Project-Based Scaffolding TPACK Model to Improve Learning Design Ability and TPACK of Pre-Service Science Teacher
Abstract
Learning design abilities and TPACK are very much needed by prospective science teachers to prepare science learning in the 21st century. The specific objectives of this research were to analyze the improvement of the learning design ability and TPACK possessed by pre-service science teachers after taking lectures with the Project-Based Scaffolding TPACK (PBST) model and analyze the correlation between TPACK and learning design abilities. The research used was quantitative research with non-equivalent control group design. The samples selected were 4 classes of pre-service science teachers who were taking Science Learning Strategy and Design courses. The instrument used in this study consisted of a lesson plan assessment sheet and a TPACK evaluation test. Data analysis used was independent t test, N-Gain test, and bivariate correlation test using SPSS. The results showed that the experimental class obtained an increase in the high category on learning design ability and the medium category on TPACK. After being given PBST model treatment in the experimental class, there is a significant difference in the learning design ability and TPACK between the experimental and control classes. In addition, the results also show that there is a correlation between TPACK and learning design ability. The PBST model is expected to be a solution offer to prepare pre-service science teachers at higher education in line with the demands of 21st century learning based on technology integration.
Keywords
Full Text:
PDFReferences
Abbitt, J. T. (2011). An Investigation of the Relationship between Self-Efficacy Beliefs about Technology Integration and Technological Pedagogical Content Knowledge (TPACK) among Preservice Teachers. Journal of Digital Learning in Teacher Education, 27(4), 134–143.
Abera, B. (2014). Applying a technological pedagogical content knowledge framework in Ethiopian English language teacher education. Multicultural Awareness and Technology in Higher Education: Global Perspectives, 286–301.
Aldabbus, S. (2018). Project-based learning: Implementation & challenges. International Journal of Education, Learning and Development, 6(3), 71-79.
Alt, D. (2018). Science teachers' conceptions of teaching and learning, ICT efficacy, ICT professional development and ICT practices enacted in their classrooms. Teaching and teacher Education, 73, 141-150.
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.
Angeli, C., & Valanides, N. (2013). Technology mapping: An approach for developing technological pedagogical content knowledge. Journal of Educational Computing Research, 48(2), 199-221.
Backfisch, I., Lachner, A., Hische, C., Loose, F., & Scheiter, K. (2020). Professional knowledge or motivation? Investigating the role of teachers’ expertise on the quality of technology-enhanced lesson plans. Learning and Instruction, 66, 101300.
Bergeson, K., & Beschorner, B. (2020). Modeling and scaffolding the Technology Integration Planning Cycle for pre-service teachers: A case study. International Journal of Education in Mathematics, Science and Technology, 8(4), 330-341.
Bloomfield, J., & Fisher, M. J. (2019). Quantitative research design. Journal of the Australasian Rehabilitation Nurses Association, 22(2), 27-30.
Canbazoglu Bilici, S., Guzey, S. S., & Yamak, H. (2016). Assessing pre-service science teachers’ technological pedagogical content knowledge (TPACK) through observations and lesson plans. Research in Science and Technological Education, 34(2), 237–251.
Carlson, J., Daehler, K. R., Alonzo, A. C., Barendsen, E., Berry, A., Borowski, A., ... & Wilson, C. D. (2019). The refined consensus model of pedagogical content knowledge in science education. In Repositioning pedagogical content knowledge in teachers’ knowledge for teaching science (pp. 77-94). Springer, Singapore.
Cetin-Berber, D., & Erdem, A. R. (2015). An investigation of turkish pre-service teachers’ technological, pedagogical and content knowledge. Computers, 4(3), 234–250.
Chai, C. S., & Koh, J. H. L. (2017). Changing teachers’ TPACK and design beliefs through the Scaffolded TPACK Lesson Design Model (STLDM). Learning: research and Practice, 3(2), 114-129.
Chai, C. S., Koh, J. H. L., & Tsai, C. C. (2011). Exploring the factor structure of the constructs of technological, pedagogical, content knowledge (TPACK). Asia-Pacific Education Researcher, 20(3), 595–603.
Chai, C. S., Chin, C. K., Koh, J. H. L., & Tan, C. L. (2013). Exploring Singaporean Chinese Language Teachers’ Technological Pedagogical Content Knowledge and its Relationship to the Teachers’ Pedagogical Beliefs. Asia-Pacific Education Researcher, 22(4), 657–666.
De Freitas, G., & Spangenberg, E. D. (2019). Mathematics teachers’ levels of technological pedagogical content knowledge and information and communication technology integration barriers. Pythagoras, 40(1), 1–13.
Elam, C., Stratton, T., & Gibson, D. D. (2007). Welcoming a new generation to college: The millennial students. Journal of College admission, 195, 20-25.
Evmenova, A. (2018). Preparing teachers to use universal design for learning to support diverse learners. Journal of Online Learning Research, 4(2), 147-171.
Giannakos, M. N., Doukakis, S., Crompton, H., Chrisochoides, N., Adamopoulos, N., & Giannopoulou, P. (2014, October). Examining and mapping CS teachers' technological, pedagogical and content knowledge (TPACK) in K-12 schools. In 2014 IEEE Frontiers in Education Conference (FIE) Proceedings (pp. 1-7). IEEE.
Guo, P., Saab, N., Post, L. S., & Admiraal, W. (2020). A review of project-based learning in higher education: Student outcomes and measures. International Journal of Educational Research, 102, 101586.
Guzey, S. S., & Roehrig, G. H. (2009). Teaching science with technology: case studies of science teachers' development of technological pedagogical content knowledge (TPCK). Contemporary Issues in Technology and Teacher Education, 9(1), 25-45.
Hodges, C. B. (2018). Self-efficacy in instructional technology contexts. Springer.
Holland, D. D., & Piper, R. T. (2014). A technology integration education (TIE) model: Millennial preservice teachers' motivations about technological, pedagogical, and content knowledge (TPACK) competencies. Journal of Educational Computing Research, 51(3), 257-294.
Holland, D. D., & Piper, R. T. (2016). A technology integration education (TIE) model for millennial preservice teachers: Exploring the canonical correlation relationships among attitudes, subjective norms, perceived behavioral controls, motivation, and technological, pedagogical, and content. Journal of Research on Technology in Education, 48(3), 212–226.
Horzum, M. B. (2013). An investigation of the technological pedagogical content knowledge of pre-service teachers. Technology, Pedagogy and Education, 22(3), 303–317.
Hsu, C. Y., Liang, J. C., Chai, C. S., & Tsai, C. C. (2013). Exploring preschool teachers’ technological pedagogical content knowledge of educational games. Journal of Educational Computing Research, 49(4), 461–479.
Hussin, A. A. (2018). Education 4.0 made simple: Ideas for teaching. International Journal of Education and Literacy Studies, 6(3), 92-98.
Janssen, N., Knoef, M., & Lazonder, A. W. (2019). Technological and pedagogical support for pre-service teachers’ lesson planning. Technology, Pedagogy and Education, 28(1), 115-128.
Juhji, J., & Nuangchalerm, P. (2020). Interaction between scientific attitudes and science process skills toward technological pedagogical content knowledge. Journal for the Education of Gifted Young Scientists, 8(1), 1–16.
Kafyulilo, A., Fisser, P., Pieters, J., & Voogt, J. (2015). ICT use in science and mathematics teacher education in Tanzania: Developing technological pedagogical content knowledge. Australasian journal of educational technology, 31(4).
Kim, H. Y. (2019). Statistical notes for clinical researchers: the independent samples t-test. Restorative Dentistry & Endodontics, 44(3).
Koehler, M. J., Mishra, P., Kereluik, K., Shin, T. S., & Graham, C. R. (2014). The technological pedagogical content knowledge framework. In Handbook of research on educational communications and technology (pp. 101-111). Springer, New York, NY.
Koehler, M. J., & Mishra, P. (2008). Introducing TPCK. Handbook of technological pedagogical content knowledge (TPCK) for educators, 1(1), 3-29.
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. (2016). Seven design frames that teachers use when considering technological pedagogical content knowledge (TPACK). Computers & Education, 102, 244-257.
Koh, J. H. L. (2019). TPACK design scaffolds for supporting teacher pedagogical change. Educational Technology Research and Development, 67(3), 577-595.
König, J., Blömeke, S., Jentsch, A., Schlesinger, L., Musekamp, F., & Kaiser, G. (2021). The links between pedagogical competence, instructional quality, and mathematics achievement in the lower secondary classroom. Educational Studies in Mathematics, 107(1), 189-212.
Kozikoğlu, İ., & Babacan, N. (2019). The investigation of the relationship between Turkish EFL teachers’ technological pedagogical content knowledge skills and attitudes towards technology. Journal of Language and Linguistic Studies, 15(1), 20–33.
Lee, C. J., & Kim, C. M. (2017). A technological pedagogical content knowledge based instructional design model: a third version implementation study in a technology integration course. Educational Technology Research and Development, 65(6), 1627–1654.
Lemley, J. B., Schumacher, G., & Vesey, W. (2014). What Learning Environments Best Address 21st-Century Students’ Perceived Needs at the Secondary Level of Instruction? NASSP Bulletin, 98, 101–125.
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.
Luik, P., Taimalu, M., & Suviste, R. (2018). Perceptions of technological, pedagogical and content knowledge (TPACK) among pre-service teachers in Estonia. Education and Information Technologies, 23(2), 741-755.
Ma, N., Xin, S., & Du, J. Y. (2018). A peer coaching-based professional development approach to improving the learning participation and learning design skills of in-service teachers. Journal of Educational Technology & Society, 21(2), 291-304.
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers college record, 108(6), 1017-1054.
Mishra, C., Ha, S. J., Parker, L. C., & L. Clase, K. (2019). Describing teacher conceptions of technology in authentic science inquiry using technological pedagogical content knowledge as a lens. Biochemistry and Molecular Biology Education, 47(4), 380–387.
Mouza, C., Karchmer-Klein, R., Nandakumar, R., Yilmaz Ozden, S., & Hu, L. (2014). Investigating the impact of an integrated approach to the development of preservice teachers’ technological pedagogical content knowledge (TPACK). Computers and Education, 71, 206–221.
Mouza, C., Yang, H., Pan, Y. C., Yilmaz Ozden, S., & Pollock, L. (2017). Resetting educational technology coursework for pre-service teachers: A computational thinking approach to the development of technological pedagogical content knowledge (TPACK). Australasian Journal of Educational Technology, 33(3), 61–76.
Neumann, K., Kind, V., & Harms, U. (2019). Probing the amalgam: the relationship between science teachers’ content, pedagogical and pedagogical content knowledge. International Journal of Science Education, 41(7), 847-861.
Oskay, Ö. Ö. (2017). An investigation of teachers’ self efficacy beliefs concerning educational technology standards and technological pedagogical content knowledge. Eurasia Journal of Mathematics, Science and Technology Education, 13(8), 4739–4752.
Partnership for 21st Century Skills. (2009). P21 framework definitions. The Partnership for 21st Century Skills.
Partnership for 21st Century Skills. (2008). 21st Century Skills, Educaton and competitiveness A Resource and Policy Guide. The Partnership for 21st Century Skills.
Perinetti, G., (2019). StaTips part VI: Bivariate correlation. South European journal of orthodontics and dentofacial research, 6(1), 2-5.
Polly, D., & Orrill, C. (2012). Developing technological pedagogical and content knowledge (TPACK) through professional development focused on technology-rich mathematics tasks. Meridian (Raleigh), 15(1), 1–32.
Prayogi, S. & Yuanita, L., (2018). Critical inquiry based learning: A model of learning to promote critical thinking among prospective teachers of physic. Journal of Turkish Science Education, 15(1), 43-56.
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.
Redmond, P., & Lock, J. (2019). Secondary pre-service teachers’ perceptions of technological pedagogical content knowledge (TPACK): What do they really think?. Australasian Journal of Educational Technology, 35(3).
Rotherham, A. J., & Willingham, D. (2009). 21st century. Educational leadership, 67(1), 16-21.
Scherer, R., Tondeur, J., & Siddiq, F. (2017). On the quest for validity: Testing the factor structure and measurement invariance of the technology-dimensions in the Technological, Pedagogical, and Content Knowledge (TPACK) model. Computers and Education, 112, 1–17.
Scherer, R., Tondeur, J., Siddiq, F., & Baran, E. (2018). The importance of attitudes toward technology for pre-service teachers' technological, pedagogical, and content knowledge: Comparing structural equation modeling approaches. Computers in Human Behavior, 80, 67-80.
Schmid, M., Brianza, E., & Petko, D. (2021). Self-reported technological pedagogical content knowledge (TPACK) of pre-service teachers in relation to digital technology use in lesson plans. Computers in Human Behavior, 115, 106586.
Semiz, K., & Ince, M. L. (2012). Pre-service physical education teachers’ technological pedagogical content knowledge, technology integration selfefficacy and instructional technology outcome expectations. Australasian Journal of Educational Technology, 28(7), 1248–1265.
Shafie, H., Majid, F. A., & Ismail, I. S. (2019). Technological pedagogical content knowledge (TPACK) in teaching 21st century skills in the 21st century classroom. Asian Journal of University Education, 15(3), 24–33.
Sholihah, M. A., Yuliati, L., & Wartono, W. (2016). Peranan TPACK terhadap Kemampuan Menyusun Perangkat Pembelajaran Calon Guru Fisika dalam Pembelajaran Post-Pack. Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan, 1(2), 144-153.
Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational researcher, 15(2), 4-14.
Slykhuis, D. & Krall, R. (2011). Teaching Science with Technology: A decade of research. In M. Koehler & P. Mishra (Eds.), Proceedings of SITE 2011-- Society for Information Technology & Teacher Education International Conference (pp. 4142-4151). Nashville, Tennessee, USA: Association for the Advancement of Computing in Education (AACE).
Susanto, R., Rachmadtullah, R., & Rachbini, W. (2020). Technological and Pedagogical Models: Analysis of Factors and Measurement of Learning Outcomes in Education. Journal of Ethnic and Cultural Studies, 7(2), 1-14.
Suyamto, J., Masykuri, M., & Sarwanto, S. (2020). Analisis Kemampuan Tpack (Technolgical, Pedagogical, and Content, Knowledge) Guru Biologi Sma Dalam Menyusun Perangkat Pembelajaran Materi Sistem Peredaran Darah. Inkuiri: Jurnal Pendidikan IPA, 9(1), 44-53.
Tajudin, N. A. M., & Kadir, N. Z. A. (2014). Technological pedagogical content knowledge and teaching practice of mathematics trainee teachers. In AIP Conference Proceedings (Vol. 1605, No. 1, pp. 734-739). American Institute of Physics.
Tanak, A. (2020). Designing TPACK-based course for preparing student teachers to teach science with technological pedagogical content knowledge. Kasetsart Journal of Social Sciences, 41(1), 53-59.
The George Lucas Educational Foundation. (2005). Instructional Module Project-Based Learning.
Thorngate, S. (2018). Orientation as Exploration: Video Game Training Modules as a Model for Learning by Discovery. In Planning Library Orientations (pp. 51-63). Chandos Publishing.
Turmuzi, M., & Kurniawan, E. (2021). Kemampuan Mengajar Mahasiswa Calon Guru Matematika Ditinjau dari Technological Pedagogical and Content Knowledge (TPACK) pada Mata Kuliah Micro Teaching. Jurnal Cendekia: Jurnal Pendidikan Matematika, 5(3), 2484-2498.
Urban, E. R., Navarro, M., & Borron, A. (2018). TPACK to GPACK? The examination of the technological pedagogical content knowledge framework as a model for global integration into college of agriculture classrooms. Teaching and Teacher Education, 73, 81–89.
Valtonen, T., Sointu, E., Kukkonen, J., Mäkitalo, K., Hoang, N., Häkkinen, P., Järvelä, S., Näykki, P., Virtanen, A., Pöntinen, S., Kostiainen, E., & Tondeur, J. (2019). Examining pre-service teachers’ Technological Pedagogical Content Knowledge as evolving knowledge domains: A longitudinal approach. Journal of Computer Assisted Learning, 35(4), 491–502.
Vermunt, J. D., Vrikki, M., van Halem, N., Warwick, P., & Mercer, N. (2019). The impact of Lesson Study professional development on the quality of teacher learning. Teaching and Teacher Education, 81, 61-73.
Vivian, R., & Falkner, K. (2019). Identifying teachers’ technological pedagogical content knowledge for computer science in the primary years. ICER 2019 - Proceedings of the 2019 ACM Conference on International Computing Education Research, 147–155.
Voogt, J., & McKenney, S. (2017). TPACK in teacher education: Are we preparing teachers to use technology for early literacy? Technology, pedagogy and education, 26(1), 69-83.
Wolters, C. A. (2010). Self-Regulated Learning and the 21st Century Competencies.
Yeh, Y. F., Hsu, Y. S., Wu, H. K., Hwang, F. K., & Lin, T. C. (2014). Developing and validating technological pedagogical content knowledge‐practical (TPACK‐practical) through the D elphi survey technique. British Journal of Educational Technology, 45(4), 707-722.
Zhang, B. H. (2011). CK, PCK, TPCK, and non-intellectual factors in sustaining an iMVT innovation for Science learning. Procedia - Social and Behavioral Sciences, 15, 2142– 2147.
Refbacks
- There are currently no refbacks.
