The Effects of a Design of Inquiry-Based Learning Spaces in Science Education: A Mixed Method Design Study

How teachers use technology efficiently in their classes is an important issue because learning environments are also affected by rapid developments in instructional technology. In the current study, we investigated how designing an inquiry-based technology-enhanced lesson plan on the virtual platform influences the TPACK (Technological Pedagogical Content Knowledge) self-efficacy of pre-service teachers and also how they integrated educational technology into their lesson plans. A total of 38 undergraduate students at a teacher education programme participated in the study. Data were gathered by the self-efficacy scale and the lesson plans developed by the pre-service teachers. The findings revealed a significant increase in the TPACK self-efficacy of the pre-service teachers after they designed an inquiry-based technology-enhanced lesson plan on the virtual platform. Besides, lesson plan analysis showed that pre-service teachers generally followed the phases of inquiry-based learning and integrated online scaffolding tools and virtual laboratories into their plans at a moderate level.

Background Teachers need to support students and prepare them for the digital future by effectively using digital technologies. In this context, improving teachers’ Technological Pedagogical Content Knowledge (TPACK) through online Professional Development (PD) interventions is critical to increasing success in technology integration. Purpose The current study explores science teachers’ views on TPACK practical, TPACK self-efficacy, levels of Synthesis of Qualitative Data (SQD) strategies, and online completion of PD within the scope of TPACK-based online PD activities in which SQD strategies are integrated. Sample The participants of the study were science teachers from 14 middle schools. Design and methods This study was designed using a mixed-method-embedded pattern. A 15-week PD program was conducted with the participants within the scope of SQD strategies (role model, reflection, instructional design, collaboration, real life, feedback) integrated into TPACK-based online PD. Data were collected using various tools in the context of qualitative and quantitative methods. Results TPACK-based online PD, in which SQD strategies were integrated, had a significant effect on improving science teachers’ TPACK practical, level of use of SQD strategies, and TPACK self-efficacy. Feedback was given to the teachers after the first lesson plans were prepared individually, and after the feedback, more teachers collaboratively used information and communication tools (ICT) in their lesson plans. According to the opinions of science teachers regarding online completion of PD programs, education is useful and efficient in terms of content, participation opportunities, communication, and collaboration. Conclusion The integration of SQD into science teachers’ online professional development programs will provide useful and productive outputs in terms of content, participation, communication, and collaboration.

This study aims at delving into the effect of applying TbI (Technology based Instruction) lesson plan to pre-service teachers’ (PSTs) Technological Pedagogical Content Knowledge (TPACK) self-efficacy in a microteaching course. TbI lesson plan was developed following Niess’s technology integration framework. The experimental research with pre-post measurements design was conducted in an English Department in a public university in West Nusa Tenggara, Indonesia. The data-gathering process was done by administering the TPACK self-efficacy questionnaire and conducting a semi-structured interview. The participants were 23 PSTs who joined a microteaching course where the researcher became the teacher. The quantitative data were analyzed statistically through SPSS 24 version and supported by the PSTs responses which were thematically analyzed. The results showed that the treatment affected positively to PSTs' self-efficacy which was later recommended to inhibit technological knowledge prior to other TPACK divisions to PSTs. This favorable effect was confirmed by six participants' post-interview comments, in which they claimed all of the benefits of using a TbI lesson plan to improve their microteaching performance and confidence to use technology for EFL teaching. Henceforth, this study implies the urgency to apply similar instruction to mediate challenges of technology integration in EFL teaching.

Pre-service science and mathematics teachers’ beliefs and attitudes concerning technology integration significantly influence how confident they are to integrate technology into their teaching. This study is a comparative examination of the technological pedagogical content knowledge (TPACK) self-efficacy of 202 pre-service science and mathematics teachers enrolled at two Zambian universities. It also investigated the influence of selected demographic variables on the TPACK self-efficacy of pre-service science and mathematics teachers. The study employed a cross-sectional survey research design to collect data, which was analyzed using the independent samples t-test and one-way ANOVA. The findings reveal that pre-service teachers have moderate TPACK self-efficacy. Furthermore, the results indicate that students’ self-efficacy at the two universities was not statistically different (t[200]=2.11, p=.83); nonetheless, their TPACK self-efficacy was influenced by gender, year of study and subject specialization in some TPACK constructs. The implications of these findings were discussed.

Technological Pedagogical Content Knowledge (TPACK) studies have surged over the past few years, however, there is a lack of studies that have comprehensively reviewed and synthesized data on teachers’ TPACK self-efficacy. The present review aimed to provide data on research methods, study samples, subject domains, and evaluation approaches used in the TPACK studies to date. The review also aimed to analyze teachers’ TPACK self-efficacy, self-efficacy beliefs, computer self-efficacy, and technology support concerning professional development. Five best bets (most searched databases) were selected on the Electronic Business Source Complete (EBSCO) host platform. An abstract level screening was conducted for 136 peer-reviewed articles, and 75 articles were selected for the detailed screening. The analyses were focused on year-wide appearance of TPACK studies, research methods, study samples, subject domains, and evaluation approaches used. The growth and development of TPACK self-efficacy was examined using the narrative approach. Results indicated that professional development interventions were effective in improving teachers’ TPACK self-efficacy. Also, TPACK-based argumentation practices helped participants strengthen their perceptions toward the integration of technology in classrooms. The implications of the findings for teacher preparation programs and other professional development activities were presented.

This study aimed to investigate the Technological Pedagogical Content Knowledge (TPACK) self-efficacy and ICT integration skills of elementary pre-service teachers in elementary classrooms. The respondents were fifty-two (52) elementary pre-service teachers enrolled in the student teaching program at the Central Luzon State University. Results revealed that most of respondents perceived themselves to be highly proficient in all domains of TPACK framework: Technology Knowledge (TK), Content Knowledge (CK), Pedagogical Knowledge (PK), Pedagogical Content Knowledge (PCK), Technological Content Knowledge (TCK), Technological Pedagogical Knowledge (TPK) and Technological Pedagogical Content Knowledge (TPCK). Most of them were found to be good in integrating ICT in classroom instruction, particularly in terms of planning and implementation.Respondents’ GPA in Educational Technology and ICT-related courses was found to have negative significant relationship with their planning and implementation of ICT-Integrated instruction. Their TPACK self-efficacy had a highly significant relationship with their planning and implementation of ICT-integrated instruction.

Education institutions globally, are increasingly driven to integrate innovative technologies in teaching spaces. While many studies have been conducted on e-learning, blended learning and m-learning, only a few studies have concentrated on the STEM preservice teachers’ e-readiness for using online multimodal teaching methods in developing economic contexts. Therefore, the purpose of this paper is to examine the interplay of experiences, attitudes and technological pedagogical content knowledge (TPACK) self-efficacy as they influence STEM preservice teachers’ e-readiness for implementing online multimodal teaching. This paper employed a descriptive online survey method and a stratified random sampling technique to collect data from 204 final-year STEM preservice teachers on a teacher training programme in South Africa. Statistical tools of confirmatory factor analysis, exploratory factor analysis, bivariate and correlation analysis were employed on the collected data. The results revealed that STEM preservice teachers have positive attitudes towards multimodal online learning. However, STEM preservice teachers do not feel confident in using multimodal online resources in their teaching. In addition, this paper found that experiences of online multimodal teaching impacted on preservice teachers’ attitudes and resultantly, STEM preservice teachers’ TPACK self-efficacy. The results and discussions inform the design for improvement in online multimodal teaching methods e-readiness and usage by preservice teachers. Recommendations include resource support, alignment of teacher training curricula and development of practicum practices for overall improvement of preservice teachers’ experiences.

The purpose of this study is to reveal the relation between Technological Pedagogical Content Knowledge (TPACK) sub-dimensions of science teachers in Turkey. For this purpose, relations between the elements forming the TPACK have been investigated with a model. This research was carried out with 563 science teachers working in 81 schools to represent science teachers in Turkey. The scale developed by Kiray (2016a) to measure TPACK self-efficacy perceptions of teachers and teacher candidates was used as data collection tool in the research. The data obtained in the study were analyzed by structural equation modeling. The direct and positive effects of Technological Content Knowledge (TCK), Technological Pedagogical Knowledge (TPK) and Pedagogical Content Knowledge (PCK) from external variables consisting of binary knowledge domains of the study are seen on TPACK. These variables account for 65% of the change in TPACK. PCK is the variable that affects TPACK the most. According to this finding, PCK has a critical importance in teachers' technology integration. Another important finding in this study is that teachers' CK directly and positively influences TCK and PCK, and this effect is greater than the effect of TK and PK. When considered in the context of the results of this research, a gradual model covering CK and PCK can be proposed instead of a direct technology-based approach to professional development programs developed to increase TPACK self-efficacy of teachers.

This research investigates how English teachers with a non-English educational background demonstrate their self-efficacy beliefs on the technological pedagogical content knowledge (TPACK) toward their professional practices. The data was obtained from 18 teachers from a non-English educational background in formal and informal Indonesian education settings. Those teachers undertook strategies to develop the technological pedagogical content knowledge (TPACK) while managing their self-efficacy beliefs. Employing a mixed-method research approach, this study gathered the data using closed-ended and open-ended questionnaires, individual interviews, and in-depth interviews. Responses revealed that 18 participants completed a 5-item Likert-type survey measuring the level of teachers’ TPACK self-efficacy. The survey measures the three major aspects of TPACK mean value for teachers’ technological knowledge (TK) (X ̅=23.55) and pedagogical knowledge (PK) (X ̅=19.55), both of which are relatively higher than the value of the content knowledge (CK) (X ̅=16). The dominant factor affecting the high percentage in those two aspects emanates from the teachers’ persistent accounts that they need to be independent in learning while constantly updating their knowledge. This research also discusses the suggestion for future research studies for developing teachers’ TPACK self-efficacy.

This study examines the attitudes of academic staff toward the use of generative artificial intelligence (GenAI) in higher education teaching. Focusing on faculty members at a college in Israel, the study explores how attitudes are associated with self-reported levels of technological pedagogical content knowledge (TPACK) self-efficacy, personal innovativeness in IT (PIIT), and two perceptual constructs drawn from the Technology Acceptance Model (TAM): perceived usefulness and perceived ease of use. A cross-sectional survey design was used, with data collected from 84 lecturers. Correlation and hierarchical regression analyses revealed that both PIIT and TPACK self-efficacy were positively associated with attitudes toward GenAI, with perceived usefulness and ease of use emerging as significant mediators. Specifically, the effect of TPACK self-efficacy on attitudes was fully mediated by these perceptual variables, while PIIT retained a significant direct effect. The findings suggest that faculty attitudes toward GenAI are shaped by both individual dispositions and evaluative judgments about the tool’s pedagogical relevance and usability. This research contributes to the growing literature on AI in education by providing empirical evidence on the attitudinal antecedents relevant to faculty engagement and may inform institutional strategies that support the thoughtful and differentiated integration of GenAI in teaching.

The psychology of teaching preparedness: Linking TPACK to self-efficacy in pre-service EFL teachers.

This study aimed to measure the TPACK self-efficacy of prospective science teachers based on Koehler and Mishra’s technological pedagogical content knowledge (TPACK) theoretical framework. The instrument in this study was developed by Kiray, which consists of seven subscales; the total number of items was 55. To test the instrument, 158 students were used as respondents. Research respondents comprised 312 students in a senior year from the Faculty of Math and Science Universitas Negeri Semarang. Confirmatory factor analysis was performed for the construct validity of the scale. The analysis results showed that the number of items from 55 to 49 items and eight subscales. The Cronbach alpha internal reliability coefficient was calculated using SPSS 20.0 as 0.968; reliability composite 0.959, which means the scale developed was feasible to measure TPACK self-efficacy perception of pre-service science teachers. The results obtained indicate that the average TPACK self-efficacy was in the medium category.

The aim of this study is to investigate the effects of GeoGebra Supported Micro Teaching Applications and TPACK Game Practices on the TPACK efficacy and self-efficacy perception levels of the prospective math teachers on polygons. The study was carried out using 2 × 2 factorial design. The study group comprised 88 prospective math teachers. The prospective teachers were separated into 4 groups (G1, G2, G3, G4) randomly. Prospective teachers in G1 were participated in Micro Teaching Applications and Game- Based TPACK Activities, G2 participated in GeoGebra Supported Micro Teaching Applications, G3 group participated in Micro Teaching Applications and finally G4 group was participated in GeoGebra Supported Micro Teaching Applications and Game-Based TPACK Activities. The prospective teachers’ efficacy levels were determined by using lesson plan and participant form; TPACK self-efficacy perception levels were determined by using TPACK Scale for Geometry. It was determined all application processes increased prospective teachers’ TPACK efficacy and self-efficacy scores. The result of study showed that in terms of group variable there is a statistically significant difference between prospective teachers’ TCK and TPACK efficacy levels. The results for self-efficacy scores rejected the statiscally significant difference for post-test scores in terms of group variable for CK, PCK, TCK and TPACK.

In this study the investigators used two different approaches to investigate preservice teachers’ Technological Pedagogical Content Knowledge (TPACK) competencies and self-regulated learning skills (SRL). The first study was conducted at Ahmet Keleşoğlu Education Faculty, Necmettin Erbakan University (NEU), Konya, Turkiye and the second study was conducted at Arkansas Tech University (ATU), Arkansas, the United States. The data from the participants at NEU was collected from 375 preservice teachers to examine the correlation among preservice teachers’ TPACK competencies, SRL and their gender and years of study. Although the findings revealed that preservice teachers’ TPACK competencies differed by their gender and year of study, there was no significant difference in their SRL skills. Finally, the results indicated that there were positive and significant relationships between the preservice teachers’ TPACK competencies and their self-regulated learning skills. The data from the ATU participants was collected from 66 preservice teachers (54 undergraduates, 12 graduate). The ATU study examined the impact of employing project-based learning (PBL) on students’ TPACK competencies, self-efficacy (SE), and SRL in different learning environments. The findings indicated that the use of PBL does enhance preservice teachers’ SRL skills in all learning environments. Finally, the findings indicated that students’ TPACK competencies significantly increased after using PBL.

With the rapid development of technologies and the gradually increasing requirements of technology integration into teaching, teachers have been facing stress to keep pace with new technologies and to design pedagogical usage of technologies. Although prior studies have examined the creators and negative impacts of technostress, insights into the effective factors relieving teachers’ technostress are rather limited. To facilitate teacher improvement with technology usage and help school administrators develop preventive stress management strategies, this study constructed a structural model among teachers’ technostress, TPACK, computer self-efficacy, administration support, and collegial support, which were examined through a composite instrument adapted from previous studies. Data were collected from 366K-12 in-service teachers in China. After the exploratory factor analysis and confirmatory factor analysis, the results showed that the adapted instrument had adequate validity and reliability. Further, through structural equation modeling, the results indicated that administration support predicts teachers’ computer self-efficacy, and collegial support predicts both teachers’ TPACK and computer self-efficacy, which in turn negatively predict their technostress. The findings imply that primary and secondary school principals need to support teachers both administratively and through the creation of collegial professional learning communities to develop TPACK and computer efficacy to reduce teachers’ technostress.