Augmented reality as a platform to present green sustainable chemistry to improve preservice teachers’ competency on technological pedagogical content knowledge

Abstract

Pedagogical Content Knowledge (PCK) plays a pivotal role in ensuring the effectiveness of teaching and learning. Within the context of integrating technology into lessons, PCK has evolved into Technological Pedagogical Content Knowledge (TPACK). The acquisition of TPACK by teachers implies mastery of its seven components. TPACK is both content and context-specific, meaning that a teacher's understanding of TPACK for one teaching strategy may differ from that for another. In the context of Augmented Reality-Green Sustainable Chemistry (AR-GSC), a distinct level of TPACK is required due to its interdisciplinary and holistic nature, setting it apart from other teaching strategies. This study employed embedded mixed method design to explore the changes in TPACK components among a group of 36 chemistry pre-service teachers exposed to AR-GSC. The quantitative findings indicate no significant changes in content, pedagogical, and pedagogical content knowledge. However, significant differences were observed in technological knowledge, technological content, and pedagogical knowledge and TPACK, indicating the emergence of a nuanced understanding of technological, pedagogical, and content knowledge. Qualitative focus group interview involving 15 preservice teachers provided insights for understanding quantitative findings. It is important to note that these findings are preliminary and suggest avenues for further research to validate the relationship between TPACK and AR-GSC.