scholarly journals An Exploratory Analysis of TPACK Perceptions of Pre-Service Science Teachers

2016 ◽  
Vol 12 (4) ◽  
pp. 1-14 ◽  
Author(s):  
Vicente Chua Reyes Jr. ◽  
Christine Reading ◽  
Nadya Rizk ◽  
Sue Gregory ◽  
Helen Doyle
Keyword(s):  
Factor Analysis ◽  
Content Knowledge ◽  
Exploratory Factor Analysis ◽  
Science Teachers ◽  
Exploratory Analysis ◽  
Service Science ◽  
Pedagogical Practices ◽  
Information Communication ◽  
Communication And Technology ◽  
Pre Service Teacher

Four distinct constructs were identified from a survey of a sample of pre-service science teachers at a regional Australian University. The constructs emerged after employing Exploratory Factor Analysis (EFA) on respondents' perceptions of pedagogical practices incorporating the use of Information Communication and Technology (ICT). The key components of the survey were derived from a Technological Pedagogical and Content Knowledge (TPACK) survey developed for a national project. For future investigations of TPACK application in university contexts, a four-construct configuration of pre-service teacher TPACK perceptions is proposed requiring empirical confirmation. This inquiry depicts a portrait of emerging domains of TPACK. The relevance of the findings and their implications for universities that rely heavily on ICT in the delivery of are discussed, especially in relation to improving teaching practices.

An Exploratory Analysis of TPACK Perceptions of Pre-Service Science Teachers

2018 ◽  
pp. 1968-1983 ◽  
Author(s):  
Vicente Reyes Jr. ◽  
Christine Reading ◽  
Nadya Rizk ◽  
Sue Gregory ◽  
Helen Doyle
Keyword(s):  
Factor Analysis ◽  
Science Teachers ◽  
Teaching Practices ◽  
Exploratory Analysis ◽  
Service Science ◽  
Pedagogical Practices ◽  
Information Communication ◽  
National Project ◽  
Communication And Technology ◽  
Pre Service Teacher

Four distinct constructs were identified from a survey of a sample of pre-service science teachers at a regional Australian University. The constructs emerged after employing Exploratory Factor Analysis (EFA) on respondents' perceptions of pedagogical practices incorporating the use of Information Communication and Technology (ICT). The key components of the survey were derived from a Technological Pedagogical and Content Knowledge (TPACK) survey developed for a national project. For future investigations of TPACK application in university contexts, a four-construct configuration of pre-service teacher TPACK perceptions is proposed requiring empirical confirmation. This inquiry depicts a portrait of emerging domains of TPACK. The relevance of the findings and their implications for universities that rely heavily on ICT in the delivery of are discussed, especially in relation to improving teaching practices.

scholarly journals ATTITUDE TOWARDS TECHNOLOGY FOR PRE-SERVICE SCIENCE TEACHERS IN INDONESIA: AN EXPLORATORY FACTOR ANALYSIS

2019 ◽  
Vol 16 (33) ◽  
pp. 854-864
Author(s):  
U. ROSIDIN ◽  
R. MASKUR ◽  
N. KADARITNA ◽  
A. SAPUTRA
Keyword(s):  
Factor Analysis ◽  
Exploratory Factor Analysis ◽  
Science Teachers ◽  
Pearson Correlation ◽  
Service Science ◽  
Survey Method ◽  
Structural Factors ◽  
Mean Values ◽  
Cronbach Alpha ◽  
And Gender

Technological knowledge and skill are crucial for teachers and pre-service teachers because they have a direct effect on performance, learning quality, and wider world access. Many studies showed that the ability of a teacher in technology-integrated pedagogy is influenced by their attitude towards technology. The aim of this study was to use exploratory factor analysis in examining the structural factors, the preference level and the interrelationship among components of attitude towards technology. Data was collected from 150 pre-service science teachers in Lampung University by using traditional survey method. Additionally, variance, mean values comparison, and Cronbach Alpha coefficients were analyzed in explaining the contributions of items and factors to the overall attitude towards technology. Pearson correlation analysis was also conducted to find out the relationship among components. The results confirmed the validity of instrument with loading factors ranging from 0.427–0.882. In addition, the total Cronbach Alpha coefficient was 0.810 which informed a high internal consistency of instrument with five components of technological attitude account for 77.82% of variance. Specifically, the perceived consequence of technology is identified as a dominant attitudinal preference of preservice science teachers in Indonesia, followed by career aspirations and gender difference. Pearson productmoment analysis revealed a significant correlation among components of attitude towards technology.

scholarly journals Developing a Constructive Conceptual Framework of a Pre-Service Mathematics Teachers’ Content Knowledge Instrument on Space and Shape

Mathematics ◽  
2022 ◽  
Vol 10 (1) ◽  
pp. 137
Author(s):  
Rooselyna Ekawati ◽  
Masriyah ◽  
Abdul Haris Rosyidi ◽  
Budi Priyo Prawoto ◽  
Rully Charitas Indra Prahmana ◽  
...  
Keyword(s):  
Factor Analysis ◽  
Mixed Methods ◽  
Conceptual Framework ◽  
Content Knowledge ◽  
Exploratory Factor Analysis ◽  
Mathematics Teachers ◽  
Sampling Technique ◽  
Mathematics Content Knowledge ◽  
Figural Reasoning ◽  
Object Relationship

Space and shape is one of the geometry topics that should be mastered by students and require proper teachers’ Mathematics Content Knowledge (MCK) for teaching to avoid misconception. This study aimed at developing a constructive conceptual framework as an instrument to examine mathematics pre-service teachers’ MCK on space and shape contents and describing their profile on this topic. The present study used mixed methods, in which the obtained data were analyzed both quantitatively using Exploratory Factor Analysis (EFA) and qualitatively described in nature. The developed MCK instrument was administered to 21 senior Indonesian mathematics pre-service teachers who were in their third year of study which and by a purposive sampling technique. The results showed that the instrument had very good 10 final items with a consistent reliability coefficient of 0.67 and resulted in four factor components, namely, figural representation, area and circumference of object, relationship between properties of objects, and figural reasoning. Of the four factors, figural representation and reasoning factors had mostly been the challenges for Indonesian mathematics pre-service teachers. On the contrary, they performed better in the area and circumference of objects and the relationships between properties of objects. The findings lead to redesigning the curriculum for mathematics pre-service teachers’ learning to accommodate all their challenges.

Evaluation of Customer Satisfaction in the Digital Environment

2020 ◽  
pp. 195-222
Author(s):  
Hamed Taherdoost
Keyword(s):  
Factor Analysis ◽  
Customer Satisfaction ◽  
Exploratory Factor Analysis ◽  
Content Validity ◽  
Survey Instrument ◽  
Exploratory Analysis ◽  
Digital Environment ◽  
Organizational Goals ◽  
Significant Aspect ◽  
Online Business

Internet has become an important tool to deliver products, information, and services. Thus, customer satisfaction is increasingly recognized as a significant aspect of online business activities and is considered as a key determinant for successful digital services. Furthermore, since keeping current customers is more profitable than acquiring new clients, it is vital to gain customer satisfaction to achieve organizational goals. This introduces a new requirement to measure customer satisfaction as a factor for continuous business improvement. Therefore, there is a clear need for a theoretical survey instrument that integrates all aspects of customer satisfaction in the digital environment. The chapter responds to this need by its exploratory nature. In the first step, exploratory analysis is used to extract all customer satisfaction dimensions. Then, the exploratory factor analysis is used to cluster the factors effectively; thereby, further analysis including content validity, discriminate, and constructive testing is used to test the proposed survey instrument.

scholarly journals In-Service Science Teachers’ Technological Pedagogical Content Knowledge Confidences and Views about Technology-Rich Environments

2011 ◽  
Vol 1 (4) ◽  
pp. 11-25
Author(s):  
Betül Timur ◽  
Mehmet Fatih Taşar
Keyword(s):  
Pedagogical Content Knowledge ◽  
Science Teaching ◽  
Content Knowledge ◽  
Science Teachers ◽  
Technological Pedagogical Content Knowledge ◽  
Service Science ◽  
Natural Phenomena ◽  
Pedagogical Content ◽  
Know How ◽  
School Laboratory

Today’s computers and related technologies have an important role in enabling visualisations of the workings of various scientific concepts, natural phenomena and mechanisms by creating technology-rich environments (TRE). TRE offer opportunities to science teachers in cases of natural phenomena that might be difficult or impossible to view, dangerous to conduct experiments about, impractical or too expensive to bring into the classroom, or too messy or time consuming to prepare in a school laboratory. However, science teaching cannot and should not be undertaken entirely by TRE. Science teachers need to know how tointegrate technology into science classrooms. Measuring science teachers’ confidence in technological pedagogical content knowledge (TPCK) and identifying their views about using TRE in science instruction is an important issue. The present study aims to address challenges faced by in-service science teachers when creating TRE and gives suggestions forsuccessful technology integration into science teaching. The data were gathered through a TPCK confidence survey and subsequent interviews. The results show that in-service science teachers have a low level of confidence in using technology during science teaching. The teachers surveyed stressed their need for professional development activities regardingthe effective and meaningful use of TRE in science teaching. 

scholarly journals Improving Pre-Service Science Teachers’ Content Knowledge and Argumentation Quality through Socio-Scientific Issues-Based Modules: An Action Research Study

2020 ◽  
Vol 4 (1) ◽  
pp. 80-90
Author(s):  
Nurcan Tekin ◽  
Oktay Aslan ◽  
Süleyman Yılmaz
Keyword(s):  
Action Research ◽  
Content Knowledge ◽  
Science Teachers ◽  
Service Science ◽  
Effective Learning ◽  
Video Recordings ◽  
Knowledge Questionnaire ◽  
Practical Tool ◽  
Teaching Modules ◽  
Argumentation Quality

This paper aimed to assess improvements in content knowledge and argumentation quality of pre-service science teachers (PST) through a socio-scientific issues-based (SSI-based) module course. The study was designed as action research with 25 PSTs. Data collection instruments were an energy-related content knowledge questionnaire and video recordings. An energy-related content knowledge rubric was used to evaluate the content knowledge of PSTs, while their argumentation quality was analyzed using a video analysis inventory. The module course was completed in eight weeks. Findings showed that the SSI-based teaching modules course improved energy-related content knowledge with all  PSTs increasing by a minimum of one criterion on the rubric.  Although the number of arguments decreased weekly, the argumentation quality also increased. Thus, it can be inferred that SSI-based module teaching is a practical tool to teach energy-related content knowledge and argumentation qualities. The study suggests that action research can contribute to developing an effective learning environment.  Further studies that include the actual practices of PSTs as they reflect and revise their learning are indicated.

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