Designing and implementing an integrated technological pedagogical science knowledge framework for science teachers professional development

By Athanassios Jimoyiannis. Comput. Educ., 2010

381 citations recorded by the source corpus.

Subfields: Education, Information Systems, Media Technology

View Paper: https://www.semanticscholar.org/paper/5cfc848d705afda988287f43d7aae3eb9b74d1f7

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Ching Sing Chai
2. Joyce Hwee Ling Koh
3. Chin-Chung Tsai
4. Lynde Tan
5. Jyh‐Chong Liang
6. Gwo-Jen Hwang
7. Guo-Li Chiou
8. S. Irez

In Information Systems

1. Ching Sing Chai
2. Joyce Hwee Ling Koh
3. Lynde Tan
4. Chin-Chung Tsai
5. Gwo-Jen Hwang
6. Christian D. Schunn
7. Jason T. Abbitt

In Media Technology

1. Chin-Chung Tsai
2. Ching Sing Chai
3. Joyce Hwee Ling Koh

Citations in the corpus

• A Review of Technological Pedagogical Content Knowledge (2013, background): “For science subjects, there are 6 studies that employed simulations (Allan et al., 2010; Jimoyiannis, 2010; Khan, 2011; Lundeberg et al., 2003, Toth, 2009) and specialized technology such as digital microscope (Graham et al., 2009).”
• Modeling primary school pre-service teachers' Technological Pedagogical Content Knowledge (TPACK) for meaningful learning with information and communication technology (ICT) (2011, background): “Most of the cases indicated some forms of positive outcomes such as teachers’ enhanced abilities to design ICT integrated lessons (Angeli & Valanides, 2005, 2009; Chai et al., 2010; Jimoyiannis, 2010; Koehler &Mishra, 2005a; Koehler, Mishra, & Yahya, 2007; Niess, 2005).”