Differentiation between TPACK level in junior and senior pre-service teacher to design science lesson

Abstract

Technological development provides enormous opportunities for efficient and active learning. Advance in technology-based learning should be inline with the ability of teachers to teach science using technology. Preservice teachers should be equipped with an appropriate college curriculum. TPACK can be used to see the abilities of prospective science teachers. This study was examining different TPACK levels at junior and senior-level. This study involved a sample of students majoring in a bachelor's degree in science teacher program. The results of the questionnaire showed that junior-level students have higher TPACK than senior-level. Based on the results of a lesson plan analysis, junior-level students tend to use technology in the classroom. Students at the senior-level have been experienced in classroom teaching. However, classroom management and time management skills of maybe affects the TPACK level in junior and senior-level students.

Prospective Elementary Science Teacher in Developing Lesson Plan through Integration of STEM-Based TPACK

“…Students' ability to plan learning can be seen in the results of an analysis of lesson plans collected by implementing various learning models and the use of technology in learning. Prospective teachers must keep abreast of technological developments that have a great opportunity to support active and efficient learning (Terra, Ridlo, Indrawati, & Hidayah, 2020) as well as being able to facilitate students to improve students' cognitive for example through website-based integrative thematic multimedia (F. Nugroho & Iqbal Arrosyad, 2020). Implementation and integration of learning through STEM-integrated TPACK to determine learning planning abilities from the results of student self-reports and questionnaires can be seen in Figure 5 below: The lesson plans prepared by prospective science teachers attached to Figure 6 above are lesson plans that have implemented TPACK.…”

Designing A Science Lesson: Developing Pre-service Teachers' Lesson Planning Skills Based on Real-life Context-based Approach

“…Thus, it was thought that the professional development of pre-service teacher can be strengthened and that teachers who are better equipped in science teaching will make significant contributions to future learning environments (Hafiz et. al., 2021;Terra et. al., 2020).…”

“…This view, which sees teaching as a clinical practice profession, attaches more importance to practical activities than theoretical knowledge. Pre-service teachers should be equipped with an appropriate academics curriculum and developed a policy for effective lesson plans (Hafiz et al, 2021;Terra et al, 2020). It is seen in the literature that science and primary teachers experience uncertainty about how they will contribute to the learning of each child in science teaching, and that they have practice-oriented problems, especially in gaining field-specific skills (Çelik & Avcı, 2018;Kanat, 2018;Kubat, 2015;Loxley et al, 2016;Tatar & Ceyhan, 2018).…”

TPACK Implementation on Energy Topic: Reading Comprehension and Feasibility of Teaching Material

“…In education, teachers play an essential role in the management and continuity of learning. One of the reasons for student's inability to understand science concepts is the difficulties experienced by some science teachers in teaching (Terra et al, 2020). From the results of several researchers (Schibechi et al, 2004), 40% -90% of student achievement is influenced by teachers' ability to carry out learning in class.…”

“…TPACK is essential to teach in teacher development programs (Terra et al, 2020;Castéra et al, 2020). Therefore, teacher preparation programs must focus on mastering and integrating subject matter and pedagogical and technological knowledge (Nuangchalerm, 2020).…”