%9A%AE%E6%9B%B81.pdf
    單小琳(2000)。教師成長檔與專業發展。學校行政雙月刊，9，46-57。
    曾崇賢、段曉林、靳知勤(2011)。探究教學的專業成長歷程-以十位國中科學 教師的觀點為例。科學教育學刊，19(2)，143-168。
    楊巧玲(2006)。不一樣的教學原理-從自我認識到社會參與。臺北市，心理。
    楊深坑(1999)。知識形式與比較教育。臺北市：揚智文化。
    駱怡君、許健將(2010)。反省性思考在教師班級經營上之運用。教育科學期刊，9(1)，71-86。
    簡紅珠(2002)。教師知識的不同詮釋與研究方法。課程與教學季刊，5(3)，1-16。


    [English]
    Angeli, C., & Valanides, N. (2009). Epistemological and methodological issues for the conceptualization, development, and assessment of ICT–TPCK: Advances in technological pedagogical content knowledge (TPCK). Computers & Education, 52(1), 154-168. doi:10.1016/j.compedu.2008.07.006
    Avalos, B. (2011). Teacher professional development in “Teaching and Teacher Education” over ten years. Teaching and Teacher Education, 27(1), 10-20. doi:10.1016/j.tate.2010.08.007
    Cetin-Dindar, A., Boz, Y., Sonmez, D. Y., & Celep, N. D. (2018). Development of pre-service chemistry teachers’ technological pedagogical content knowledge. Chemistry Education Research and Practice, 19(1), 167-183.
    Chai, C. S., & Koh, J. H. L. (2017). Changing teachers’ TPACK and design beliefs through the Scaffolded TPACK Lesson Design Model (STLDM). Learning: Research and Practice, 3(2), 114-129.
    Chai, C. S., Koh, J. H. L., & Tsai, C. C. (2010). Facilitating Preservice Teachers` Development of Technological, Pedagogical, and Content Knowledge (TPACK). Journal of Educational Technology & Society, 13(4).
    Fathi, J., & Yousefifard, S. (2019). Assessing Language Teachers’ Technological Pedagogical Content Knowledge (TPACK): EFL Students’ Perspectives. Research in English Language Pedagogy.
    Featherstone, H., & Feiman-Nemser, S. (1992). The student, the teacher, and the moon. In S. Feiman-Nemser, & H. Featherston, (Eds.), Exploring teaching (pp.59-85). New York: Teachers College Press.
    Fulton, K., Glenn, A., & Valdez, G. (2003). Three preservice programs preparing tomorrow’s teachers to use technology: A study in partnerships. Retrieved from http://www.learningpt.org/pdfs/tech/preservice.pdf.

    Gokdas, I., & Torun, F. (2017). Examining the Impact of Instructional Technology and Material Design Courses on Technopedagogical Education Competency Acquisition According to Different Variables. Kuram ve Uygulamada Egitim Bilimleri, 17(5), 1733-1758.
    Gonzalez, M. J., & González-Ruiz, I. (2017). Behavioural Intention and Pre-Service Mathematics Teachers` Technological Pedagogical Content Knowledge. Eurasia Journal of Mathematics, Science & Technology Education, 13(3).
    Grossman, P. (1995). Teachers’ knowledge. In L. Anderson (Eds.), International encyclopedia of teaching and teacher education (2nd ed., pp. 20-24). Cambridge: Cambridge University Press.
    Hacker D. J. & Niederhauser, D. S. (2000). Promoting deep and durable learning in the online classroom. In R. E. Weiss, D. S. Knowlton, & B. W. Speck (Eds.), Principles of effective teaching in the online classroom (pp.53–64). San Francisco: Jossey-Bass.
    Hakkarainen, K. (2009). A knowledge-practice perspective on technology-mediated learning. International Journal of Computer-Supported Collaborative Learning, 4(2), 213-231.
    Hong, H. Y., & Lin, S. P. (2010). Teacher-education students’ epistemological belief change through
    collaborative knowledge building. The Asia-Pacific Education Researcher, 19(1), 99-110.

    Hong, H. Y., & Lin-Siegler, X. (2012). How learning about scientists` struggles influences students` interest and learning in physics. Journal of educational psychology, 104(2), 469.
    Hong, H. Y., & Sullivan, F. R. (2009). Towards an idea-centered, principle-based design approach to support learning as knowledge creation. Educational Technology Research and Development, 57(5), 613.
    Hong, H. Y., Chen, F. C., Chai, C. S., & Chan, W. C. (2011). Teacher-education students’ views about knowledge building theory and practice. Instructional Science, 39(4), 467-482.

    Hong, H. Y., Scardamalia, M., Messina, R., & Teo, C. (2008). Principle-based design to foster adaptive use of technology for building community knowledge. In G. Kanselaar, V. Jonker, P. A. Kirschner, & F. J. Prins (Eds.), International. Perspectives in the learning sciences: Cre8ing a learning world. Proceedings of the eighth international conference for the learning sciences -- ICLS 2008, (Vol. 1, pp. 374-381). Utrecht, The Netherlands: International Society of the Learning Sciences.

    Koehler, M. J., & Mishra, P. (2005). Teachers Learning Technology by Design. Journal of computing in teacher education, 21(3), 94-102.
    Koehler, M. J., Mishra, P., & Yahya, K. (2007). Tracing the development of teacher knowledge in a design seminar: Integrating content, pedagogy and technology. Computers & Education, 49(3), 740-762.
    Koh, J.H.L., Chai, C.S., Hong, H.-Y., Tsai, C.C. (2015). A survey to examine teachers’ perceptions of design dispositions, lesson design practices, and their relationships with technological pedagogical content knowledge (TPACK). Asia Pacific Journal of Teacher Education,43(5), 378-391.
    Koh, J.H.L., Chai, C.S., Wong, B., Hong, H.-Y. (2015). Technological Pedagogical Content Knowledge (TPACK) and Design Thinking: A Framework to support ICT lesson design for 21st Century Learning. Asia Pacific Education Research, 24(3), 535-543.
    Kewalramani, S., & Havu-Nuutinen, S. (2019). Preschool Teachers’ Beliefs and Pedagogical Practices in the Integration of Technology: A Case for Engaging Young Children in Scientific Inquiry. EURASIA Journal of Mathematics, Science and Technology Education, 15, 12.
    Lee, E. Y. C., Chan, C. K. K., & van Aalst, J. (2006). Student assessing their own collaborative knowledge building. International Journal of Computer-Supported Collaborative Learning, 1(1), 57-87. doi:10.1007/s11412-006-6844-4
    Long, T., Cummins, J., & Waugh, M. (2017). Use of the flipped classroom instructional model in higher education: instructors’ perspectives. Journal of Computing in Higher Education, 29(2), 179-200.
    Loughran, J., Mulhall, P., & Berry, A. (2004). In search of pedagogical content knowledge in science: Developing ways of articulating and documenting professional practice. Journal of research in science teaching, 41(4), 370-391.
    Lowther, D. L., Jones, M. G., & Plants, R. T. (2000). Preparing Tomorrow`s teachers to use web-based Education. In Instructional and cognitive impacts of web-based education (pp.129-146). IGI Global.
    Mishra, P., & Koehler, M. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. The Teachers College Record, 108(6), 1017-1054.
    Paavola, S., Lipponen, L., & Hakkarainen, K. (2004). Models of innovative knowledge communities and three metaphors of learning. Review of educational research, 74(4), 557-576.
    Rodrigues, S., Marks & Steel (2003). International Perspectives on Teacher Professional Development: Changes Influenced by Politics, Pedagogy and Innovation. New York: Nova Science.
    Sawyer, R. K. (2004). Creative teaching: Collaborative discussion as disciplined improvisation. Educational Researcher, 33(2), 12-20.

    Sawyer, R. K. (2006). Conclusion: The schools of the future. In R. K. Sawyer (Ed.), The Cambridgehandbook of the learning sciences (pp. 567-580). New York: Cambridge University.
    Scardamalia, M. (2002). Collective cognitive responsibility for the advancement of knowledge. In B. Smith (Ed.) Liberal education in a knowledge society (pp. 67-98). Chicago: Open Court.
    Scardamalia, M. (2003). Knowledge forum (advances beyond CSILE). Journal of Distance Education, 17(3), 23-28.

    Scardamalia, M. (2004). CSILE/Knowledge Forum®. In A. Kovalchick, & K. Dawson(Eds.) Education and technology: An encyclopedia (pp. 183-192). Santa Barbara, CA: ABC-CLIO,Inc.
    Scardamalia, M., & Bereiter, C. (2003). Knowledge building. In J. W. Guthrie (Ed.), Encyclo- pedia of education (2nd ed., pp. 1370-1373). New York: Macmillan Reference.

    Scardamalia, M., & Bereiter, C. (2006). Knowledge building: Theory, pedagogy, and technology. In K. Sawyer (Ed.). Cambridge Handbook of the Learning Sciences (pp. 97-118). New York: Cambridge University Press.
    Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(1), 4-14.
    Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard educational review, 57(1), 1-23.
    Stahl, G., Koschmann, T., & Suthers, D. (2006). Computer-supported collaborative learning: An historical perspective. In R. K. Sawyer (Ed.). Cambridge handbook of the learning sciences (pp. 409-426). Cambrige, UK: Cambridge University Press.
    Thompson, A., & Mishra, P. (2007-2008). Breaking news: TPCK becomes TPACK! Journal of Computing in Teacher Education, 24(2), 38-64.
    Trilling, B., & Hood, P. (1999). Learning technology and education reform in the knowledge age or "We`re wired, webbed and windowed, now what?" Educational Technology, 39(3), 5-18.
    Uerz, D., Volman, M., & Kral, M. (2018). Teacher educators` competences in fostering student teachers’ proficiency in teaching and learning with technology: An overview of relevant research literature. Teaching and Teacher Education, 70, 12-23.
    Van Aalst, J., & Chan, C. K. (2007). Student-directed assessment of knowledge building using electronic portfolios. The Journal of the Learning Sciences, 16(2), 175-220.
    Varier, D., Dumke, E. K., Abrams, L. M., Conklin, S. B., Barnes, J. S., & Hoover, N. R. (2017). Potential of one-to-one technologies in the classroom: teachers and students weigh in. Educational Technology Research and Development, 65(4), 967-992.
    Verdejo, M. F., Barros, B., & Abad, M. T. (1998). Supporting Distance Learners for Collaborative Problem. Published in ED_MEDIA & ED_TELECOM 98 (Edited by Thomas Ottman & Ivan TomeK), AACE, Freiburg, Germany, June 20-25 (1998) 1407-1412 (ERIC Document Reproduction Service No. ED 428 732) Next Big Future. Retrieved December, 3, 2014, from: http://nextbigfuture.com/2010/08/china-will-start-building-186.html
    Wilson, T. D. & Dunn, E.W. (2004). Self-knowledge: Its limits, value and potential for improvement. Annual Review of Psychology, 55, 493-518.doi:10.1146/annurev.psych.55.090902.141954
    Yang, C. H. (2001). The application of Internet teaching in grade 1–9 curriculum. Taiwan Education, 607, 2-9.
    Yang, Y., van Aalst, J., Chan, C. K., & Tian, W. (2016). Reflective assessment in knowledge building by students with low academic achievement. International Journal of Computer-Supported Collaborative Learning, 11(3), 281-311.
    Yoon, S. A., Elinich, K., Wang, J., Steinmeier, C., & Tucker, S. (2012). Using augmented reality and knowledge-building scaffolds to improve learning in a science museum. International Journal of Computer-Supported Collaborative Learning, 7(4), 519-541.
    Yücel, Ü. A., & Usluel, Y. K. (2016). Knowledge building and the quantity, content and quality of the interaction and participation of students in an online collaborative learning environment. Computers & Education, 97, 31-48.
    Zhang, J., Hong, H. Y., Scardamalia, M., Teo, C. L., & Morley, E. A. (2011). Sustaining knowledge building as a principle-based innovation at an elementary school. The Journal of the learning sciences, 20(2), 262-307.
    Zhang, J., Scardamalia, M., Reeve, R., & Messina, R. (2009). Designs for collective cognitive responsibility in knowledge-building communities. The Journal of the Learning Sciences, 18(1), 7-44.
    Description: 碩士
    國立政治大學
    教育學系
    106152010
    Source URI: http://thesis.lib.nccu.edu.tw/record/#G0106152010
    Data Type: thesis
    DOI: 10.6814/NCCU201900507
    Appears in Collections:[Department of Education] Theses

    Files in This Item:

    File SizeFormat
    201001.pdf3971KbAdobe PDF2140View/Open


    All items in 政大典藏 are protected by copyright, with all rights reserved.


    社群 sharing

    著作權政策宣告 Copyright Announcement
    1.本網站之數位內容為國立政治大學所收錄之機構典藏，無償提供學術研究與公眾教育等公益性使用，惟仍請適度，合理使用本網站之內容，以尊重著作權人之權益。商業上之利用，則請先取得著作權人之授權。
    The digital content of this website is part of National Chengchi University Institutional Repository. It provides free access to academic research and public education for non-commercial use. Please utilize it in a proper and reasonable manner and respect the rights of copyright owners. For commercial use, please obtain authorization from the copyright owner in advance.

    2.本網站之製作，已盡力防止侵害著作權人之權益，如仍發現本網站之數位內容有侵害著作權人權益情事者，請權利人通知本網站維護人員(nccur@nccu.edu.tw)，維護人員將立即採取移除該數位著作等補救措施。
    NCCU Institutional Repository is made to protect the interests of copyright owners. If you believe that any material on the website infringes copyright, please contact our staff(nccur@nccu.edu.tw). We will remove the work from the repository and investigate your claim.
    DSpace Software Copyright © 2002-2004  MIT &  Hewlett-Packard  /   Enhanced by   NTU Library IR team Copyright ©   - Feedback