Technological Pedagogical Content Knowledge (TPACK) and the Teaching of Science: Determiners for Professional Development

The study investigates how Science teachers articulate their self-confidence in teaching Science with technology. Technological Pedagogical Content Knowledge (TPACK) is used as the primary tool to describe their practice. Using a quantitative approach, with an initial survey of 408 science teachers from 59 secondary schools in a state in East Malaysia, descriptive and inferential statistics were conducted to assess science teachers’ level of TPACK and discriminate differences between perceptions on TPACK related to their teaching experience. Findings revealed that the level of Content Knowledge (CK), Pedagogical Knowledge (PK), Technological Knowledge (TK) and Pedagogical Content Knowledge (PCK) are high, in comparison to their Technological Content Knowledge (TCK), Technological Pedagogical Knowledge (TPK) and Technological Pedagogical Content Knowledge (TPACK) which were recorded at a moderate level. The study also found how teachers with more extensive experience teaching reported higher confidence with their CK, PK and PCK. Novice teachers indicated slightly higher confidence in their TK. The study provides a set of determiners for professional development opportunities for Sarawak Science teachers to upskill their knowledge to integrate science content, pedagogy, and technology

Pengetahuan Teknologi Pedagogi Kandungan Guru Sains Sekolah Menengah

Perkembangan teknologi mampu membawa perubahan yang ketara tentang cara sains diajar dan dipelajari. Teknologi menawarkan peluang meneroka fenomena semula jadi yang mungkin sukar atau mustahil untuk dilihat serta membolehkan murid melaksanakan eksperimen yang sukar, terlalu mahal dan berbahaya untuk dilaksanakan dengan cara biasa. Bagaimanapun, guru perlu memahami cara teknologi boleh dihubungkaitkan dengan pedagogi dan kandungan supaya teknologi dapat digunakan secara berkesan di dalam bilik darjah. Oleh itu, kajian ini bertujuan untuk meninjau persepsi guru sains sekolah menengah terhadap Pengetahuan Teknologi Pedagogi Kandungan (TPACK). Kajian ini menggunakan pendekatan kajian secara gabungan menerusi tinjauan awal yang melibatkan 408 orang guru sains dan diikuti oleh temu bual separa berstruktur terhadap empat orang peserta kajian yang terpilih. Data dan analisis mendedahkan bahawa guru sains umumnya mempunyai persepsi yang tinggi tentang pemahaman mereka terhadap komponen-komponen pengetahuan TPACK. Guru sains mempunyai skor min yang tinggi bagi CK, PK, TK dan PCK kecuali TCK, TPK dan TPACK yang berada pada tahap sederhana. Selain itu, kajian ini juga menunjukkan terdapat hubungan antara persepsi guru sains terhadap TPACK dengan ciri demografi seperti jantina, pengalaman mengajar dan umur guru. Model Persamaan Berstruktur (SEM) yang dicadangkan berdasarkan kerangka TPACK telah menyokong sembilan daripada dua belas hipotesis tentang hubungan antara komponen-komponen TPACK. Keputusan menunjukkan bahawa kesan pengaruh pengetahuan teras iaitu CK, PK dan TK adalah tidak langsung, tetapi menerusi komponen lapisan kedua (PCK, TCK dan TPK). Penerokaan lanjut dalam fasa kualitatif telah mengesahkan dapatan ini dan mengenal pasti sifat hubungan antara komponen-komponen TPACK. Penemuan bukti-bukti mendedahkan bahawa guru-guru sains menggunakan teknologi dalam pelbagai cara namun kebanyakan mereka menggunakannya untuk menerangkan konsep sains, berkongsi maklumat dan mendapatkan maklum balas murid. Ini bermakna tujuan guru menggunakan teknologi ialah untuk membina pemahaman murid, meningkatkan minat dan merangsang penglibatan murid dalam pembelajaran sains. Kajian ini mencadangkan supaya program Pembangunan Profesionalisme Guru harus beralih daripada memperkaya kemahiran teknologi kepada penekanan cara yang sesuai menggunakan teknologi dalam mencapai matlamat pengajaran dan hasil pembelajaran murid

Technological Pedagogical Content Knowledge (TPACK) and the Teaching of Science: Determiners for Professional Development

The study investigates how Science teachers articulate their self-confidence in teaching Science with technology. Technological Pedagogical Content Knowledge (TPACK) is used as the primary tool to describe their practice. Using a quantitative approach, with an initial survey of 408 science teachers from 59 secondary schools in a state in East Malaysia, descriptive and inferential statistics were conducted to assess science teachers’ level of TPACK and discriminate differences between perceptions on TPACK related to their teaching experience. Findings revealed that the level of Content Knowledge (CK), Pedagogical Knowledge (PK), Technological Knowledge (TK) and Pedagogical Content Knowledge (PCK) are high, in comparison to their Technological Content Knowledge (TCK), Technological Pedagogical Knowledge (TPK) and Technological Pedagogical Content Knowledge (TPACK) which were recorded at a moderate level. The study also found how teachers with more extensive experience teaching reported higher confidence with their CK, PK and PCK. Novice teachers indicated slightly higher confidence in their TK. The study provides a set of determiners for professional development opportunities for Sarawak Science teachers to upskill their knowledge to integrate science content, pedagogy, and technology

Boleslaus Lukaszewski (Father Luke) Photographs. Roll 484b, Image 024

Roll 484b. Moving Day-New Library. Image 27 of 31. (1 May 1959) [PHO 1.484b.24]The Boleslaus Lukaszewski (Father Luke) Photographs contain more than 28,000 images of Saint Louis University people, activities, and events between 1951 and 1970. The photographs were taken by Boleslaus Lukaszewski (Father Luke), a Jesuit priest and member of the University's Philosophy Department faculty