This explanatory sequential mixed-method study aims to investigate science teachers' technological pedagogical content knowledge (TPACK) competencies and determines their TPACK indicators based on the TPACK-Deep framework. The participants were 136 science teachers (85 females and 51 males) from a small city where 232 science teachers work. Three…

The effective use of technology in teaching can aid in enhancing the teaching and learning of a subject matter. This study aimed to enhance the technological pedagogical content knowledge (TPACK) of five pre-service biology teachers (PSBTs) by implementing a TPACK-Instructional Design (TPACK-ID) model-based technology integration course at a…

Pedagogical content knowledge (PCK) refers to the content-specific knowledge that teachers use to promote students' learning of specific subject matter. PCK comprises multiple knowledge components that interact with each other when enacted in teachers' instructional practices. For many years, researchers lacked a robust methodological approach to…

Researchers have typically identified and characterized teachers' knowledge bases (e.g., pedagogical content knowledge and subject matter knowledge) in an effort to improve enacted instructional strategies. As shown by the Refined Consensus Model (RCM), understanding teacher learning, beliefs, and practices is predicated on the interconnections of…

Teachers make many important decisions about instruction during the process of planning. While educational researchers have extensively explored teacher planning, this research has largely neglected the ways teachers attend to subject matter while planning. We first explore ways a sample of 13 experienced secondary biology teachers attend to…

This study aims to develop, implement, and evaluate an instructional design model to enhance the pedagogical content knowledge (PCK) of physics student teachers. Model development is accomplished in five stages over two years: 1) problem identification, 2) preliminary identification of the product and design concepts, 3) preliminary theories and…

As educational accountability pressures and science teacher attrition rates within American public-school systems continue to rise, so does the need for improved reform-based professional development (PD) opportunities that allow science educators to challenge their pedagogical beliefs and teaching practices. This qualitative case study explores…

Compelling evidence, from multiple levels of schooling, suggests that teachers' knowledge and beliefs about knowledge, knowing, and learning ("i.e.," epistemologies) play a strong role in shaping their approaches to teaching and learning. Given the importance of epistemologies in science teaching, we as researchers must pay careful…

There is a collective agreement about the necessity of content knowledge (CK) as a prerequisite for pedagogical content knowledge (PCK). However, most PCK models lack explanatory power because of the missing link between CK and PCK. Thus, the study firstly attempts to develop a theoretical model that consists of knowledge of students' learning…

In order to meet the needs of elementary in-service teachers, renovated professional learning, including the components of the Effective Science Professional Development Model is vital. Increasing teachers' pedagogical content knowledge, engaging teachers in investigations, school-year coaching with the underlying theme of collaboration are…

For 30 years, science education researchers and practitioners have waited for the promise of pedagogical content knowledge (PCK) to be fulfilled. PCK has the potential to shape instruction, teacher professional learning, and instructional materials. When the field speaks about PCK in terms of these benefits, a particular kind of PCK is envisioned.…

The purpose of this longitudinal study was to explore the development of pre-service chemistry teachers' pedagogical content knowledge regarding the effect of temperature on reaction rate topic as they took pedagogical content knowledge courses throughout the teacher education program. Pre-service teachers' pedagogical content knowledge was…

This research examined theory based teaching processes of science teachers to understand the mechanism by which theory and practice were connected. Four science teachers desgined lesson plans by applying the empirical-abductive learning cycle (EALC) model and modified lesson plans through a collaborative interview with the researcher. Data were…

As part of their professional competencies, science teachers need an elaborate meta-modelling knowledge as well as modelling skills in order to guide and monitor modelling practices of their students. However, qualitative studies about (pre-service) science teachers' modelling practices are rare. This study provides a category system which is…

The structure and definition of professional knowledge is a continuing focus of science education research. In 2012, a pedagogical content knowledge (PCK) summit was held and it suggested a model of professional knowledge and skill including PCK, which was later often called the Consensus Model (Gess-Newsome, 2015. A model of teacher professional…