NSF East Asia and Pacific Summer Institute (EAPSI) for FY 2013 in Australia

这一行动资助俄亥俄大学的杰米·史密斯于2013年夏天在澳大利亚昆士兰州图文巴的南昆士兰大学开展了一个教育和人力资源开发研究项目。该项目的标题是“科学教师准备中的技术教学内容知识开发：澳大利亚昆士兰的混合方法案例研究”。这项研究旨在找出在澳大利亚昆士兰州一所大型大学的科学教师培养计划中，影响技术教学教学知识(TPACK)发展的关键特征。TPACK是教师用来影响实践的知识体系的概念框架；它是一种动态和新兴的知识形式，告知使用技术来教授特定的主题。本研究采用混合方法的个案研究方法，包括发放TPACK调查工具、课堂观察、教师和学生访谈以及文献分析，以找出影响职前科学教师发展TPACK的关键特征。这项研究解决了文献中引用的特定需求，确定了TPACK的影响因素，并为TPACK发展的理论模型的构思奠定了基础。EAPSI奖学金的更广泛影响包括为研究员提供美国以外的第一手研究经验；介绍各自所在地的科学、科学政策和科学基础设施；以及了解社会、文化和语言。这些活动符合NSF的目标，即在其科学家、工程师和教育工作者的职业生涯早期为国际合作进行教育，从而确保拥有一支具有全球意识的美国科学队伍。随着我们的国家努力在知识和创新驱动的全球经济中保持竞争力，培养高质量的教师，特别是STEM领域的教师，是一个关键问题。通过该研究金开展的研究对这一议程产生了重大影响。研究结果将通过国际会议、学术期刊文章和实践者出版物在教育技术、科学教育和教师教育领域传播。这项关于科学教师培养中的TPACK发展的研究拓宽了目前科学教育中教学内容知识(PCK)的狭窄范围。由于东道主和研究员都为职前教师讲授与这一主题相关的课程，并与科学方法学院密切合作，因此这两个机构都存在积极应用和继续合作的潜力。这项研究的结果有助于在全球范围内培养高素质的科学教育工作者。

This action funds Jamie Smith of Ohio University to conduct a research project in Education and Human Resource Development during the summer of 2013 at the University of Southern Queensland in Toowoomba, Queensland, Australia. The project title is "Technological Pedagogical Content Knowledge Development in Science Teacher Preparation: A Mixed Methods Case Study in Queensland, Australia." The host scientist is Dr. Peter Albion.This study seeks to identify key characteristics that impact the development of technological pedagogical content knowledge (TPACK) in the science teacher preparation program at a large university in Queensland, Australia. TPACK is a conceptual framework of a body of knowledge from which teachers draw to influence practice; it is a dynamic and emergent form of knowledge that informs the employment of technology for teaching specific subject matter. This study employs a mixed methods case study approach, including delivery of a TPACK survey instrument, class observations, faculty and student interviews, and document analyses, to identify the key characteristics that influence the development of TPACK among preservice science teachers. The research addresses a specific need cited in the literature, identifying TPACK impact factors, and lays a foundation for the conception of a theoretical model of TPACK development. Broader impacts of an EAPSI fellowship include providing the Fellow a first-hand research experience outside the U.S.; an introduction to the science, science policy, and scientific infrastructure of the respective location; and an orientation to the society, culture and language. These activities meet the NSF goal to educate for international collaborations early in the career of its scientists, engineers, and educators, thus ensuring a globally aware U.S. scientific workforce. As our nation strives to remain competitive in a knowledge- and innovation-driven global economy, the preparation of quality teachers, specifically in STEM fields, is a critical issue. Research conducted through this fellowship yields significant implications for this agenda. Findings will be disseminated in the instructional technology, science education, and teacher education fields via international conferences, scholarly journal articles and practitioner publications. This study on TPACK in development in science teacher preparation broadens the current, narrower focus of Pedagogical Content Knowledge (PCK) in science education. As both the host and fellow teach courses relevant to this topic for pre-service teachers and work closely with science methods faculty, the potential exists for active application and continued collaboration at both institutions. Results of the study help inform the preparation of quality science educators on a global scale.