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Hyojoon Kim; Jinwoong Song; Sangwoo Ha – Journal of Computer Assisted Learning, 2024
Background: TPACK is a widely used framework for assessing teachers' competence in integrating technology in education. However, previous studies have shown varying interpretations of the relationship between TPACK elements. Qualitative studies that assess the manifestations of TPACK by examining the practices of pre-service teachers are rare.…
Descriptors: Foreign Countries, Pedagogical Content Knowledge, Technological Literacy, Preservice Teachers
Yael Feldman-Maggor; Ron Blonder; Giora Alexandron – Journal of Science Education and Technology, 2025
Artificial intelligence (AI) has made remarkable strides in recent years, finding applications in various fields, including chemistry research and industry. Its integration into chemistry education has gained attention more recently, particularly with the advent of generative AI (GAI) tools. However, there is a need to understand how teachers'…
Descriptors: Chemistry, Science Instruction, Technological Literacy, Pedagogical Content Knowledge
Gyeong-Geon Lee; Seonyeong Mun; Myeong-Kyeong Shin; Xiaoming Zhai – Science & Education, 2025
This research aims to demonstrate that artificial intelligence (AI) can function not only as a tool for learning, but also as an intelligent agent with which humans can engage in collaborative learning (CL) to change epistemic practices in science classrooms. We adopted a design and development research approach, following the Analysis, Design,…
Descriptors: Artificial Intelligence, Cooperative Learning, Science Instruction, Preservice Teachers
Pernilla Nilsson – Research in Science & Technological Education, 2024
Background: This paper builds on the growing focus on learning about teaching science with digital technologies, and the relationship between different elements that constitute teacher knowledge and how these are captured and understood during teacher education program. Purpose: The aim of the paper is to capture and understand how student…
Descriptors: Technological Literacy, Pedagogical Content Knowledge, Science Teachers, Technology Integration
Jale Ercan-Dursun; Jee Kyung Suh; Brian Hand; Gavin Fulmer; Krystal Flantroy – Elementary School Journal, 2025
This multiple case study explored how elementary school teachers use technology, especially for generative science learning, and why they use it the way they do. Data were collected through qualitative methods (interviews and observations) from seven elementary school teachers. The results showed that the participant teachers used technology…
Descriptors: Elementary School Teachers, Technology Uses in Education, Pedagogical Content Knowledge, Technological Literacy
Bassel Chazbeck; Zalpha Ayoubi – Journal of Education in Science, Environment and Health, 2024
The aim of this research is to explore the system of knowledge of the Lebanese secondary physics teachers that affects the selection and integration of educational resources. This teachers' knowledge was studied through their pedagogical and technological pedagogical content knowledge (PCK and TPCK) concerning instructional strategies, students…
Descriptors: Physics, Science Teachers, Secondary School Teachers, Pedagogical Content Knowledge
Yousri Attia Mohamed Abouelenein; Shaimaa Abdul Salam Selim – Education and Information Technologies, 2024
It is a truth of today's world that there is a growing investment in advancing technological opportunities in education. The literature contains a substantial quantity of research on the integration of digital educational settings that contribute to the development of higher education institutions. However, actual data linking key factors like…
Descriptors: Pedagogical Content Knowledge, Technological Literacy, Preservice Teachers, Intervention
Isidor Kokalari; Kosta Lili – Science Education International, 2025
Physics, even though it is guided by simple principles, tends for many topics to be obscured in the mathematics redundancy. MATLAB®, as interactive software for computer algebra, has already had an important impact on the way physics is taught by educators. It has also had a substantial impact on the way research is performed by students to…
Descriptors: Computer Software, Physics, Science Instruction, Teaching Methods
Seok-Hyun Ga; Hyun-Jung Cha; Hye-Gyoung Yoon – Journal of Science Education and Technology, 2025
Virtual reality (VR) and augmented reality (AR) are revolutionary technologies extensively used in science education. However, there has been insufficient discussion of teachers' expertise in using VR/AR. This study explored how pre-service teachers use VR/AR technology in science education based on the technological pedagogical and content…
Descriptors: Elementary School Teachers, Preservice Teachers, Technological Literacy, Pedagogical Content Knowledge
Derya Çaglar; Muammer Çalik – Canadian Journal of Science, Mathematics and Technology Education, 2024
This study aimed to unveil pre-service primary school teachers' (PPSTs) technological pedagogical content knowledge (TPACK) regarding the unit "Let's Recognize the Force" suggested by grade 3 science curriculum. Through a single-case (holistic) design of case study method, 43 PPSTs voluntarily participated in the study. To collect data,…
Descriptors: Preservice Teachers, Teacher Education Programs, Elementary School Teachers, Technological Literacy
Yildiz, Zeynep – Journal of Baltic Science Education, 2022
It is of great importance to examine the level of science teaching self-efficacy (SE), which is related to technological developments in primary school teacher education. It is seen that this subject is not addressed in the context of technological pedagogical content knowledge (TPCK) and visual metaphors. The purpose of this research was to…
Descriptors: Science Instruction, Self Efficacy, Preservice Teachers, Pedagogical Content Knowledge
Nadya Rizk; Subhashni Taylor; Neil Taylor – Australian Educational Researcher, 2024
We present a model for Professional Development (PD) for in-service generalist primary teachers of science. The Remote Classroom Modelling (RCM) model is specifically designed to address salient challenges in the context of professional isolation. We share the principles that supported the design of this PD prototype, and the insights and lessons…
Descriptors: Science Instruction, Elementary School Teachers, Pedagogical Content Knowledge, Professional Isolation
Izgi-Onbasili, Umit; Avsar-Tuncay, Aysegul; Sezginsoy-Seker, Burcu; Kiray, Seyit Ahmet – Journal of Baltic Science Education, 2022
Digital stories are a form of expression that emerges by combining the art of storytelling with multimedia tools such as sound, picture, and video. In this research, examining the experiences of pre-service teachers in creating digital stories in accordance with the science curriculum and the effects of this process on the pre-service teachers'…
Descriptors: Preservice Teachers, Student Experience, Electronic Publishing, Story Telling
Tsoka, Maxwell; Kriek, Jeanne; Seo, Byung – Critical Questions in Education, 2023
This study sought to narrate the experiences of a digital novice South African rural teacher, using technological pedagogical reasoning (TPR). The ubiquity and pervasiveness of digital technology is creating a need for teachers to develop TPR to remain relevant in this ever-changing global teaching community. TPR is developed in the real context…
Descriptors: Foreign Countries, Rural Schools, Teaching Experience, Educational Technology
Yildiz Durak, Hatice; Atman Uslu, Nilüfer; Canbazoglu Bilici, Sedef; Güler, Bekir – Education and Information Technologies, 2023
In this study, the role of science and computational thinking (CT) in teaching self-efficacy and design thinking variables were examined to explain the technological pedagogical content knowledge (TPACK) knowledge forms needed by science teachers for integrated Science, Technology, Engineering and Mathematics (STEM) within the framework of the…
Descriptors: Predictor Variables, Pedagogical Content Knowledge, Technological Literacy, STEM Education