Using wikis and collaborative learning for science teachers' professional development.
Wiki bears great potential to transform learning and instruction by scaffolding personal and social constructivism. Past studies have shown that proper application of wiki benefits both students and teachers; however, few studies have integrated wiki and collaborative learning to examine the growth...
| Publicado en: | Journal of Computer Assisted Learning Vol. 31; no. 4; pp. 330 - 345 |
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| Autores principales: | , , |
| Formato: | case study research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Aug2015
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=109824227&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 109824227 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Aug2015 vid: 31 iid: 4 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 109824227 108376656 10.1111/jcal.12095 109824227 ppf: 330 ppct: 15 formats: tig: atl: Using wikis and collaborative learning for science teachers' professional development. aug: au: Chen, Y-H. Jang, S-J. Chen, P-J. affil: National University of Tainan sug: subj: World Wide Web Applications Utilization Learning Methods Collaboration Faculty Development Science Education Curriculum Development Course Content Diaries Interviews Content Analysis Professional Knowledge Evaluation Students, Undergraduate Taiwan Faculty Taiwan Taiwan Human Female Male Female Male ab: Wiki bears great potential to transform learning and instruction by scaffolding personal and social constructivism. Past studies have shown that proper application of wiki benefits both students and teachers; however, few studies have integrated wiki and collaborative learning to examine the growth of science teachers' T echnological, P edagogical and C ontent K nowledge ( TPACK). This study introduced a wiki-based TPACK growth model and examined nine elementary and middle science teachers' knowledge growth in a graduate-level course. Data sources included reflective journals, wiki data and interviews. Results showed that with wiki, science teachers learned to design more understandable and lively science teaching content, and they collaboratively generated creative instructional strategies. Furthermore, wiki and collaborative learning helped in-service teachers exchange and elaborate ideas related to the development of TPACK. Implications, suggestions and future research directions were put forward regarding wiki, TPACK and in-service teachers' professional development. pubtype: Academic Journal doctype: case study research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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