scholarly journals Pre-Service Science Teachers’ Perceptions of Their Pedagogical Knowledge and Pedagogical Content Knowledge

2021 ◽  
Vol 7 (4) ◽  
pp. 1263-1280
Author(s):  
Fulden Guler-Nalbantoglu ◽  
Meral Aksu
Keyword(s):  
Classroom Management ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Science Teachers ◽  
Science Curriculum ◽  
Pedagogical Knowledge ◽  
Service Science ◽  
Pedagogical Content ◽  
Teachers Perceptions ◽  
High Level

The purpose of the present study was to investigate pre-service science teachers’ perceptions of science teaching. To this end the participants’ perceptions of their pedagogical knowledge (PK) and pedagogical content knowledge (PCK) were examined. Furthermore, it was aimed to investigate how pre-service science teachers’ perceptions were differed according to their level of achievement regarding PK and PCK. 176 fourth year pre-service science teachers participated in the study. The design of the study was planned as a survey and three scales were given to the participants to collect data. The data obtained from the scales were analyzed using both descriptive and inferential statistics. The results of the study revealed that pre-service science teachers perceived themselves as competent in terms of both PK and PCK. When components of PK were examined, participants’ perceptions were high regarding classroom management, learners and learning, lesson planning and assessment. With respect to components of PCK, participants perceived that they had high level knowledge of science instructional strategies, knowledge of science learners, knowledge of science misconceptions, knowledge of science curriculum and knowledge of science assessment. Moreover, it was observed that level of achievement did not show any differences on pre-service science teachers’ perceptions of PK and PCK.

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 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.

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.

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