基于两种测量方法的聚合和区分效度研究TPACK框架
首发时间:2016-01-28
摘要:TPACK是目前国际上较为流行的描述教师技术整合知识结构的理论框架.该理论自提出以来,由于其结构框架的不确定性饱受争议。近期,西奥多o科帕查(Theodore J. Kopcha)、安妮 o奥滕伯瑞特-莱夫特威奇(Anne Ottenbreit-Leftwich)、吉韫o荣格(Jiyoon Jung)和德里亚o贝斯尔(Derya Baser)采用多样化案例研究方法,通过检验施密特(Schmidt)等人在2009年开发的TPACK测量量表和哈里斯(Harris)等人在2010年开发的TPACK评价量规这两种最为常用的TPACK测量方法的聚合效度和区分效度,对TPACK理论框架的有效性进行了实证研究。该项研究的研究对象为27名职前教师。研究结果表明,TPACK框架中无论是相似结构的收敛效度还是不同结构之间的区分效度均呈现低水平。针对此问题,研究者提出了一些关于重新审视测量方法和TPACK框架本身的建议。
关键词: 整合技术的学科教学法 TPACK;教师教育;技术整合
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Examining the TPACK framework through the convergent and discriminant validity of two measures
Abstract:Currently, Technological Pedagogical Content Knowledge (TPACK) is a very popular conceptual framework that describes the structures of the knowledge integration of technology internationally . Since introducing the framework ,there is growing concern that the theoretical framework is conceptually flawed because of its uncertainty .Theodore J. Kopcha 、Anne Ottenbreit-Leftwich 、Jiyoon Jung and Derya Baser utilized a multiple case study design with mixed methods to exam the validity of the framework of TPACK empirically by examining the convergent and discriminant validity associated with two popular TPACK measures which are The Schmidt et al. (2009) survey and the Harris et al. (2010) rubric . Twenty-seven preservice teachers completed the survey. The research results revealed low levels of convergence within similar constructs and a lack of discrimination between dissimilar constructs. Recommendations for re-examining the measures and the TPACK framework itself are discussed.
Keywords: Technological Pedagogical Content Knowledge TPACK Teacher education Technology integration
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No.4674402112913014****
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