scholarly journals Exploring the technical pedagogical and content knowledge (TPACK) of Taiwanese university physics instructors

2016 ◽  
Vol 32 (1) ◽  
Author(s):  
Syh-Jong Jang ◽  
Yahui Chang
Keyword(s):  
University Students ◽  
Content Knowledge ◽  
Science Teachers ◽  
Statistical Significance ◽  
Teaching Experience ◽  
University Physics ◽  
University Instructors ◽  
Science Instructors ◽  
The University ◽  
University Science

<p>University science teachers’ technological pedagogical and content knowledge (TPACK) is crucial for effective teaching. Although there has been a plethora of studies investigating pre-service and in-service teachers’ TPACK, few studies have examined university instructors’ TPACK and university students’ perceptions of instructors’ TPACK. The main purpose of this study was to examine the TPACK questionnaire differences between university students’ perceptions and instructors’ self-perceptions, and assess differences in university physics instructors’ TPACK according to gender, academic degrees and teaching experience in Taiwan. This study adopted and revised an instrument for measuring university students’ perceptions of science instructors’ TPACK. The sample was randomly selected from the physics instructors of universities in the northern, central, and southern regions of Taiwan. Exploratory factor analysis was conducted to examine the dimensions of the instrument. The results revealed that the TPACK questionnaire of university physics instructors’ views were different from the university students’ perceptions. University physics instructors’ results indicated statistical significance in overall TPACK according to teaching experience. The research implications of this study are provided along with suggestions.</p>

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 Attitudes of University Students towards STEM Approach

2020 ◽  
Vol 3 (1) ◽  
pp. 39
Author(s):  
Bahjat Hamid Altakahyneh ◽  
Mofeed Abumusa
Keyword(s):  
Problem Solving ◽  
University Students ◽  
Student Attitudes ◽  
Statistical Significance ◽  
Validity And Reliability ◽  
Knowledge And Skills ◽  
Science Technology ◽  
Engineering Mathematics ◽  
Collaboration And Communication ◽  
The University

The study aimed at investigating the attitudes of university students towards science, technology, engineering, mathematics (STEM) approach. The participants of the study consist of (60) students who were studying in bachelor and master degree, they trained in the center of training at the university, the participants acquiring the skills of STEM approach by using the WeDo2.0 application, they received knowledge and skills of STEM approach. The tool of the study was questionnaire which was validity and reliability verified. Results of the study showed that positive student attitudes toward using STEM approach Reached 86.4%. Each of the following scores is ranked as descending order: desire to apply strategy (87.4 %%), collaboration and communication (86.4%), thinking and problem solving (86%), motivation and problem solving (86%). There was no statistical significance difference between the variable type degree of study (master/bachelor) as well as the nature of employment in terms of whether the learner was either an employee or non-employee. In light of results of the study, researchers recommend using STEM approach in teaching courses in open learning systems.

scholarly journals Knowledge, Attitudes and Beliefs towards Electronic Cigarettes among University Students in Austria

2019 ◽  
Vol 29 (Supplement_4) ◽  
Author(s):  
P Paudyal ◽  
M Movia
Keyword(s):  
Smoking Cessation ◽  
General Population ◽  
University Students ◽  
Electronic Cigarettes ◽  
Statistical Significance ◽  
Current Smoker ◽  
Attitudes And Beliefs ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
The University

Abstract Background The popularity of e-cigarette is increasing recently, both as an alternative nicotine delivery tool or smoking cessation aid. Austria is a country with a high smoking prevalence; 28% of the population are current smoker and 21% have tried e-cigarettes at least once. In this current context, it is important to understand the opinion regarding e-cigarettes. Methods This cross-sectional survey examined the use, knowledge, attitudes and beliefs towards e-cigarettes among undergraduate students from Carinthia University of Applied Sciences in Austria. The anonymous questionnaire was handed out in 29 classrooms during compulsory lecturers, and completed questionnaire was returned to a provided box in the front of the classroom. Descriptive summary statistics was used to summarize the results using SPSS 24. Statistical significance was considered at p &lt; 0.05. Results A total of 528 students were approached and all returned the questionnaire giving a 100% completion rate. 83.7% were female and half (50.2%) were in the age group 20 and 24. 96.6% of students reported being aware of e-cigarettes and 32.4% mentioned trying e-cigarettes at least once. 71.2% reported of ever smoking tobacco. 53.8% disagreed that e-cigarettes are an effective way for smoking cessation and only 10.3% agreed recommending it to a friend or family for smoking cessation. 78.1% believed that e-cigarettes are harmful to the health of those who use them and 58.2% disagreed that the use of e-cigarettes should be prohibited on University Campus premises. Conclusions To our knowledge, this study is the first of its kind performed in Austria. Our study shows that self-reported ever use of e-cigarettes is 1.5 times higher among this population than among the general population in Austria. Majority of participants disagreed that e-cigarettes are an effective way for smoking cessation. There seems a gap in knowledge regarding the e-cigarette which needs to be addressed among the university students. Key messages In Austria, e-cigarettes use is 1.5 times higher among university students compared to the general population. Knowledge gap regarding e-cigarettes needs to be addressed among the university students.

scholarly journals A New Perspective on Pedagogical Content Knowledge: Intellectual and Emotional Characteristics of Science Teachers

2021 ◽  
Vol 72 ◽  
pp. 9-32
Author(s):  
Muharrem DURAN ◽  
Muhammet USAK ◽  
Ming-Yuan HSIEH ◽  
Harun UYGUN
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Science Teachers ◽  
Teaching Experience ◽  
Assessment Tools ◽  
Pedagogical Content ◽  
Face To Face ◽  
Acids And Bases ◽  
New Perspective ◽  
Intellectual Knowledge

The purpose of this study was to analyze the development of pedagogical content knowledge (PCK) of science teachers with different teaching experience on acids and bases and offer new domains of PCK which describe the relationship between PCK and emotional characteristics of teachers and their intellectual knowledge in science teaching. The research was carried out with the participation of six science teachers with different teaching experience. In the selection of participants, teaching the subject of acids and bases at least once, three and ten times, and being willing to participate in the study were the required criteria. Face to face interviews, videos and classroom observation forms, a pedagogical content knowledge form and academic follow-up forms are the assessment tools that were used in the study. It was found out that the teachers’ intellectual knowledge and positive emotional characteristics contributed to their pedagogical content knowledge. Teachers who were able to create effective learning environments with sufficient level of intellectual knowledge and positive emotional characteristics had more qualified pedagogical content knowledge. These properties had a significant role in students’ understanding.

scholarly journals Educational Attainment, Teaching Experience, Professional Development and Self-Efficacy as Predictors of Chemistry Content Knowledge: Implication for the Development of a National Promotion Examination

KIMIKA ◽  
2018 ◽  
Vol 29 (2) ◽  
pp. 7-22
Author(s):  
Jina Denise R. Galiza ◽  
Rhodora F. Nicdao ◽  
Armando Jr. M. Guidote
Keyword(s):  
Professional Development ◽  
Educational Attainment ◽  
Content Knowledge ◽  
Science Teachers ◽  
Self Efficacy ◽  
Teaching Experience ◽  
Chemistry Teaching ◽  
Secondary Chemistry ◽  
Chemistry Teachers ◽  
Teachers Professional Development

This study examined teachers’ content knowledge (CK) in chemistry and its relationship to teachers’ chemistry background, teaching experience, involvement in professional development and self-efficacy It was further investigated which variables predicted  the level of content knowledge (CK) of one hundred public secondary chemistry teachers. The data shows that the majority of science teachers have low level of CK in Chemistry. Teaching experience, professional development, chemistry background, and self-efficacy  were significantly related to the CK of teachers. Teachers' professional development and self-efficacy predicted the CK of teachers.

scholarly journals The opportunities and challenges for ICT in science education

2017 ◽  
Vol 5 (1) ◽  
pp. 12-22
Author(s):  
Vesna Ferk Savec
Keyword(s):  
Science Education ◽  
Content Knowledge ◽  
Science Teachers ◽  
Teaching Experience ◽  
Science Classrooms ◽  
Pedagogical Content ◽  
Service Training ◽  
E Learning ◽  
Learning Platforms

The article examines the opportunities and challenges for the use of ICT in science education in the light of science teachers’ Technological Pedagogical Content Knowledge (TPACK). Some of the variables that have been studied with regard to TPACK framework in science classrooms (such as teachers' self-efficacy, gender, teaching experience, teachers’ believes, etc.) are reviewed, also variations of TPACK framework specific for science education are elaborated. In conclusion some of the aspects of TPACK in science education that need to be addressed in future are indicated, e.g. the development of subject specific ICT-based resources and e-learning platforms; training to develop science teachers’ integrated skills for the implementation of ICT in their subject teaching; the importance of continuous encouraging of science teachers’ for their participation in in-service training related to the use of ICT; and the examination of the role of science teachers’ TPACK in developing of students’ 21st century trans-disciplinary skills.

scholarly journals Exploring the TPACK of Taiwanese secondary school science teachers using a new contextualized TPACK model

2013 ◽  
Vol 29 (4) ◽  
Author(s):  
Syh-Jong Jang ◽  
Meng-Fang Tsai
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Content Knowledge ◽  
Science Teachers ◽  
Teaching Experience ◽  
School Science ◽  
Influential Factors ◽  
Font Size ◽  
Secondary School Science ◽  
Technology Knowledge

<span style="font-family: 新細明體; font-size: small;"> </span><p>Technological pedagogical and content knowledge (TPACK) has been one of the steering theoretical concepts widely employed by researchers in order to examine and develop teachers' knowledge of integrating technology into teaching. Existing research on TPACK shows little about in-service secondary school science teachers' TPACK through a quantitative approach. The purposes of this study were to explore TPACK of secondary school science teachers using a new contextualized TPACK model. Associations between in-service teachers' TPACK and other factors were also examined. The TPACK questionnaire was mailed to secondary schools randomly selected across different parts of Taiwan, and return envelopes were provided for completed questionnaires. There were 1292 science teachers from secondary schools for factor analysis. An independent samples <em>t</em>-test was conducted when there were two groups (i.e., gender) to be compared for TPACK. ANOVA was conducted when there were more than two groups (i.e., science teaching experience) compared for TPACK. The results indicated that secondary science teachers' TPACK was statistically significant according to gender and teaching experience. With the consideration of other TPACK sub-components, male science teachers rated their technology knowledge significantly higher than did female teachers. Experienced science teachers tended to rate their content knowledge and pedagogical content knowledge in context (PCKCx) significantly higher than did novice science teachers. However, science teachers with less teaching experience tended to rate their technology knowledge and technological content knowledge in context (TPCKCx) significantly higher than did teachers with more teaching experience. The study shows how gender and teaching experience were influential factors for secondary school science teachers' TPACK. The research implications of this study are provided along with suggestions.</p><p class="MsoNormal" style="margin: 0cm 0cm 0pt; text-align: justify; text-justify: inter-ideograph;"> </p><span style="font-family: 新細明體; font-size: small;"> </span>

scholarly journals The Impact of COVID 19 on University Staff and Students from Iberoamerica: Online Learning and Teaching Experience

2021 ◽  
Vol 18 (11) ◽  
pp. 5820
Author(s):  
Mario Jojoa ◽  
Esther Lazaro ◽  
Begonya Garcia-Zapirain ◽  
Marino J. Gonzalez ◽  
Elena Urizar
Keyword(s):  
Quality Of Life ◽  
Mental Health ◽  
Online Learning ◽  
University Students ◽  
Teaching Experience ◽  
Anxiety And Depression ◽  
Professional Experience ◽  
University Staff ◽  
The University

(1) Background: The COVID-19 pandemic has created a great impact on mental health in society. Considering the little attention paid by scientific studies to either students or university staff during lockdown, the current study has two aims: (a) to analyze the evolution of mental health and (b) to identify predictors of educational/professional experience and online learning/teaching experience. (2) Methods: 1084 university students and 554 staff in total from four different countries (Spain, Colombia, Chile and Nicaragua) participated in the study, affiliated with nine different universities, four of them Spanish and one of which was online. We used an online survey known as LockedDown, which consists of 82 items, analyzed with classical multiple regression analyses and machine learning techniques. (3) Results: Stress level and feelings of anxiety and depression of students and staff either increased or remained over the weeks. A better online learning experience for university students was associated with the age, perception of the experience as beneficial and support of the university. (4) Conclusions: The study has shown evidence of the emotional impact and quality of life for both students and staff. For students, the evolution of feelings of anxiety and depression, as well as the support offered by the university affected the educational experience and online learning. For staff who experienced a positive professional experience, with access to services and products, the quality-of-life levels were maintained.

scholarly journals Assessing the role of socio-economic values on entrepreneurial intentions among university students in Cape Town

2017 ◽  
Vol 20 (1) ◽  
Author(s):  
Vivence Kalitanyi ◽  
Edwin Bbenkele
Keyword(s):  
University Students ◽  
Statistical Significance ◽  
Cape Town ◽  
Coefficient Alpha ◽  
Entrepreneurial Intentions ◽  
Economic Values ◽  
Multivariate Tests ◽  
Civil Society Organisations ◽  
The Government ◽  
The University

Background: This article presents the findings of an empirical fieldwork study conducted in Cape Town, South Africa.Aim: The aim of the study was to establish how socio-economic values (income, economic development, employment or unemployment in the university students’ direct environment) shape their entrepreneurial intentions.Setting and method: The study was built on Ajzen’ psychological model on entrepreneurial intentions, and used a semi-structured questionnaire to collect data from 274 entrepreneurship university students. Cronbach’s alpha was used to measure the reliability of the questionnaire, where six variables out of nine, had a coefficient alpha of more than 0.7, while the remaining three had a coefficient alpha of between 0.5 and 0.7. This instrument was assessed by both statisticians and academics who are experts in their fields to ensure its validity. Multivariate tests of statistical significance were conducted, where correlation and regression statistics were used to analyse the data.Results: Findings suggest that socio-economic factors have an impact in shaping entrepreneurial intentions of the university students.Conclusion: The study formulates the recommendations to the government, businesses, civil society organisations as well as the community within which students live.

scholarly journals Education for Active Citizenship of Saudian Girl

2019 ◽  
Vol 3 (6) ◽  
Author(s):  
Alia Omar Kamel Faraj
Keyword(s):  
University Students ◽  
Random Sample ◽  
Statistical Significance ◽  
Female Students ◽  
Point Of View ◽  
Active Citizenship ◽  
School Year ◽  
Descriptive Approach ◽  
The University

The Objective of the Current Research is to Clarify the Reality of the Practice of the Students of Prince Sattam bin Abdul Aziz University for Active Citizenship and Mechanisms for Activating it Among University Students; the Researcher Used the Descriptive Approach, The Tool Consisted of a Questionnaire Which Consisted of (59) Paragraphs Divided in to Three Axes, It Was Applied to a Random Sample of the Students of Prince Sattam University (200) Students in Scientific and Humanities Colleges, The Results of the Research Showed That the University of Prince Sattam bin Abdul Aziz Contribute Significantly to the Development of Active Citizenship of Students from Their Point of View, and that the Degree of Students Represent the University of Prince Sattam to the Dimensions of Active Citizenship Came all Significantly, The Results also Showed no Significant Differences to the Variable of Specialization from the Point of View of Female Students, While the Results Indicate That There are Differences of Statistical Significance Attributed to the Variable School Year, in Favor of the Fourth Year, the Research Ended With the Introduction of Measures to Activate the Role of the University in Promoting the Active Citizenship of the Saudi Girl.

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