Exploring Mathematics Teachers' Perception of Technological Pedagogical Content Knowledge

國中數學教師科技學科教學知識之探究

10.6120/JoEMLS.2015.521/0642.RS.CE

賴婷鈴(Ting-Ling Lai)；林曉芳(Hsiao-Fang Lin)

科技學科知識 ； 國中數學 ； 驗證性因素分析 ； TPACK ； In-service teacher ； Confirmatory factor analysis

教育資料與圖書館學

52卷1期（2015 / 01 / 01）

59 - 82+iii

英文

本研究目的旨在發展評量國中數學教師科技學科知識（TPACK）之工具，量表架構乃根據Mishra和Koehler（2006）所提出之科技學科知識模式，此理論模式著重於國中數學教師之學科與教學知識論述。本研究調查台灣526位國中數學教師，以驗證性因素分析建立量表之信度與效度，利用建模樣本（N=230）評鑑測量模式是否與實徵資料相互適配，再以驗證樣本（N=294）驗證其模式之適配性；根據驗證性因素分析結果顯示模式適配度良好，確認本研究模式的確具有良好信效度。另又以多變量變異數分析探討國中數學教師在性別、年齡、年資及科技使用在科技學科知識的差異，文末就量表編製之結果及未來研究方向提出建議。

The purpose of the study is to develop an instrument for junior high school mathematics teachers to evaluate their technological pedagogical content knowledge. The survey tool is based on Koehler and Mishra's TPACK framework and strengthened mathematics content knowledge and pedagogical content knowledge in the framework. 526 junior high school mathematics teachers in Taiwan were recruited to validate the survey. Confirmatory factor analysis was applied to examine the validity. The results showed that survey tool reached good validly and reliability. We also explored gender, age, and seniority and other demographic factors to reflect current junior high school mathematics teachers' TPACK in Taiwan.

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