New Perspectives in Science Education

Science teaching integrated with ICT is usually used in science classroom to gain more understanding in the abstract concepts for the students. However, previous studies had found that   preservice science teachers had difficulties about integrating ICT in their teaching. The purpose of this study was to develop a training model for pre-service science teachers for enhancing their TPACK. The training workshop program was a 32-hours program and driven by I2CARE model which consisted  of  6 steps : Introduction (I) , Comprehension (C) , Challenging & Designing (CD) , Analysis (A) ,  Reflection (R)  and Evaluation (E). The participants of this study were 10 pre-service science teachers. The instruments were open-ended questions , lesson plan - design assessment ,  written-refletion , and  focus group interview.  Quantitative data were analyzed by using the percentages, mean and standard deviation and qualitative data were analyzed by using content analysis. Findings showed that pre-service science teachers had more understandings of TPACK. They could choose appropriately ICT with particular science topic (TCK). They could choose appropriately ICT with particular science teaching approach (TPK). Moreover, they could choose appropriately ICT with particular science teaching approach with particular science topic  (TPACK).

Keyword: TPACK, Integrated with ICT, science classroom, pre-service science teachers.

References:

[1] Bingimals,K.A.(2009). Barriers to the successful integration of ICT in teaching and learning environments : A review of the literature. Eurasia journal of mathematics, science and teachnology education.5(3). pp. 235-245
[2] Polly,D. (2011). Developing students’ Higher-Order Thinking Skills(HOT) throught Technology-Rich Tasks. Educational Technology. pp.20-26
[3] Zinyahs, M.Z. (2012). ICT Integration in Science  Education in The 21st Century : Obstacles and Advantages. Global Voice of Educators. 1(1 June 2012) : 1-6
[4] Agyei,D.D. ; &Voogt,J. (2012). Developing technological pedagogical content knowledge in pre-service mathematics teachers through collaborative design. Australasian Journal of Educational Technology. 28 (4).pp.547-564
[7] Koehler,M.J. ; and Mishra, P. ( 2008 ).  Introducing TPCK.  In Handbook of Technological Pedagogical  Content Knowledge (TPCK) for Educators. The AACTE Committee on Innovation and Technology.  pp. 3–29. New York, NY :Routledge.
[8] Kim, M.C. ;& Freemyer, S. (2011) .Technology Integration in Science Classrooms : Framework,Principles, and Example. Educational Technology. 51(1). pp 25-29
[9] Mishra , P. and Koehler , M. (2006). Technological Pedagogical ContenKnowledge : A Framework for  Teacher  knowledge. Teachers College Record 108(6) : 1029.
[10] Shulman, L.S. (1987). Knowledge and teaching : Foundations of the new reform. Harvard Educational Review. 57(1). Pp.1-22.
[12] Gustafson,K. , & Branch,R.M. (2002). Survey of instructional design models. Syracuse,NY:ERIC Clearinghouse.
[13] Gardner,A.L. ; & Gess-Newsome,J. (2011). A PCK rubric to measure teachers’ knowledge of inquiry-based instruction using three data sources. NARST-2011. pp.1-20
[14] West, R.E. ; & Graham, C.R. (2007). Benefits and challenges of using live modeling to help preservice teachers transfer technology integration principles. Journal of Computing in Teacher Education. 23(4). pp.131-141
[15] Barak,M. ; Nissim,Y. ; & Ben-Zvi,D. (2011). Aptness between teaching roles and teaching strategies in ICT-Integrated science lessons. Interdisciplinary Journal of E-Learning and Learning Objects. IJELLO special series of Chais Conference 2011 best papers. 7,1-18Chen,C.H. (2008). Why do teachers not practice what they believe regarding technology integration ?. The Journal of Educational Research, 102(1), 65-75
[16] Jang, S.J. (2008). Innovations in science teacher education : Effects of integrating technology and team-teaching strategies. Computers and Education. 51(2). pp.646-659
[17] Alsofyani, M.M. ; & et al. (2012).  A preliminary evaluation of short blended online training workshop for TPACK development using technology acceptance model. The Turkish online journal of educational technology.11. pp.20-32.