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亞洲大學校園美景

 
 
標題點 專 任 教 師
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專任教師


~中心專任教師~
姓名 :
張世忠
張世忠
職稱 :
專任教授
電話 :
04-2332-3456 轉 ( 6280 )
Email :
jang6812@asia.edu.tw
研究室 :
國際學院
學歷 :
美國德州大學奧斯汀分校博士
教授課目 :
教育與人生/科技應用與生活
研究專長 :
科學教育/PCK/TPACK
~查閱更多教師相關著作成果及資訊~
論文發表與著述 / 學術期刊論文
(1)Chen, Y.- H.& Jang, S.-J., & Chen, P. -J. (2015). (Corresponding author). Using wikis and collaborative learning for science teachers’ professional development. Journal of Computer Assisted Learning, 31(4), 330-344.(SSCI)
(2)Jang, S.-J. & Chen, Y.-H. (in press) (Corresponding author). Assessing university students’ perceptions of their physics instructors’ TPACK development in two contexts.British Journal of educational Technology.(SSCI)
(3)Chen, Y.- H. & Jang, S.-J. (2014).(Corresponding author) Interrelationship between stages of concern and Technological, Pedagogical, and Content Knowledge: A study on Taiwanese senior high school in-service Teachers. Computers in Human Behavior, 32, 79–91. (SSCI Journal)
(4)Chang, Y., Tsai, M.-F., & Jang, S.-J.(2014) (Corresponding author). Exploring ICT use and TPACK of secondary science teachers in two contexts. Journal of US-China Education Review, 4(5), 298-311.
(5)Jang, S.-J. & Tsai, M.-F (2013). Exploring the TPACK of Taiwanese secondary school science teachers using a new contextualized TPACK model. Australasian Journal of Educational Technology, 29(4), 566-580.  (SSCI Journal)
(6)Chen, H.-Y. & Jang, S.-J. (2013). (corresponding author) Exploring the reasons for using electronic books and the TPACK of Taiwanese elementary mathematics and science teachers. The Turkish Online Journal of Educational Technology, 12(2), 131-141.(SSCI Journal)
(7)Tsai, M.-F., & Chen, H.-Y. (2013). Development of PCK for novice and experienced university physics instructors: A case study. Teaching in Higher Education,18(1), 27-39. (SSCI Journal)
(8)Chen, K.- C. (2013)Development of an instrument to assess university students’ perceptions of their science instructors’ TPACK. Journal of Modern Education Review, 3(10), 771-783.
(9)Jang, S.-J. & Tsai, M.-F (2012). Reasons of using and not using interactive whiteboards:Perspectives of Taiwanese elementary school mathematics and science teachers.  Australasian Journal of Educational Technology28(8), 1451-1465. (SSCI Journal)
(10)Huang, R.-T.; Jang, S. J.; Machtmes, K. & Deggs, D. (2012). Investigating the roles of perceived playfulness, resistance to change, and self-management of learning in mobile English learning outcome. British Journal of Educational Technology43(6), 1004-1015.(SSCI Journal)
(11)Jang, S.-J. & Tsai, M.-F. (2012). Exploringthe TPACK of Taiwanese elementary mathematics and science teachers with respect to use of interactive whiteboards.Computers & Education, 59(2), 327-338.(SSCI Journal)
(12)Jang, S. J. (2011). Assessing college students’ perceptions of a case teacher’s pedagogical content knowledge using a newly developed instrument. Higher Education, 61(6), 663-678. (SSCI Journal)
(13)Jang, S.-J. (2011). Using a developed instrument to evaluate university students’ perceptions of six teachers’ PCK. Journal of US-China Education Review, 1, 31-43.
(14)Jang, S.-J. & Chen, K. C. (2010). From PCK to TPACK: Developing a transformative model for pre-service science teachers. Journal of Science Education and Technology, 19(6)553-564. (SSCI Journal) NSC 97-2511-S-033-003-MY2
(15)Jang, S.-J. (2010). Integrating the interactive whiteboard and peer coaching to develop the TPACK of secondary science teachers. Computers & Education, 55(4), 1744-1751. (SSCI Journal). NSC 96-2511-S-033-002-MY3
(16)Chen, K. C. & Jang, S.-J. (2010).(corresponding author) Motivation in online learning: Testing a model of self-determination theory. Computers in Human Behavior, 26, 741-752. (SSCI Journal)
(17)Jang, S.-J. (2010). The impact onincorporating collaborative concept-mapping with co-teaching techniques in elementary science classes. School Science and Mathematics, 110(2), 86-97.  (國科會比照TSSCI期刊)
(18)Chen, K. C., & Jang, S.-J., & Branch, R. M. (2010). Autonomy, affiliation, and ability: Relative salience of factors that influence online learner motivation and learning outcomes.Knowledge Management & E-Learning: An International Journal2(1), 20-30.(Scopus)
(19)Jang, S.-J. (2009). Exploration ofsecondary students’ creativity by integrating web-based technology into an innovative science curriculum. Computers & Education,52(1), 247-255. (SSCI Journal). NSC 96-2511-S-033-002-MY3
(20)Jang, S.-J. (2009). Developing in-service science teachers’ PCK through a peer coaching-based model. Journal of Education Research, 3(1), 87-108. NSC 97-2511-S-033-003-MY2
(21)Jang, S.-J., Guan, S. Y. & Hsieh, H.F. (2009). Developing an instrument for assessing college students’ perceptions of teachers’ pedagogical content knowledge. Procedia Social and Behavioral Sciences, 1 (1), 596–606.(Scopus)
(22)Jang, S.-J. (2008a). The effects of integrating technology, observation and writing into a teacher education method course.Computers & Education50(3), 853-865. (SSCI Journal). NSC 94-2511-S-033-002
(23)Jang, S.-J. (2008b). Innovations in science teacher education: Effects of integrating technology and team-teaching strategies.Computers & Education, 51(2), 646-659. (SSCI Journal). NSC 95-2511-S-033-002
(24)Jang, S.-J. (2007). A study of the students’ construction of science knowledge: Talk and writing in a collaborative group. Educational Research, 49(1), 65-81. (SSCI Journal).
(25)Jang, S.-J. (2006a). The effects of incorporating web assisted learning with team teaching in seventh-grade science classes.International Journal of Science Education. 28(6), 615-632. (SSCI Journal).  NSC 94-2511-S-033-002
(26)Jang, S.-J. (2006b). Research on the effects of team teaching upon two secondary school teachers. Educational Research, 48(2), 177-194. (SSCI Journal).  NSC 92-2511-S-033-001
(27)Chen, Y.Y., Jang, S. J., Wang, C. R., and Yang, H.D. (2005). Superconductivity in CeCo2 nanoparticles, Physica B, 359-361, 497-499。(SCI Journal)  NSC 93-2112-M-001-075
(28)張世忠、李俊毅、謝幸芬 (2013)。一個同儕教練為基礎之發展模式對國中科學教師PCK之影響:以「熱與溫度」單元為例。科學教育學刊,21(1), 1-24。(TSSCI) NSC 99-2511-S-033-001-MY3
(29)張世忠、蔡孟芳、陳鶴元 (2012)。國中科學教師的學科教學知識與科學教學導向之探討。科學教育學刊,20(5),413-433。(TSSCI)
(30)張世忠、羅慧英(2009)。協同教學對國中學生所知覺的科學教師PCK之影響。科學教育學刊,17(1),49-68。(TSSCI ).NSC 97-2511-S-033-003-MY2
(31)曾賢屹、張世忠(2009) (corresponding author)。整合網路與協同教學在國中自然與生活科技之行動研究。教育理論與實踐學刊,19,229-246。(TSSCI ) NSC 96-2511-S-033-002-MY3
(32)張世忠、管世應、謝幸芬(2009)。大學生知覺新進教師PCK之個案研究 。數理學科教學知能,1, 1-20。
(33)張世忠、謝幸芬(2008)。教育行動研究的反思理論與實踐原則,教育資料與研究,85,83-108。
研討會論文

(1)Jang, S.-J. (2015, January). Assessing university students’ perceptions of their science instructors’ TPACK development: A case study. 2015 Hawaii International Conference on Education. USA: Hawaii
(2)Jang, S.-J. (2015, April). Exploring university students’ perceptions of two physics instructors’ TPACK development.26th International Conference on College Teaching and Learning. Jacksonville, FL 
(3)Jang, S.-J. & Tsai, M.-F (2014, March).Exploring the TPACK of Taiwanese secondary school science teachers using a new contextualized TPACK model. 2014 NARST Annual International Conference in PittsburghPA.
(4)Jang, S.-J. , Tsai, M.-F & Chang, Y.-H. (2014, January). Exploring ICT use and TPACK of secondary science teachers in two contexts. 2014 Hawaii International Conference on Education. USA: Hawaii
(5)Jang, S.-J. & Tsai, M.-F (2014, January).Trends in TPACK research in science and mathematics. 2014 Hawaii International Conference on Education. USA: Hawaii
(6)Jang, S.-J. & Chen, H.-Y. (2013, April). Exploring the reasons for using electronic books and the TPACK of elementary science teachers. 2013 NARST Annual International Conference in Rio Grande, Puerto Rico.
(7)Jang, S.-J. & Tsai, M.-F (2013, April).Exploring the use of ICT tools and TPACK of Taiwanese middle science teachers. 2013 NARST Annual International Conference in Rio Grande, Puerto Rico.
(8)Jang, S.-J. & Tsai, M.-F (2013, April).The reasons of using or not using interactive whiteboards for elementary mathematics and science teachers in Taiwan. 2013 AERA Annual International Conference in San Francisco, California, U.S.A.
(9)Jang, S.-J. & Tsai, M.-F (2012, December).Exploring the ICT-TPACK of pre-service teachers’ development using a cognitive stimulation tool. 2012 Conference on Information Technology in Education in Hainan Island, China.
(10)Jang, S. J. (2012, March). Developing an instrument to examine the relationship between PCK and science teaching orientations. 2012 NARST Annual International Conference in Indianapolis, Indiana, U.S.A.
(11)Chen, K. C., & Jang, S. J. (2012, April). Taiwanese high school in-service teachers' stages of concern and their technological pedagogical content knowledge (TPACK). Paper to be presented at the 2012 ACAH International Convention, Osaka, Japan.
(12)Chen, K.-C. & Jang, S.  J. (2011,November). Pre-service teachers' stages of concern and their Technological Pedagogical Content Knowledge (TPACK), 2011 AECT International Convention in Jacksonville, Florida, U.S.A.
(13)Jang, S. J. (2011, April). Developing the TPACK of secondary science teachers using the interactive whiteboard and peer coaching. 2011 NARST Annual International Conference in Orlando, Florida, U.S.A.
(14)Jang, S. J. & Chen, K.-C (2010, December). Developing an Instrument for Assessing TPCK of College Science Teachers through Student Perception. 2010 Global Chinese Conference on Science Education, Institute of Education, Hong Kong
(15)Jang, S. J. (2010, March). Assessing university students’ perceptions of the Physics teacher’s PCK using a developed instrument. 2010 NARST AnnualInternational Conference in Philadelphia, PA,U.S.A.
(16)Jang, S. J. & Chen, K.-C (2010, March).From PCK to TPCK: Developing a transformative model of pre-service science teachers. 2010 NARST Annual International Conference in, Philadelphia, PA, U.S.A.
(17)Jang, S. J. (2009a, November).Development of a research-based model for enhancing PCK of secondary science teachers. In “Science Education: Shared Issues, Common Future” Conference.National Institute of Education, Singapore.
(18)Jang, S. J. (2009b, October). Developing the pedagogical content knowledge of preservice science teachers through a peer coaching model. First Biennial EASE Conference. Howard International House, Taipei.
(19)Chen, K.-C. & Jang, S.  J. (2009c,October). Autonomy, affiliation, and ability: Factors influencing online learner motivation and learning outcomes. 2009 TELearning Conference.  Academia Sinica, Taipei.
(20)Jang, S. J. (2009d, April). Developing technological pedagogical content knowledge of pre-service science teachers through a peer coaching model. 2009NARST Annual International Conference inGarden Grove, CA, U.S.A.
(21)Jang, S. J., Guan, S. Y. & Hsieh, H.F. (2009e, February). Developing an instrument for assessing college students’ perceptions of teachers’ pedagogical content knowledge. 2009 World Conference on Educational Sciences. Near East University, Cyprus.
(22)Jang, S. J. (2008, April). Developing an innovative model to enhance pedagogical content knowledge of pr-eservice science teachers. The 19th international conference of college teaching and learning in Jacksonville, Florida, U.S.A.
(23)Jang, S. J. (2007a, November). The impact on collaborative concept mapping in elementary science classes: A social constructivist approach. 2007 SSMA Annual Convention in Indianapolis, Indiana, U.S.A.
(24)Jang, S. J. (2007b, April). The effects ofintegrating technology and team teaching into a teacher education method course. The 18th international conference of college teaching and learning in Jacksonville, Florida, U.S.A.
(25)許綾娟、張世忠(2009)。兩位國小自然科教師學科教學知識發展與比較之個案研究,第二十五屆科學教育學術研討會及短篇論文彙編。台北:國立台灣師範大學。
(26)郭英彥、張世忠(2007) 。國小自然與生活科技領域實施合作學習之行動研究。第三屆「當前教育實務問題與研究趨勢」研討會論文集(PP.22-36)。中壢:中原大學。
(27)黃文杰、張世忠(2007)。資訊融入協同教學在國小四年級數學領域之行動研究。第三屆「當前教育實務問題與研究趨勢」研討會論文集(PP.39-54)。中壢:中原大學。
(28)賴美娟、張世忠(2006)。合作式概念構圖對於國小四年級學生自然科學習成效之研究。第二屆「當前教育實務問題與研究趨勢」研討會論文集。中壢:中原大學。
(29)馬嘉君、張世忠(2006)。非同步網路融入系統化教學設計在師資培育課程之研究。第二屆「當前教育實務問題與研究趨勢」研討會論文集。中壢:中原大學。
(30)黃仁政、張世忠(2013,五月)。高中生上網時間對運動狀況及體適能的影響。2013年「教育高階論壇」學術研討會。台南:國立台南大學
(31)林秀貞、張世忠(2012,12月) 探究式教學對國小自然科教師PCK之個案研究。2012第28屆科學教育國際研討,台北市。國立台北教育大學

專書與專書論文

(1)Jang, S.-J. & Tsai, M.-F. (2015, in press).Exploring the development of pre-service teachers’ ICT-TPACK using a cognitive stimulation tool. In E. Railean (Eds.).Handbook of Applied Learning Theory and Design in Modern Education. PA: IGI Publishers.
(2)Jang, S.-J. & Tsai, M.-F. (2014). Research trend in TPACK: Review studies in science and mathematics classrooms. In R. V. Nata (Ed.).Progress in Education (PP. 185-204). NY: Nova Science Publishers, Inc. ISBN: 978-1-63321-304-3
(3)Tsai, M.-F. & Jang, S.-J. (2013).(Corresponding author) A theoretical and methodological approach to examine young learners’ cognitive engagement in science learning. In M. S. Khine and I. Saleh (Eds.)Approaches and Strategies in Next Generation Science Learning (PP.64-83). PA: IGI Publishers.
(4)Jang, S.-J. (2012). From PCK to TPACK: Research and Development. NY: Nova SciencePublishers, 978-1-62081-146-7  Inc. NSC 99-2511-S-033-001-MY3
(5)Jang, S.-J. (2012). Developing a peer coaching model for enhancing the pedagogical content knowledge of preservice science teachers. In M. Kim and D. Tan (Eds.) Moving forward: Issues and Challenges in science Education research (PP.107-123). Springer Publishers.
(6)Jang, S.-J. (2012).Developing a technology-team teaching model to enhance the TPACK of pre-service science teachers. In S. Abramovich (Ed.). Computers in Education(PP.71-90). NY: Nova Science Publishers, Inc.
(7)Huang,R.-T & Jang, S.-J.(2012).(Corresponding author) Exploring the key factors that affect online learners’ intention to continue. In L. Qiuyun (Ed.) Advancement in Online Education: Exploring the Best Practices(PP.155-168). NY: Nova Science Publishers, Inc.
(8)Huang, R.-T. & Jang, S.-J. (2012).(Corresponding author) Understanding the effects of the university students’ interaction on online learning continuance intention. In J. Jia (Ed.) Educational stages and Interactive learning: From kindergarten to workplace training (PP.273-289). PA: IGI Publishers.
(9)Chen, K. C. & Jang, S. J. (2011).(Corresponding author) Self-determination theory: Implications for motivation in online learning. In C. F. MacTeer (Ed.) Distance Education (PP.127-148).  NY: Nova Science Publishers, Inc.
(10)Jang, S.-J. (2010). Using a transformative model of integrating technology and peer coaching to develop TPCK of pre-service science teachers. In M. V. Zuljan & J. Vogrinc (Eds.) Facilitating effective student learning through teacher research and innovation. (PP.121-150). Slovenia: University of Ljubljana.
(11)Jang, S.-J. (2009). Development of aresearch-based model for enhancing PCK ofsecondary science teachers. In A. Selkirk & M. Tichenor (Eds.) Teacher Education: Policy, Practice and Research (PP.189-212). NY: Nova Science Publishers, Inc. NSC 97-2511-S-033-003-MY2
(12)Jang, S.-J. (2009). PCK and Teaching Innovations.NY: Nova Science Publishers, Inc.978-1-60741-147-5  NSC 97-2511-S-033-003-MY2
(13)張世忠(2012)主編。數理學科教學知能(電子書第三冊)。台北:華藝數位股份公司
(14)張世忠(2010)。教學原理:統整與應用(第二版)。台北:五南圖書出版公司。
(15)張世忠(2010)主編。數理學科教學知能(電子書第二冊)。台北:華藝數位股份公司
(16)張世忠(2009)主編。數理學科教學知能(電子書第一冊)。台北:華藝數位股份公司
(17)張世忠(2009)。中小學數理教學理論與實務。台北:五南圖書出版公司。NSC 96-2511-S-033-002-MY3
(18)張世忠(2004)。師資培育與教學革新。台北:五南圖書出版公司。NSC 92-2511-S-033-001,  2004/9
(19)張世忠(2003)。建構取向教學:數學與科學。台北:五南圖書出版公司。NSC 92-2511-S-033-001,  2003/8
(20)張世忠(2002)。教學創新─應用與實例。台北:學富文化出版公司。NSC 91-2511-S-033-002,  2002/8
(21)張世忠(2001)。九年一貫課程與教學。台北:五南圖書出版公司。NSC 91-2511-S-033-002,  2001/9
(22)張世忠(2000a)。建構教學:理論與應用。台北:五南圖書出版公司。NSC 90-2511-S-033-002
(23)張世忠(1999)。教材教法之實踐:要領、方法、研究。台北:五南圖書出版公司。


 
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