Application of Programming Curriculum for Pre-service Science Teacher and Examination of their Perceptions about Programming

Mun, Kongju; Jiyeong, Mun; 김세미,; Kim, Sung-Won

doi:10.22251/jlcci.2016.16.10.825

Cited by 1 publication

(1 citation statement)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Moreover, Noh and Paik (2015) confirmed the improvement of students'scientific inquiry ability by introducing programming in a high school science class [20]. Mun, Mun, Kim, and Kim (2016) analyzed the attitude and perception changes that occurred when science learning programming and physical computing were introduced in a high school class [21]. These studies confirmed that various abilities were improved when programming was introduced in various subjects.…”

Section: The Tpack-p Educational Programmentioning

confidence: 94%

The Effects of the TPACK-P Educational Program on Teachersâ€™ TPACK: Programming as a Technological Tool

Kim¹,

Lee²

2018

IJET

View full text Add to dashboard Cite

Background/Objectives: This study examined the effects of introducing programming as a technological tool for teachers’ Technological Pedagogical Content Knowledge (TPACK) development.Methods/Statistical Analysis: Thirty-two teachers were divided into two groups, completing different types of TPACK educational programs. The control group’s TPACK training program was based on information and communication technology (ICT), while that of the experimental group was based on programming. To verify the effectiveness of the TPACK training program, tests were administered before and after the educational program. A statistical analysis of questionnaire results also investigated changes resulting from TPACK.Findings: Both the control and experimental groups showed statistically significant improvements in the post-test compared with the pre-test. However, in the detailed areas of TPACK by group, the improvements in the two groups differed. Unlike the control group, the experimental group showed a statistically significant improvement in the knowledge related to technology. This result illustrated that programming is effective in solving the problem of integrating technology into the classroom. In contrast, there was no significant difference in the post-test, as this was applied in the short term. However, programming has been shown to affect Technological Pedagogical Knowledge (TPK), Technological Content Knowledge (TCK), and TPACK. In summary, the results showed that a TPACK educational program based on programming is effective for teachers’ TPACK development. Keywords: TPACK, In-service teacher, Programming, TPACK-P, Educational program

show abstract

Section: The Tpack-p Educational Programmentioning

confidence: 94%