Investigating pre-service science teachers’ perceived technological pedagogical content knowledge (TPACK) regarding genetics

Irmak, Meltem; Tüzün, Özgül Yılmaz

doi:10.1080/02635143.2018.1466778

Cited by 15 publications

(10 citation statements)

References 39 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Thus, the final instrument contained 25-items in six scales. The results of this research demonstrated that using PCK to refer to teachers' practical knowledge about practical work is reasonable (Van Driel et al, 2001;De Jong et al, 2002) and science teachers' perceived PCK about practical work can be effectively measured by self-reporting questionnaires, which is consistent with the existing literature (Irmak & Yilmaz Tüzün, 2019;Zelkowski et al, 2013).…”

Section: Discussionsupporting

confidence: 83%

“…Based on the literature discussed above, it was argued that determining science teachers' perceived PCK about practical work can provide valuable information on the development of teachers' PCK about practical work in teacher education programs. Moreover, referring to earlier studies, self-reporting questionnaires were used to assess perceived knowledge (Irmak & Yilmaz Tüzün, 2019;Zelkowski et al, 2013). Hence, this research aimed to develop a questionnaire to measure teachers' perceived PCK about practical work.…”

Section: Research Focusmentioning

confidence: 99%

See 1 more Smart Citation

Development and Validation of an Instrument to Measure Upper-Secondary School Science Teachers’ Perceived Practical Knowledge About Practical Work

Chen

Meng

et al. 2022

JBSE

View full text Add to dashboard Cite

Teachers’ practical knowledge is closely related to teaching practice. The purpose of this research was to develop an instrument for assessing upper-secondary school science teachers’ perceived practical knowledge about practical work. The development of this instrument was based on five components in the conceptual framework of PCK about practical work: orientations of practical work, knowledge of curriculum materials in practical work, knowledge of students in practical work, knowledge of educational strategies for practical work, and knowledge of assessment in practical work. After the questionnaire was developed, 636 Chinese upper-secondary school science teachers participated in this research voluntarily. The results from exploratory factor analysis, correlation analysis and confirmatory factor analysis provided sufficient evidence for the construct validity of instrument. The high Cronbach coefficient indicated that the instrument had good internal consistency reliability. Finally, an instrument with six factors and 25 items was documented. The instrument would benefit science teacher educators and researchers. Keywords: instrument validation, pedagogical content knowledge, perceived knowledge, practical work

show abstract

Section: Discussionsupporting

confidence: 83%

Section: Research Focusmentioning

confidence: 99%

Development and Validation of an Instrument to Measure Upper-Secondary School Science Teachers’ Perceived Practical Knowledge About Practical Work

Chen

Meng

et al. 2022

JBSE

View full text Add to dashboard Cite

show abstract

“…Research result [28], [3], [25], [4] Self-efficacy beliefs through social media, as a predictor of academics and based on gender Social media: frequency of use has a high correlation with self-efficacy at TK, TPK, and TPACK statistically (high correlation with r> 0.5) Predictors of student achievement: teacher TPACK level, student selfefficacy, academic, social, and emotional explained 12% of student academic achievement. Teacher's TPACK level has a higher impact on student academic achievement.…”

Section: Reference Results Indicatormentioning

confidence: 99%

“…However, knowledge of how to teach requires the ability to use the right methods for teaching and how the right strategies to teach content to students to make it more meaningful. Therefore, it is necessary to have professional knowledge of teachers about knowledge combined with the subject matter according to their fields by utilizing various technologies in teaching known as technological pedagogical content knowledge (TPACK) [3]. The TPACK framework combines pedagogical skills, content knowledge with technology.…”

Section: Introductionmentioning

confidence: 99%

“…When these domains are combined, it will produce slices that form knowledge technology content (TCK), pedagogical knowledge technology (TPK), pedagogical content (PCK), and TPACK across the three knowledge edge domains [5]. The TPACK framework has been used frequently in the past decades in both the pre-service and occupational teacher knowledge studies [3].…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Integrated of Technological Pedagogical and Content Knowledge (TPACK) for Pre-Service Science Teachers: Literature Review

Nurhidayah¹,

Suyanto²

2021

Advances in Social Science, Education and Humanities Research

View full text Add to dashboard Cite

Teachers in the 21st century are like today at a very rapid technological development. Teachers not only have to master understanding the content of the subject matter but also need skills in using and operating technology in learning. So that we need teachers who can integrate content and pedagogical skills with technology. The TPACK was created as the knowledge that teachers generate simultaneously and are interdependent on content, general pedagogy, technology, and learning context. This study is a literature review on the integration of the technological abilities of pedagogical content knowledge (TPACK) in pre-service science teachers by analyzing journals with the aim of 1) investigating the distribution of journals, 2) investigating the types of journal research in a percentage of %, 3) investigating data collection methods in the journal as a percentage of %, 4) TPACK sub-dimension which is integrated with technology, and 5) the results of research related to pre-service science teacher TPACK, the analysis was carried out on 10 journals. The results of 1) the largest distribution of journals in 2016-2020 the percentage was 80%, 2) the type of research was dominated by quantitative research by 40%, 3) methods data collection for the whole journal using a questionnaire (survey), 4) sub-dimensions of the TPACK framework that integrates with technology, namely TK, TPK, and TCK, 5) technology integration is not influenced by gender differences and will increase through courses or training.

show abstract

Professional development for STEM educators: A bibliometric analysis of the recent progress

Ahmed

Zhang

et al. 2023

Review of Education

View full text Add to dashboard Cite

STEM teacher professional development (STEM‐TPD) has become a hot topic of educational research. To evaluate the main characteristics, status and trends of this educational field and to provide new insights for future studies, this review applies a bibliometric analysis of relevant publications. The Web of Science (WoS) core collection database was used as the source of bibliographic data for the period 2011–2021; specifically, 776 articles published in 232 journals were selected for this review. The bibliometric analysis was then carried out using Bibliometrix and VOSviewer to explore trends and patterns in the STEM‐TDP literature. It is essential to note that the analysis does not account for the quality of the selected studies. However, it presents the results using various perspectives such as citation, co‐citation, spatial and lexical networks based on frequencies, network analysis and descriptive patterns. The findings show that the number of relevant publications has grown significantly in recent years, in particular from 2015 to 2021. The findings, based on citation metrics, highlight the most influential authors, institutions and journals in the area. Authors from different countries have contributed to this research area, but there is a low volume of international collaboration among them. The analysis also reveals the dynamic changes in trends, keywords and themes in this research area. The review concludes with some recommendations for future research, and the suggested implications may also benefit other stakeholders in STEM education.

show abstract

Investigating pre-service science teachers’ perceived technological pedagogical content knowledge (TPACK) regarding genetics

Cited by 15 publications

References 39 publications

Development and Validation of an Instrument to Measure Upper-Secondary School Science Teachers’ Perceived Practical Knowledge About Practical Work

Development and Validation of an Instrument to Measure Upper-Secondary School Science Teachers’ Perceived Practical Knowledge About Practical Work

Integrated of Technological Pedagogical and Content Knowledge (TPACK) for Pre-Service Science Teachers: Literature Review

Professional development for STEM educators: A bibliometric analysis of the recent progress

Contact Info

Product

Resources

About