scholarly journals difference between reality and desirability in science teachers’ pedagogical content knowledge as perceived by their students

2020 ◽  
Vol 15 (5) ◽  
pp. 1011-1029
Author(s):  
Abdullah Ambusaidi Ambusaidi ◽  
Fatemah Al-Hajri ◽  
Maryam Al Mahrooqi
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Science Teachers ◽  
Teaching And Learning ◽  
Role Playing ◽  
Project Based Learning ◽  
Pedagogical Content ◽  
Inquiry Based Learning ◽  
Study Results ◽  
Level Of Agreement

The aim of the study is to  investigate Omani science teachers’ pedagogical content knowledge (PCK) from the perceptions of their students. A questionnaire with two versions consisting of 16 main items was used to assess these perceptions. In addition, a focus group interview was conducted to other participants. The questionnaire was administered to 1,400 Omani 10th grade students using a convenient method of sampling. The findings indicated that the level of agreement between what teachers practiced in reality and what their students preferred, overall, is very good. From the study results, there are two major issues in the PCK of Omani science teachers: one is related to traditionalism, abstraction and centrality of examination in science teaching and the other one is students' passiveness during the learning process. The study recommended more use of student-centred teaching and learning methods such as project-based learning, inquiry-based learning, problem solving and role-playing.   Keywords: Science teachers, PCK, perceptions, reality, desirability;

scholarly journals Effectiveness of TIMSS Requirements-based Professional Learning Community in Developing Pedagogical Content Knowledge among Science Teachers

2020 ◽  
Vol 10 (2) ◽  
pp. 24
Author(s):  
Eman M. ALRwaythi ◽  
Reem T. AL-Otaibi
Keyword(s):  
Pedagogical Content Knowledge ◽  
Learning Community ◽  
Professional Learning Community ◽  
Content Knowledge ◽  
Science Teachers ◽  
Professional Learning ◽  
Pedagogical Content ◽  
Self Reflection ◽  
Study Results ◽  
Quasi Experimental

The current study aims to build a Professional Learning Community (PLC) based on the requirements of the Trends in International Mathematics and Science Study (TIMSS) and to develop Pedagogical Content Knowledge (PCK) among female Science teachers of middle school. The quasi-experimental approach was adopted and applied to a sample of (20) female Science teachers selected from middle schools in Riyadh, Saudi Arabia. The PCK scale, PLC focus groups, and self-reflection sessions were utilized. The study results demonstrated that the PLC based on TIMSS requirements is effective in the development of PCK among participants. It helped improve their abilities to reflect on the teaching methods and techniques they employ and to focus on and identify their professional development needs. PLC sessions met some of these needs, including training on designing reflective activities, composing good descriptive questions appropriate to TIMSS learning levels, as well as creating and applying effective PLCs. The study recommends creating PLCs within schools and educational districts and encouraging self-refection and collaborative learning among Science teachers.

scholarly journals Science teachers’ ICT use from a viewpoint of Technological Pedagogical Content Knowledge (TPCK)

2015 ◽  
Vol 3 (6) ◽  
pp. 783-799 ◽  
Author(s):  
Satu Helppolainen ◽  
Maija Aksela
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Science Teachers ◽  
Classroom Practice ◽  
Teaching And Learning ◽  
Technological Pedagogical Content Knowledge ◽  
Chemistry Teachers ◽  
Pedagogical Content ◽  
Service Training ◽  
Ict Training

In order to develop science teachers’ Technological Pedagogical Content Knowledge (TPCK), a better understanding of how teachers use ICT in classroom practice is needed. This paper examines Finnish chemistry teachers, knowledge, skills and beliefs on using ICT in education in comparison to other science teachers. The study shows that chemistry teachers have positive beliefs of using ICT and computers as a tool for teaching and learning. Teachers’ earlier training in the use of ICT had increased their beliefs towards using ICT. The study shows that, in general, teachers have a good basic ICT skills, but lack skills to integrate ICT into education, due to a lack of technological content knowledge (TCK) and technological pedagogical knowledge (TPK). The results show that teachers especially lack knowledge on subject-specific software, such as modelling software. The results suggest that chemistry teachers need more ICT-training from the viewpoint of TPK and TCK in order to help them get ideas and materials that can be directly applied to classroom practice, and to acquire experience to develop their own TPCK. The results give implications on how science teachers’ in-service training can be developed.

Primary Science Teachers’ Perceptions of Technological Pedagogical and Content Knowledge (TPACK) In Malaysia

2016 ◽  
Vol 6 (2) ◽  
pp. 167 ◽  
Author(s):  
Mohammed Yousef Mai ◽  
Mahizer Hamzah
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Science Teachers ◽  
Technological Knowledge ◽  
Pedagogical Knowledge ◽  
Information And Communications Technology ◽  
Primary Science ◽  
Pedagogical Content ◽  
Technology Application ◽  
Teachers Perceptions

The integration of Information and Communications Technology (ICT) in classrooms has been a challenge for the educational systems that aim to cope with the needs and the demands of the 21st century. The TPACK framework represents the knowledge needed by teachers bringing together content knowledge, technological knowledge and pedagogical knowledge with the aim of integrating ICTs into teaching-learning processes. The aim of this study is to determine the primary science teachers’ perceptions of technological pedagogical content knowledge (TPACK) addressing teachers’ perceptions of the affordances of technology application in instruction. A total of 133 prımary science teachers in Malaysia were surveyed (Female= 67, Male= 66). Data were collected through “Technological Pedagogical and Content Knowledge” (TPACK) scale. The questionnaire consisted of 47 questions about TPACK and is based on the survey instrument developed by Schmidt et al. (2009). TPACK involving the seven factors of technological knowledge (TK), pedagogical knowledge (PK), content knowledge (CK), technological content knowledge (TCK), technological pedagogical knowledge (TPK), pedagogical content knowledge (PCK), as well as synthesized knowledge of technology, pedagogy, and content (TPC). The findings indicate that primary science teachers perceive higher self-confidence in pedagogical knowledge in general. Further, no differences between science teachers’ perceptions according to thier gender, while there are diferences between the teachers perceptions of PK, CK, and PCK accordıng to their age

scholarly journals Employing Technological Pedagogical Content Knowledge (TPACK) Skill Among Teachers in Preparing Online School Assessment for Home-Based Learning

2021 ◽  
Vol 4 (2) ◽  
Author(s):  
Muhammad Sabri Bin Sahrir ◽  
Abdul Razif Zaini ◽  
Yaakob Hassan ◽  
Zulkefli Hamat ◽  
Taufik Ismail
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Technological Pedagogical Content Knowledge ◽  
Online Assessment ◽  
School Teachers ◽  
Learning Session ◽  
Pedagogical Content ◽  
Essential Components

The Technological Pedagogical Content Knowledge (TPACK) framework is crucial for every educators and teachers when dealing with teaching and learning by using technology. There are three essential components of TPACK which have to be fully mastered in order to conduct any teaching and learning session via whatever technological means and platforms, especially in the current situation of COVID-19 pandemic which requires the teacher to adapt with suitable teaching and learning remote strategies including online assessment. This study is conducted to investigate the level of technological pedagogical content knowledge (TPACK) skill among Arabic school teachers in preparing online assessment for remote teaching and learning prior to a training workshop organized by the Malaysian branch of Islamic World Educational, Scientific and Cultural Organization, ICESCO-KUIS and Islamic Education Unit, Ministry of Education, Malaysia. The main author has been conducting the TPACK training module among 56 Arabic school teachers in Johor, Malaysia on 5-6 October, 2020 from selected all districts, while only 40 of them responded to the survey after the workshop via Google Form. Moreover, all participants were responding concurrently to the open-ended survey during the workshop via Mentimeter.com. This research instruments were investigating the teachers’ knowledge about three essential components of TPACK, which include technology, content, and pedagogy as well their suggestions and feedbacks towards employing online assessment and effectiveness of conducted workshop. The findings are expected in contributing towards the understanding of the teacher’s level of knowledge in technology, pedagogy, and content among Arabic school teachers in Malaysia especially for online teaching and assessment. The study may also beneficial to other similar settings where the technology has not been effectively utilized by teachers in schools.

scholarly journals Technological Pedagogical Content Knowledge (TPACK) and the Teaching of Science: Determiners for Professional Development

2021 ◽  
Vol 39 (1) ◽  
Author(s):  
Fitri Suraya Mohamad
Keyword(s):  
Professional Development ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Science Teachers ◽  
Teaching Experience ◽  
Technological Pedagogical Content Knowledge ◽  
Pedagogical Knowledge ◽  
Science Content ◽  
Extensive Experience ◽  
Pedagogical Content

The study investigates how Science teachers articulate their self-confidence in teaching Science with technology. Technological Pedagogical Content Knowledge (TPACK) is used as the primary tool to describe their practice. Using a quantitative approach, with an initial survey of 408 science teachers from 59 secondary schools in a state in East Malaysia, descriptive and inferential statistics were conducted to assess science teachers’ level of TPACK and discriminate differences between perceptions on TPACK related to their teaching experience. Findings revealed that the level of Content Knowledge (CK), Pedagogical Knowledge (PK), Technological Knowledge (TK) and Pedagogical Content Knowledge (PCK) are high, in comparison to their Technological Content Knowledge (TCK), Technological Pedagogical Knowledge (TPK) and Technological Pedagogical Content Knowledge (TPACK) which were recorded at a moderate level. The study also found how teachers with more extensive experience teaching reported higher confidence with their CK, PK and PCK. Novice teachers indicated slightly higher confidence in their TK. The study provides a set of determiners for professional development opportunities for Sarawak Science teachers to upskill their knowledge to integrate science content, pedagogy, and technology.

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