Investigating Pre-Service Science Teachers (PSTs)' Technological Pedagogical Content Knowledge Through Extended Content Representation (CoRe)

International Seminar on Mathematics, Science, and Computer Science Education 2016

数学;自然科学;计算机科学

Agustin, R.R.^1,2 ; Liliasari, L.^1,3

School of Postgraduate Studies, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi No. 229, Bandung

40154, Indonesia^1

International Program in Science Education, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi No. 229, Bandung

40154, Indonesia^2

Department of Chemistry Education, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi No. 229, Bandung

40154, Indonesia^3

关键词: Analysis of data;    Content representation;    Lesson plans;    Pedagogical content knowledge;    Science course;    Service science;    Technological knowledge;    Technological pedagogical content knowledge;   

Others  :  https://iopscience.iop.org/article/10.1088/1742-6596/812/1/012103/pdf
DOI  :  10.1088/1742-6596/812/1/012103

来源: IOP

【 摘 要 】

The purpose of this study was to attain an insight into pre-service science teachers' technological pedagogical content knowledge (TPACK) as an integrative competency that is addressed by 21st century skills. The methods used in the study was descriptive. Nineteen pre-service science teachers (PSTs) of an educational university in Indonesia were involved in a semester long school science course. The course mainly develop students' pedagogical content knowledge (PCK) by utilizing content representation (CoRe) template. Furthermore an infusion of technological knowledge (TK) analysis led to the study of their TPACK by extending the template with a question in line to TK. The extended CoRe and self-reported survey were employed as instruments. The analysis of data used were quantitative and qualitative technique to obtain the insight into PSTs' PCK and TK. The results shows contrary value of PCK and TK identified by CoRe template to those measured by self-reported survey. However, the PSTs perceive their TPACK much higher, that, is 74.74%. Further investigation regarding PSTs ability to compose lesson plan was recommended for further research to capture more comprehensive insight into PSTs' TPACK.