Abstract
This study investigated the conditions and situations offered by Experiencing Inquiry Model (EIM) for developing science teacher's Technological Pedagogical Content Knowledge (TPACK). Also, the study explored the opportunities offered by EIM strategy in enhancing science teacher's abilities to design technology-based inquiry activities for science learning. Situated Cognitive Theory is used as a theoretical framework for learning, and TPACK is adapted to conceptualized technology integration. 17 science teachers from two schools participated in the study. The study employed a mixed method of quantitative and qualitative evidence. A paired sample t-Test was conducted on the participants' pre- and post-Pathfinder networks. Concurrently, the qualitative evidence was collected from researcher's logbook, participants' written documents, and interviews. The participants' abilities to design technology-based inquiry activity for science learning were examined via Technology Integration Assessment Rubric (TIAR). The analysis of the Pathfinder networks showed that there were significant developments in the participants' knowledge components embodied in TPACK. Nevertheless, the TIAR analysis suggested that the participants' designs lacked connecting curriculum goals with technology, and compatibility with curriculum goals and instruction. The study suggested that science teachers should be given amble time to develop TPACK within their instructional contexts.
Highlights
IntroductionNational standards of science emphasize the promises of technology in engaging students in scientific inquiry, problem solving, and critical thinking activities [1,2]
It is suggested that science teachers should develop decision-making abilities, reasoning skills, and critical thinking in relation to the integration of computer technology in classrooms [3,4,5]. They need to develop an understanding of the pedagogical and content uses of technology. In their attempts to capture some of these notions, Mishra and Koehler[6] argue that “thoughtful pedagogical uses of technology require the development of a complex situated form of knowledge that we call Technological Pedagogical Content Knowledge (TPCK)” (p. 1017)
The quantitative results of this study indicated that Experiencing Inquiry Model (EIM) afforded opportunities for the participants to develop Technological Pedagogical Content Knowledge (TPACK) knowledge as indicated by the paired sample t-test of the participants’ Pathfinder networks
Summary
National standards of science emphasize the promises of technology in engaging students in scientific inquiry, problem solving, and critical thinking activities [1,2] Aligning with this vision, research studies suggest that science teachers should be offered opportunities to develop classroom instruction that takes advantage of the abilities of technology in enhancing science learning [3]. McCrory[7] has added that understanding the pedagogical uses of technology includes: understanding of what role technology should play in teaching of science; where technology can be beneficial in science curriculum; in which learning context technology becomes important to use, and why; what technology features support specific learning expectations; and which technology is appropriate to simulate scientific concepts, and why This vision is not fully emphasized in educational technology training. The major goal of such training programs is to train science teachers how to use different technologies in classrooms, the training often does not focus on how to align technology with curriculum objectives, pedagogical goals, or science content [3,8]
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