scholarly journals Effects of In Service Chemistry Teachers’ Technological Pedagogical Content Knowledge on Students’ Scientific Attitude and Literacy in Southwestern Nigerian Secondary Schools

2020 ◽  
Vol 1 (2) ◽  
pp. e02009
Author(s):  
Olubusayo Foluso Adebusuyi ◽  
Emmanuel Folorunso Bamidele ◽  
Adeola Samuel Adebusuyi
Keyword(s):  
Secondary Schools ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Technological Pedagogical Content Knowledge ◽  
Scientific Attitude ◽  
Chemistry Teachers ◽  
Pedagogical Content

scholarly journals Examining the validity of the technological pedagogical content knowledge (TPACK) framework for preservice chemistry teachers

2017 ◽  
Vol 33 (3) ◽  
Author(s):  
Feng Deng ◽  
Ching Sing Chai ◽  
Hyo-Jeong So ◽  
Yangyi Qian ◽  
Lingling Chen
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Epistemological Beliefs ◽  
Discriminant Validity ◽  
Lesson Plan ◽  
Technological Pedagogical Content Knowledge ◽  
Chemistry Teachers ◽  
Pedagogical Content ◽  
Convergent And Discriminant Validity ◽  
Survey Measure

While various quantitative measures for assessing teachers’ technological pedagogical content knowledge (TPACK) have developed rapidly, few studies to date have comprehensively validated the structure of TPACK through various criteria of validity especially for content specific areas. In this paper, we examined how the TPACK survey measure is aligned with the TPACK lesson plan measure and how they are related to the measure of epistemological beliefs about chemistry. The participants were 280 Chinese preservice chemistry teachers enrolled in a university in China. Both exploratory and confirmatory factory analyses were performed on the TPACK survey measure to help to establish validity, including considerations for convergent and discriminant validity. This was followed by the invariance test to examine factorial validity as related to gender. To establish the predictive validity of TPACK, the relationships among teachers’ epistemological beliefs, TPACK, and their capacity for planning technology-integrated lessons were also examined. Overall, the results showed that all four types of validity looked at in this study (i.e., convergent, discriminant, factorial, and predictive) were satisfactorily established. Implications for TPACK research and teacher education are also discussed.

Development of pre-service chemistry teachers’ technological pedagogical content knowledge

2018 ◽  
Vol 19 (1) ◽  
pp. 167-183 ◽  
Author(s):  
Ayla Cetin-Dindar ◽  
Yezdan Boz ◽  
Demet Yildiran Sonmez ◽  
Nilgun Demirci Celep
Keyword(s):  
Technology Integration ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Technological Pedagogical Content Knowledge ◽  
Alternative Conceptions ◽  
Significant Variable ◽  
Data Logging ◽  
Chemistry Teachers ◽  
Pedagogical Content ◽  
Material Development

In this study, a mixed-method design was employed to investigate pre-service chemistry teachers’ Technological Pedagogical Content Knowledge (TPACK) development. For effective technology integration in instruction, knowledge about technology is not enough; teachers should have different knowledge types which are content, pedagogical, and technological. The 17 pre-service chemistry teachers who enrolled in the Instructional Technology and Material Development course participated in the study for one semester. The purpose of this course was to learn how to integrate simulations, animations, instructional games, data-logging, virtual labs and virtual field trips into chemistry instruction considering factors such as chemistry subjects and students’ possible alternative conceptions or their previous chemistry knowledge. A survey and interviews were used to gather data on the pre-service chemistry teachers’ TPACK framework both before and after the semester. A mixed between-within subjects analysis of variance was conducted to examine the differences in the pre-service teachers’ TPACK at two time periods considering also the gender factor. For the qualitative data, deductive analysis based on existing codes and categories was applied. The quantitative and qualitative findings of this study revealed that the pre-service chemistry teachers’ TPACK improved partially on some components. In addition, based on these findings, gender was not found to be a significant variable in technology integration. For further development in the TPACK framework, more context related technology applications in a learning and teaching environment are needed.

scholarly journals Science teachers’ ICT use from a viewpoint of Technological Pedagogical Content Knowledge (TPCK)

2015 ◽  
Vol 3 (6) ◽  
pp. 783-799 ◽  
Author(s):  
Satu Helppolainen ◽  
Maija Aksela
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Science Teachers ◽  
Classroom Practice ◽  
Teaching And Learning ◽  
Technological Pedagogical Content Knowledge ◽  
Chemistry Teachers ◽  
Pedagogical Content ◽  
Service Training ◽  
Ict Training

In order to develop science teachers’ Technological Pedagogical Content Knowledge (TPCK), a better understanding of how teachers use ICT in classroom practice is needed. This paper examines Finnish chemistry teachers, knowledge, skills and beliefs on using ICT in education in comparison to other science teachers. The study shows that chemistry teachers have positive beliefs of using ICT and computers as a tool for teaching and learning. Teachers’ earlier training in the use of ICT had increased their beliefs towards using ICT. The study shows that, in general, teachers have a good basic ICT skills, but lack skills to integrate ICT into education, due to a lack of technological content knowledge (TCK) and technological pedagogical knowledge (TPK). The results show that teachers especially lack knowledge on subject-specific software, such as modelling software. The results suggest that chemistry teachers need more ICT-training from the viewpoint of TPK and TCK in order to help them get ideas and materials that can be directly applied to classroom practice, and to acquire experience to develop their own TPCK. The results give implications on how science teachers’ in-service training can be developed.

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