Teacher education students using TPACK in science: a case study
© 2015 International Council for Educational Media. Teacher education is in the grip of change. Due to the new Australian Curriculum, no longer is it possible to plan and implement lessons without considering the inclusion of Information and Communication Technologies. Simply knowing about the lates...
| Main Authors: | , , , , |
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| Format: | Journal Article |
| Published: |
2015
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| Online Access: | http://hdl.handle.net/20.500.11937/44456 |
| _version_ | 1848757006012252160 |
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| author | Sheffield, Rachel Dobozy, Eva Gibson, D. Mullaney, J. Campbell, C. |
| author_facet | Sheffield, Rachel Dobozy, Eva Gibson, D. Mullaney, J. Campbell, C. |
| author_sort | Sheffield, Rachel |
| building | Curtin Institutional Repository |
| collection | Online Access |
| description | © 2015 International Council for Educational Media. Teacher education is in the grip of change. Due to the new Australian Curriculum, no longer is it possible to plan and implement lessons without considering the inclusion of Information and Communication Technologies. Simply knowing about the latest technology gadgets is not enough. Information literacy is essential in today’s information-rich learning and working environment. Students and teachers must be able to engage with diverse learning technologies efficiently and effectively in the search for the “right information” at the “right time” for the “right purpose”. Key information literacy and inquiry skills have been recognised as vital learning goals by the Australian Curriculum Assessment and Reporting Authority and the International Society for Technology in Education and are thus critical in science teacher education. This paper examines the overlap of technology, pedagogy and science content in the Technological Pedagogical and Content Knowledge (TPACK) framework and its affordances for science educators, at the intersection between technology knowledge, science pedagogy (information literacy and inquiry) and science content knowledge. Following an introduction of the TPACK framework for science education, the paper reports the research findings, which illustrate that 90% of pre-service teachers thought the experimental unit improved their understanding of the inquiry process, 88% reported more confidence in their understanding of science concepts and 94% of students reported an increase in their knowledge and confidence of Web 2.0 tools in supporting scientific inquiry in science. The implications of this study are that the online inquiry improved students’ knowledge and confidence in the skills and processes associated with inquiry and in science concepts. |
| first_indexed | 2025-11-14T09:21:13Z |
| format | Journal Article |
| id | curtin-20.500.11937-44456 |
| institution | Curtin University Malaysia |
| institution_category | Local University |
| last_indexed | 2025-11-14T09:21:13Z |
| publishDate | 2015 |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | curtin-20.500.11937-444562017-09-13T14:10:54Z Teacher education students using TPACK in science: a case study Sheffield, Rachel Dobozy, Eva Gibson, D. Mullaney, J. Campbell, C. © 2015 International Council for Educational Media. Teacher education is in the grip of change. Due to the new Australian Curriculum, no longer is it possible to plan and implement lessons without considering the inclusion of Information and Communication Technologies. Simply knowing about the latest technology gadgets is not enough. Information literacy is essential in today’s information-rich learning and working environment. Students and teachers must be able to engage with diverse learning technologies efficiently and effectively in the search for the “right information” at the “right time” for the “right purpose”. Key information literacy and inquiry skills have been recognised as vital learning goals by the Australian Curriculum Assessment and Reporting Authority and the International Society for Technology in Education and are thus critical in science teacher education. This paper examines the overlap of technology, pedagogy and science content in the Technological Pedagogical and Content Knowledge (TPACK) framework and its affordances for science educators, at the intersection between technology knowledge, science pedagogy (information literacy and inquiry) and science content knowledge. Following an introduction of the TPACK framework for science education, the paper reports the research findings, which illustrate that 90% of pre-service teachers thought the experimental unit improved their understanding of the inquiry process, 88% reported more confidence in their understanding of science concepts and 94% of students reported an increase in their knowledge and confidence of Web 2.0 tools in supporting scientific inquiry in science. The implications of this study are that the online inquiry improved students’ knowledge and confidence in the skills and processes associated with inquiry and in science concepts. 2015 Journal Article http://hdl.handle.net/20.500.11937/44456 10.1080/09523987.2015.1075104 restricted |
| spellingShingle | Sheffield, Rachel Dobozy, Eva Gibson, D. Mullaney, J. Campbell, C. Teacher education students using TPACK in science: a case study |
| title | Teacher education students using TPACK in science: a case study |
| title_full | Teacher education students using TPACK in science: a case study |
| title_fullStr | Teacher education students using TPACK in science: a case study |
| title_full_unstemmed | Teacher education students using TPACK in science: a case study |
| title_short | Teacher education students using TPACK in science: a case study |
| title_sort | teacher education students using tpack in science: a case study |
| url | http://hdl.handle.net/20.500.11937/44456 |