Search results for author:"Ching Sing Chai"
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Modeling primary school pre-service teachers’ Technological Pedagogical Content Knowledge (TPACK) for meaningful learning with information and communication technology (ICT)
Ching Sing Chai; Joyce Hwee Ling Koh; Chin-Chung Tsai; Lynde Lee Wee Tan
Computers & Education Vol. 57, No. 1 (August 2011) pp. 1184–1193
Within the field of educational technology, Technological Pedagogical Content Knowledge (TPACK) has been theorized as a seven-factor construct to describe teacher’s integration of information and communication technology (ICT) in their teaching....
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Exploring the Profiles and Interplays of Pre-Service and In-Service Teachers' Technological Pedagogical Content Knowledge (TPACK) in China
Yan Dong; Ching Sing Chai; Guo-Yuan Sang; Joyce Hwee Ling Koh; Chin-Chung Tsai
Journal of Educational Technology & Society Vol. 18, No. 1 pp. 158–169
This research surveyed three hundred and ninety pre-service and three hundred and ninety four in-service teachers with regards to the seven factors of technological pedagogical content knowledge, their beliefs about constructivist oriented teaching (...
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Identifying Science Teachers' Perceptions of Technological Pedagogical and Content Knowledge (TPACK)
Tzu-Chiang Lin; Chin-Chung Tsai; Ching Sing Chai; Min-Hsien Lee
Journal of Science Education and Technology Vol. 22, No. 3 (June 2013) pp. 325–336
The application of information and communication technology in instruction is highly emphasized in the contemporary education of science teachers. This paper hence aims to explore science teachers' perceptions of technological pedagogical content...
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The Relationships among Chinese Practicing Teachers' Epistemic Beliefs, Pedagogical Beliefs and Their Beliefs about the Use of ICT
Feng Deng; Ching Sing Chai; Chin-Chung Tsai; Min-Hsien Lee
Journal of Educational Technology & Society Vol. 17, No. 2 pp. 245–256
This study aimed to investigate the relationships among practicing teachers' epistemic beliefs, pedagogical beliefs and their beliefs about the use of ICT through survey methodology. Participants were 396 high school practicing teachers from...
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College Students Constructing Collective Knowledge of Natural Science History in a Collaborative Knowledge Building Community
Huang-Yao Hong; Ching Sing Chai; Chin-Chung Tsai
Journal of Science Education and Technology Vol. 24, No. 5 (2015) pp. 549–561
This study investigates whether engaging college students (n = 42) in a knowledge building environment would help them work as a community to construct their collective knowledge of history of science and, accordingly, develop a more informed...
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Facilitating Preservice Teachers' Development of Technological, Pedagogical, and Content Knowledge (TPACK)
Ching Sing Chai; Joyce Hwee Ling Koh; Chin-Chung Tsai
Educational Technology & Society Vol. 13, No. 4 (2010) pp. 63–73
Preparing preservice teachers for ICT integration in the classrooms is a key focus for many teacher education institutes. This paper examines the perceived development of preservice teachers in terms of their technological knowledge, pedagogical...
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An Initial Examination of Singaporean Seventh and Eighth Graders' Views of Nature of science
Tzung-Jin Lin; Amos Yoong Shin Goh; Ching Sing Chai; Chin-Chung Tsai
Research in Science & Technological Education Vol. 31, No. 2 (2013) pp. 117–132
Background and Purpose: Research in nature of science (NOS) among Asia-Pacific countries such as Singapore is arguably scarce. This study aimed to survey Singaporean secondary school students' views of NOS with a newly developed instrument...
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High school students’ scientific epistemological beliefs, motivation in learning science, and their relationships: A comparative study within the Chinese culture
Tzung-Jin Lin; Feng Deng; Ching Sing Chai; Chin-Chung Tsai
International Journal of Educational Development Vol. 33, No. 1 (January 2013) pp. 37–47
This study explored the differences in high school students’ scientific epistemological beliefs (SEBs), motivation in learning science (MLS), and the different relationships between them in Taiwan and China. 310 Taiwanese and 302 Chinese high school ...
Language: English
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The "Third"-Order Barrier for Technology-Integration Instruction: Implications for Teacher Education
Chin-Chung Tsai; Ching Sing Chai
Australasian Journal of Educational Technology Vol. 28, No. 6 (2012)
Technology integration is a major trend in contemporary education practice. When undertaking technology integration in classrooms, a first-order barrier and a second-order barrier, as proposed by Ertmer (1999), can hinder its implementation. The...
Topics: Integration
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Examining Practicing Teachers' Perceptions of Technological Pedagogical Content Knowledge (TPACK) Pathways: A Structural Equation Modeling Approach
Joyce Hwee Ling Koh; Ching Sing Chai; Chin-Chung Tsai
Instructional Science: An International Journal of the Learning Sciences Vol. 41, No. 4 (July 2013) pp. 793–809
The seven constructs of the technological pedagogical content knowledge (TPACK) framework has been widely adopted as a theoretical basis for understanding the scope of teachers' information and communication technology (ICT) expertise. Despite...
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Facilitating Students' Development of Their Views on Nature of Science: A Knowledge Building Approach
Amos Goh; Ching Sing Chai; Chin-Chung Tsai
Asia-Pacific Education Researcher Vol. 22, No. 4 (2013) pp. 521–530
Students' views on the nature of science and on the levels of self-directed and collaborative learning with technology support affect the manner in which learning is conducted in the classroom. With limited literature offering insight into the...
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Surveying In-Service Preschool Teachers' Technological Pedagogical Content Knowledge
Jyh-Chong Liang; Ching Sing Chai; Joyce Hwee Ling Koh; Ching-Ju Yang; Chin-Chung Tsai
Australasian Journal of Educational Technology Vol. 29, No. 4 (2013) pp. 581–594
Many teachers are reporting that they need to develop more subject-specific applications of educational technology. However, there seems to have been a lack of theoretical frameworks to guide educators in preparing and developing in-service...
Topics: Teachers
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Examining Preservice Teachers' Perceived Knowledge of TPACK and Cyberwellness through Structural Equation Modeling
Ching Sing Chai; Joyce Hwee Ling Koh; Hsin Ning Jessie Ho; Chin-Chung Tsai
Australasian Journal of Educational Technology Vol. 28, No. 6 (2012)
This study examined outcomes from an information and communication technology (ICT) course designed on the basis of the meaningful learning framework and general cyberwellness issues. It also examined the relationships among Singaporean preservice...
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The Relationship between Teachers' Online Homework Guidance and Technological Pedagogical Content Knowledge about Educational Use of Web
Ying Zhou; Ching Sing Chai; Jyh-Chong Liang; Mei Jin; Chin-Chung Tsai
Asia-Pacific Education Researcher Vol. 26, No. 5 (2017) pp. 239–247
The development of e-learning and digital campus has prompted more and more teachers to assign online homework to students. Consequently, teachers need to provide sufficient and relevant guidance for such homework. Teachers' online homework guidance ...