scholarly journals Examining Pre-service Science Teachers’ Pedagogical Content Knowledge Through Lesson Study

2021 ◽  
Vol 18 (1) ◽  
pp. em2060
Author(s):  
Teresa Conceição ◽  
Mónica Baptista ◽  
João Pedro da Ponte
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Science Teachers ◽  
Lesson Study ◽  
Service Science ◽  
Pedagogical Content

scholarly journals In-Service Science Teachers’ Technological Pedagogical Content Knowledge Confidences and Views about Technology-Rich Environments

2011 ◽  
Vol 1 (4) ◽  
pp. 11-25
Author(s):  
Betül Timur ◽  
Mehmet Fatih Taşar
Keyword(s):  
Pedagogical Content Knowledge ◽  
Science Teaching ◽  
Content Knowledge ◽  
Science Teachers ◽  
Technological Pedagogical Content Knowledge ◽  
Service Science ◽  
Natural Phenomena ◽  
Pedagogical Content ◽  
Know How ◽  
School Laboratory

Today’s computers and related technologies have an important role in enabling visualisations of the workings of various scientific concepts, natural phenomena and mechanisms by creating technology-rich environments (TRE). TRE offer opportunities to science teachers in cases of natural phenomena that might be difficult or impossible to view, dangerous to conduct experiments about, impractical or too expensive to bring into the classroom, or too messy or time consuming to prepare in a school laboratory. However, science teaching cannot and should not be undertaken entirely by TRE. Science teachers need to know how tointegrate technology into science classrooms. Measuring science teachers’ confidence in technological pedagogical content knowledge (TPCK) and identifying their views about using TRE in science instruction is an important issue. The present study aims to address challenges faced by in-service science teachers when creating TRE and gives suggestions forsuccessful technology integration into science teaching. The data were gathered through a TPCK confidence survey and subsequent interviews. The results show that in-service science teachers have a low level of confidence in using technology during science teaching. The teachers surveyed stressed their need for professional development activities regardingthe effective and meaningful use of TRE in science teaching. 

scholarly journals Assessing the Technological Pedagogical Content Knowledge of Pre-Service Science Teachers at a South African University

2021 ◽  
Vol 17 (3) ◽  
pp. 123-136
Author(s):  
Umesh Ramnarain ◽  
Annesca Pieters ◽  
Hsin-Kai Wu
Keyword(s):  
Pedagogical Content Knowledge ◽  
South African ◽  
Content Knowledge ◽  
Science Teachers ◽  
Technological Pedagogical Content Knowledge ◽  
Service Science ◽  
Pedagogical Content ◽  
Proficiency Levels ◽  
Proficiency Level ◽  
Preservice Science Teachers

The purpose of this study was to investigate preservice science teachers' proficiency levels regarding their practical knowledge of technological pedagogical content knowledge (TPACK-P). A sample of 103 third- and fourth-year participants from a South African university were surveyed on their TPACK-P proficiency levels using a 17-item questionnaire developed by Yeh, Lin, Hsu, Wu, and Hwang. Rasch analysis was employed to analyse the data. The findings of the study showed that the great majority of preservice science teachers have a proficiency level of 3 for their knowledge on TPACK-P. A proficiency level of 3 demonstrates the infusive application, where the teacher makes use of ICTs to guide learners to self-explore and independently construct their science knowledge. These baseline findings could inform higher education institutions in reviewing their teacher development programmes for pre-service science teacher preparedness in harnessing the affordances of ICT in their teaching.

scholarly journals The relationship between technological pedagogical content knowledge (TPACK) self-efficacy belief levels and the usage of Web 2.0 applications of pre-service science teachers

2018 ◽  
Vol 10 (1) ◽  
pp. 70 ◽  
Author(s):  
Belgin Wright ◽  
Devrim Akgunduz
Keyword(s):  
Web 2.0 ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Science Teachers ◽  
Self Efficacy ◽  
Technological Pedagogical Content Knowledge ◽  
Service Science ◽  
Study Group ◽  
Pedagogical Content ◽  
Efficacy Belief

The purpose of this study is to determine the technological pedagogical content knowledge (TPACK) self-efficacy levels of pre-service science teachers with respect to variables in their use of Web 2.0 applications. A survey model has been conducted on a study group consisting of 344 final year pre-service science teachers at six different state universities in Turkey during the academic year of 2017–2018. The ‘personal information form’, the ‘Web 2.0 applications usage situation survey’ and the ‘TPACK self-efficacy belief scale’ were employed. Data obtained from the study group have been analysed with the ‘SPSS Statistics 23’ software, a t-test and the ANOVA test have been carried out, a Pearson correlation analysis and a Tamhane test has been conducted. The results show a significant relationship between TPACK self-efficacy belief levels and the variables involved in pre-service science teachers use of Web 2.0 applications.

scholarly journals Developing technological pedagogical content knowledge in pre-service science teachers: Support from blended learning

2012 ◽  
Vol 28 (8) ◽  
Author(s):  
Ghaida M. Alayyar ◽  
Petra Fisser ◽  
Joke Voogt
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Science Teachers ◽  
Technological Pedagogical Content Knowledge ◽  
Service Science ◽  
Design Data ◽  
Ict Skills ◽  
Pedagogical Content ◽  
Online Portal ◽  
Post Test

<span>The </span><em>Technological Pedagogical Content Knowledge</em><span> (TPACK) framework has been used to prepare pre-service science teachers at the Public Authority of Applied Education and Training in Kuwait for ICT integration in education. Pre-service teachers worked in teams to design an ICT solution for an authentic problem they faced during in-school training. Pre-service teachers were separated into two groups. The first group was coached by ICT, pedagogy, and content experts. The second group was offered a blended condition, by which they had access to an online portal with different tutorials and examples, with opportunities to meet with different experts whenever they wanted. Pre-test and post-test design data were collected for attitudes toward ICT, ICT skills, and TPACK. The findings show that the self-reported TPACK, the score of attitudes toward ICT, and ICT skills increased in both groups. However, the blended support condition reported a higher increase in the participants' technological knowledge (TK), technological pedagogical knowledge (TPK), their attitude toward ICT as a tool for instruction and productivity, and ICT enjoyment. This indicated that students perceived the blended condition for supporting design teams as a more desirable method for enhancing their development of TPACK.</span><br />

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