Advancing K-8 Teachers' STEM Education for Teaching Interdisciplinary Science and Mathematics with Technologies

MARGARET L. NIESS; HENRY GILLOW-WILES

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Advancing K-8 Teachers' STEM Education for Teaching Interdisciplinary Science and Mathematics with Technologies

机译：推进跨学科科学和数学技术教学的K-8教师STEM教育

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This mixed-method, interpretive study examined changes in in-service teachers' technological pedagogical content knowledge (TPACK) within the context of pedagogical strategies, and technological knowledge supporting teaching and learning of interdisciplinary content with technologies. This primarily online master's degree program focused on advancing K-8 teachers' interdisciplinary mathematical and scientific content knowledge while integrating appropriate digital technologies as learning and teaching tools. This focus provided the vehicle through which changes in teachers' technological pedagogical content knowledge (TPACK) were actualized. The results document ways that (1) these continuing education opportunities developed teachers' TPACK and (2) the new knowledge and understanding transferred to classroom educational experiences that increased student achievement and engagement in critical thinking in interdisciplinary sci-ence, mathematics and technology instruction.

机译：这项混合方法的解释性研究考察了在教学策略背景下在职教师的技术教学内容知识（TPACK）的变化，以及通过技术支持跨学科内容教学的技术知识。这个主要的在线硕士学位课程侧重于发展K-8教师的跨学科数学和科学内容知识，同时整合了适当的数字技术作为学习和教学工具。这一重点提供了实现教师的技术教学内容知识（TPACK）改变的手段。结果记录了以下方式：（1）这些继续教育的机会发展了教师的TPACK；（2）将新的知识和理解转移到了课堂教育经验中，这些经验和知识增加了学生的成就以及对跨学科科学，数学和技术教学的批判性思维的投入。

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《Journal of computers in mathematics and science teaching》 |2013年第2期|219-245|共27页
作者
MARGARET L. NIESS; HENRY GILLOW-WILES;
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Oregon State University, USA;

Oregon State University, USA;

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Advancing K-8 Teachers' STEM Education for Teaching Interdisciplinary Science and Mathematics with Technologies

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