Science Teachers’ Perceptions of Technological Pedagogical Content Knowledge (TPACK): A Case Study of Opportunity Expansion School in Chaiyaphum

Main Article Content

Chotikun Rinla
Thitiya Bongkotphet
Wipharat Chuachuad Chaiyasith

Abstract

       This qualitative research is a case study that examines the perceptions of Technological Pedagogical Content Knowledge (TPACK) of three lower secondary science teachers from Opportunity Expansion School in Chaiyaphum. Data was collected from teacher interviews, lesson plans, and classroom observations. Data was analyzed through content analysis and methodological triangulation was used to ensure the credibility of this research. The results reveal that most of the teachers perceived that their content knowledge was consistent with scientific concepts. However, they perceived that their technological pedagogical content knowledge was inconsistent with the TPACK framework. The teachers were more likely to use technology in their lectures which reflects that they could not use technology-specific content and pedagogy due to lacking knowledge how to integrate content, pedagogy, and technology. The findings from the present study could be used to design professional development programs to enhance technological pedagogical content knowledge for lower secondary science teachers in Opportunity Expansion Schools.

Downloads

Download data is not yet available.

Article Details

Section
Research Article

References

Angeli, C., & Valanides, N. (2009). Epistemological and Methodological Issues for The Conceptualization, Development, And Assessment Of ICT–TPCK: Advances in Technological Pedagogical Content Knowledge (TPCK). Computers & education. 52(1): 154-168.

Archambault, L. M., & Barnett, J. H. (2010). Revisiting Technological Pedagogical Content Knowledge: Exploring the TPACK Framework. Computers & Education. 55(4): 1656-1662.

Buaraphan, K. (2017). Easy Qualitative Research. (7rd ed.). (In Thai) Bangkok: Comma Design and Print.

Clermont, C. P., Borko, H., & Krajcik, J. S. (1994). Comparative Study of The Pedagogical Content Knowledge of Experienced and Novice Chemical Demonstrators. Journal of Research in Science Teaching. 31(4): 419-441.

Dachakupt, P. & Yindeesuk, P. (2015). Knowing the Content Before Teaching Well: Changing the Quality Culture in the 21st Century. (In Thai). Bangkok: Chulalongkorn University Printing House.

Graham, R. C., Burgoyne, N., Cantrell, P., Smith, L., St Clair, L., & Harris, R. (2009). Measuring the TPACK Confidence of Inservice Science Teachers. TechTrends. 53(5): 70-79.

Guzey, S. S., & Roehrig, G. H. (2012). Integrating Educational Technology into The Secondary Science Teaching. Contemporary Issues in Technology and Teacher Education. 12(2): 162-183.

Jimoyiannis, A. (2010). Designing And Implementing an Integrated Technological Pedagogical Science Knowledge Framework for Science Teachers Professional Development. Computers & Education. 55(3): 1259-1269.

Koehler, M., & Mishra, P. (2009). What is Technological Pedagogical Content Knowledge TPACK)? Contemporary Issues in Technology and Teacher Education. 9(1): 60-70.

Koh, J. H. L., & Chai, C. S. (2014). Teacher Clusters and Their Perceptions of Technological Pedagogical Content Knowledge (TPACK) Development Through ICT Lesson Design. Computers & Education. 70: 222-232.

Koh, J. H. L., Chai, C. S., & Tsai, C. C. (2013). Examining Practicing Teachers’ Perceptions of Technological Pedagogical Content Knowledge (TPACK) Pathways: A Structural Equation Modeling Approach. Instructional Science. 41(4): 793-809.

Koh, J. H. L., Chai, C. S., Hong, H. Y., & Tsai, C. C. (2015). A Survey to Examine Teachers’ Perceptions of Design Dispositions, Lesson Design Practices, And Their Relationships with Technological Pedagogical Content Knowledge (TPACK). Asia-Pacific Journal of Teacher Education. 43(5): 378-391.

Lin, T. C., Tsai, C. C., Chai, C. S., & Lee, M. H. (2013). Identifying Science Teachers’ Perceptions of Technological Pedagogical and Content Knowledge (TPACK). Journal of Science Education and Technology. 22(3): 325-336.

McCrory, R. A. V. E. N. (2008). Science, Technology, And Teaching: The Topic-Specific Challenges of TPCK In Science. Handbook of Technological Pedagogical Content Knowledge (TPCK) For Educators. New York: Routledge.

Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Teachers College Record. 108(6): 1017-1054.

Niess, M. L. (2005). Preparing Teachers o Teach Science and Mathematics with Technology: Developing A Technology Pedagogical Content Knowledge. Teaching and Teacher Education. 21(5): 509-523.

Novak, A. M., & Krajcik, J. S. (2006). Using Technology to Support Inquiry in Middle School Science. In Scientific Inquiry and Nature of Science. Springer, Dordrecht.

Office of the National Primary Education Office. (1993). Handbook for School Education Expansion Project. (In Thai). Bangkok: Author.

Piriyawat, K., Pongsophon P., & Jantrarotai P. (2017). Multiple-Case Studies: Perceptions of Lower Secondary School Science Teachers in Regard to Technological Pedagogical Content Knowledge (TPACK) and Teaching Practices in Opportunity Expansion Schools. (In Thai). Journal of Research Unit on Science, Technology and Environment for Learning. 8(1): 141-171.

Pringle, R. M., Dawson, K., & Ritzhaupt, A. D. (2015). Integrating Science and Technology: Using Technological Pedagogical Content Knowledge as A Framework to Study the Practices of Science Teachers. Journal of Science Education and Technology. 24(5): 648-662.

Shamburg, C. (2004). Conditions that Inhibit the Integration of Technology for Urban Early Childhood Teachers. Information Technology in Childhood Education Annual. 2004(1): 227-244.

Timur, B., & Tasar, M. F. (2011). In-Service Science Teachers’ Technological Pedagogical Content Knowledge Confidences and Views About Technology-Rich Environments. CEPS Journal. 1(4): 11-25.

Yeh, Y. F., Lin, T. C., Hsu, Y. S., Wu, H. K., & Hwang, F. K. (2015). Science Teachers’ Proficiency Levels and Patterns of TPACK In a Practical Context. Journal of Science Education and Technology. 24(1): 78-90.

Yin, R. K. (2014). Case Study Research: Design and Methods (5th ed.). Los Angeles: Sage Publications