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Findings indicate that combining technology with a Research Teaching Perspective (RTP) supports innovative science lesson design and informs a design framework for initial and in-service teacher TPCK development.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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does Technological Pedagogical Content Knowledge (TPCK/TPCK) refer to in the study?","Question",{"text":63,"@type":64},"It refers to teachers’ professional knowledge needed to integrate technology in education and connect technology, pedagogy, and content effectively.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How was the in-service science teacher education course designed and assessed?",{"text":68,"@type":64},"The study used a design-based approach and collected data via interviews, questionnaires, participant observation, and analysis of in-service science teachers’ professional portfolios.",{"name":70,"@type":61,"acceptedAnswer":71},"What is the reported role of combining technology with a Research Teaching Perspective (RTP)?",{"text":72,"@type":64},"Integrating technology with an RTP is presented as a way to develop innovative science lessons for 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knowledge development: integrating technology with a Research Teaching Perspective  \nCecilia Guerra  \n[cguerra@ua.pt](cguerra@ua.pt)  \nAntonio Moreira  \n[moreira@ua.pt](moreira@ua.pt)  \nRui Vieira  \n[rvieira@ua.pt](rvieira@ua.pt)  \nResearch Centre “Didactics and Technology in the Education of Trainers”, Department of Education  \nand Psychology, University of Aveiro, Portugal  \nAbstract  \nTechnological Pedagogical Content Knowledge (TPCK) represents the teachers’professional knowledge needed to integrate technology in education . Following a design-based approach this study describes the strategies for designing and assessing an in-service science teacher education course . Data was obtained through interviews, questionnaires, using participant observation and analysis of in-service science teachers’ professional portfolios . A detailed description of the research methodology and findings is given, including an overview of the implications of the study. Results show that integrating technology with a Research Teaching Perspective (RTP) could be a way to develop innovative science lessons for students . Suggestions for the creation of a design framework for the development of initial and in-service science teachers’ TPCK are put forward.  \nKeywords  \nScience teachers; Technological Pedagogical Content Knowledge; Teacher training; Research Teaching Perspective .  \nC.Guerra, A.Moreira & R.vieira  \nDigital Education Review – Number 32, December 2017-[http://greav.ub.edu/der/](http://greav.ub.edu/der/)  \nI. Introduction  \nRecently it has become commonplace to recognize that students should urgently play an active role in society regarding scientific and technological issues . To achieve this objective, the scientific community of science education research has recommended the development of students’scientific literacy (Vieira & Tenreiro-Vieira, 2016) . Additionally, one of the premises of the “Perth Declaration on Science and Technology Education” is to consider the challenges brought by technology to science teachers’ daily work (Fensham, 2008) . Technology has increasingly been perceived as a privileged didactical resource for the teaching and learning process and could play an important role in promoting students’active participation in inquiry-based learning activities (Barton, 2004; van Eijck & Roth, 2007) .  \nFor generations, students have been learning science through different technologies (e.g., both hardware, such as sensors for data collection, and software, such as simulations) . Technology has allowed speeding up time via simulations of natural events; saving time through data collection devices and/or recording data that would otherwise be hard to gather; seeing things that could not otherwise be seen; organizing data that would otherwise be hard to organize; searching for information in databases; observing things that would otherwise be difficult to observe; and manipulating models of scientific phenomena (Abdullahi, 2014; Gerard, Varma, Corliss, & Linn, 2011; Juuti & Lavonen, 2012; Pow, Li, & Fung, 2008; Webb, 2005) .  \nScience teachers have a crucial role in planning and managing science learning activities with technology. For instance, science teachers should know how to use technological resources to: observe things that would otherwise be difficult to observe (e.g., digital microscopes); speed up or slow down the representation of natural events (e.g., geological animations); create and manipulate models of scientific phenomena (e.g, hydrological cycle); record data that would otherwise be difficult to gather (e.g., digital probes); organize and see patterns in their data that would otherwise be hard to see (e.g., spreadsheets, graphical visualization models) (Osborne & Hennessy, 2003) .  \nFor many years, higher education institutions have been facing the challenge of effectively preparing","cbCaikaXa4ZFxLMA","https://ap.wps.com/l/cbCaikaXa4ZFxLMA","pdf",403923,12,"English","# I. Introduction\n## Technological Pedagogical Content Knowledge (TPCK)\n## Technology-enhanced science learning and teacher roles\n## Framework principles for TPCK development","[{\"question\":\"What does Technological Pedagogical Content Knowledge (TPCK/TPCK) refer to in the study?\",\"answer\":\"It refers to teachers’ professional knowledge needed to integrate technology in education and connect technology, pedagogy, and content effectively.\"},{\"question\":\"How was the in-service science teacher education course designed and assessed?\",\"answer\":\"The study used a design-based approach and collected data via interviews, questionnaires, participant observation, and analysis of in-service science teachers’ professional portfolios.\"},{\"question\":\"What is the reported role of combining technology with a Research Teaching Perspective (RTP)?\",\"answer\":\"Integrating technology with an RTP is presented as a way to develop innovative science lessons for students.\"}]","Technological Development - Integrating Technology with a Research Teaching Perspective | PDF",1792091470]