Improving Students' Tpack Through Learning Labs: The Implementation of Ichemlab and Steam Makerspace

Lukas, Sarah; Müller, Wolfgang; Huwer, Johannes; Drüke-Noe, Christina; Koppel, Ilka; Rebholz, Sandra; Stratmann, Jörg; Theilmann, Florian; Weitzel, Holger

doi:10.21125/edulearn.2019.1611

Cited by 6 publications

(7 citation statements)

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“…Dozens of research publications show examples of how 3DMV and data processing tools have been integrated into chemistry curriculums worldwide. The possibilities and challenges that they offer for science education have also been studied extensively (Pfennig and Frock, 1999;Mahaffy, 2004;Jones, et al, 2005;Ramos and Fernandes, 2005;Xie and Tinker, 2006;Geldenhuys, et al, 2007;Burkholder, et al, 2008;José and Williamson, 2008;Toplis, 2008;Angeli and Valanides, 2009;Tofan, 2009;Venkataraman, 2009;Abraham, et al, 2010;Tuvi-Arad and Blonder, 2010;Battle, et al, 2011;Evans and Moore, 2011;Kang and Kang, 2011;Kim, et al, 2011;Linenberger, et al, 2011;Milner-Bolotin, 2012;Ruddick, et al, 2012;Wedler, et al, 2012;Avramiotis and Tsaparlis, 2013;Krause, et al, 2013;Ziegler, 2013;Al-Balushi and Al-Hajri, 2014;Ochterski, 2014;Springer, 2014;Lukas, et al, 2019). 3DMV tools and animations improve conceptual understanding and spatial abilities of students.…”

Section: Introductionmentioning

confidence: 99%

Developing technological pedagogical science knowledge through educational computational chemistry: a case study of pre-service chemistry teachers’ perceptions

Rodríguez-Becerra

Cáceres-Jensen

Díaz

et al. 2020

Chem. Educ. Res. Pract.

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The purpose of this descriptive case study was to develop pre-service chemistry teachers’ Technological Pedagogical Science Knowledge (TPASK) through novel computational chemistry modules. The study consisted of two phases starting with designing a computational chemistry based learning environment followed by a case study where students’ perceptions towards educational computational chemistry were explored. First, we designed an authentic research-based chemistry learning module that supported problem-based learning through the utilisation of computational chemistry methods suitable for pre-service chemistry education. The objective of the learning module was to promote learning of specific chemistry knowledge and development of scientific skills. Systematic design decisions were made through the TPASK framework. The learning module was designed for a third-year physical chemistry course taken by pre-service chemistry teachers in Chile. After the design phase, the learning module was implemented in a course, and students’ perceptions were gathered using semi-structured group interviews. The sample consisted of 22 pre-service chemistry teachers. Data were analysed through qualitative content analysis using the same TPASK framework employed in the learning module design. Based on our findings, pre-service chemistry teachers first acquired Technological Scientific Knowledge (TSK) and then developed some elements of their TPASK. Besides, they highly appreciated the combination of student-centred problem-based learning and the use of computational chemistry tools. Students felt the educational computational learning environment supported their own knowledge acquisition and expressed an interest in applying similar learning environments in their future teaching careers. This case study demonstrates that learning through authentic real-world problems using educational computational methods offers great potential in supporting pre-service teachers’ instruction in the science of chemistry and pedagogy. For further research in the TPASK framework, we propose there would be significant benefit from developing new learning environments of this nature and evaluating their utility in pre-service and in-service chemistry teacher's education.

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Section: Introductionmentioning

confidence: 99%

Developing technological pedagogical science knowledge through educational computational chemistry: a case study of pre-service chemistry teachers’ perceptions

Rodríguez-Becerra

Cáceres-Jensen

Díaz

et al. 2020

Chem. Educ. Res. Pract.

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“…The project specifications combined classic and agile elements of project management focusing on the iterative design process with several cycles in which the steps of making, analysing and reflecting constantly alternate (Max et al, 2021). The university's pedagogical makerspace is equipped with analogue and digital devices and software (cameras, green screens, audio recording systems, iPads, lighting, recording stations, computers with editing software for audio stories, podcasts and videos, a 3D scanner and printer, cutting plotter) (Lukas et al, 2019). The work with the diverse hardware and software is supported by digital user guides with numerous tutorials.…”

Section: Methodsmentioning

confidence: 99%

The pedagogical makerspace: Learning opportunity and challenge for prospective teachers' growth of TPACK

Max

Lukas

Weitzel

2023

Brit J Educational Tech

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The aim of this study was (1) to describe challenges prospective teachers perceive during project work in a pedagogical makerspace and coping strategies they develop to deal with the challenges, (2) to analyse the development of prospective teachers' TPACK and attitudes towards the use of ICT in class. Challenges regarding project work and coping strategies were recorded via semi‐structured interviews and evaluated by qualitative content analysis. TPACK and prospective teachers' attitudes towards the usefulness of digital technologies, technology acceptance, intrinsic motivation, self‐efficacy, intentions to use digital media and constructivist understanding of teaching were assessed via questionnaire. The sample consists of German prospective teachers (N = 145). The results show an increase in TPACK, technology acceptance, intention to use digital media and motivation over the course of the project. TPACK before the intervention was the only variable that predicted TPACK after the intervention. The prospective teachers report numerous challenges during their projects, which can be attributed to the framework, teamwork, and taskwork levels, as well as the individual TPACK. Coping strategies were mainly found on the taskwork level, for example by adjusting goals, creating subtasks and organising regular feedback meetings for self‐monitoring. Practitioner notesWhat is already known about this topic The opportunities for using ICT in schools are developing rapidly, and with them, the demands on teachers' skills (TPACK). The promotion of TPACK competencies in a holistic, multi‐layered, and practice‐oriented manner has to be learned over a longer period of time combining theoretical explanations with practical activities. Making appears to be a suitable activity to foster TPACK, and a makerspace was described as an ideal learning environment to follow constructivist learning, but it has not yet been empirically tested. What this paper adds The presentation of an innovative approach for prospective teachers to teach TPACK problem‐ and project‐based in a pedagogical makerspace. Empirical data of a large sample size in a field that has not yet been sufficiently empirically researched. A model‐based analysis of the challenges of project work in a university pedagogical makerspace regarding preservice teachers and their coping strategies. Examination of the suitability of project‐based work in the pedagogical makerspace for teaching TPACK and relevant attitudes. Further insights about learning processes and influencing factors in a university pedagogical makerspace with respect to promoting TPACK. Implications for practice A pedagogical makerspace is a suitable learning environment to foster TPACK and attitudes towards the use of ICT in school. TPACK development depends on TPACK before working in a makerspace. Challenges and coping strategies while working in a pedagogical makerspace can be assigned to four levels. The assignment of challenges and coping strategies to those levels supports lecturers in developing the necessary support structures. Support structures should include at least basic knowledge about the organisation of projects. Agile project elements prove helpful for product development in the makerspace.

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“…However, the successful use of educational technology is highly dependent on efficacy and positive selfconfidence [8]. Future citizen media literacy standards have been proposed, and related elements are being integrated into school curricula worldwide [12]. The technology used can be developed to suit the characteristics of students [7].…”

Section: Technological Pedagogical Knowledge (Tpk)mentioning

confidence: 99%

“…Future community technology literacy standards have been proposed, and related elements are being integrated into school curricula worldwide. As a result, teachers must possess appropriate technological literacy and adequate pedagogical competencies to teach students the necessary knowledge and skills [12].…”

Section: Introductionmentioning

confidence: 99%

Chemistry Teachers' TPACK Competence: Teacher Perception and Lesson Plan Analysis

Hayati

Kadarohman

Sopandi

et al. 2022

TSSJ

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This descriptive study aims to describe chemistry teachers' Technological Pedagogical Content Knowledge (TPACK) competence based on teacher perception and lesson plan analysis. Chemistry teachers' perceptions were obtained through the TPACK questionnaire, which was developed based on components in the TPACK framework. Meanwhile, the lesson plan analysis is carried out through a rubric developed based on the TPACK indicator for the lesson plan. The respondent was 86 chemistry teachers who teach in one Indonesian province. Sampling for the analysis of teacher perceptions was carried out through purposive sampling, and the sample lesson plans were selected from several respondents who filled out the TPACK questionnaire. Both data sets were analyzed descriptively. The results of the TPACK perception analysis of chemistry teachers on the components of TK, PK, and PCK show that they have sufficient ability. These results align with the analysis of the lesson plans they made, which are in the good category. In the CK and TPK components, chemistry teachers' perception shows they have sufficient ability. It is not in line with the results of the analysis of lesson plans which are in the poor category. In TCK component, chemistry teachers' perception shows they have less ability. These results are quite in line with the analysis of lesson plans which are in the very poor category. Finally, the results of the analysis on TPACK component show that chemistry teachers are unsure or doubtful about their abilities, while the results of the analysis of lesson plans are in the very poor category.

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Improving Students' Tpack Through Learning Labs: The Implementation of Ichemlab and Steam Makerspace

Cited by 6 publications

References 0 publications

Developing technological pedagogical science knowledge through educational computational chemistry: a case study of pre-service chemistry teachers’ perceptions

Developing technological pedagogical science knowledge through educational computational chemistry: a case study of pre-service chemistry teachers’ perceptions

The pedagogical makerspace: Learning opportunity and challenge for prospective teachers' growth of TPACK

Chemistry Teachers' TPACK Competence: Teacher Perception and Lesson Plan Analysis

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