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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
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
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
Amal Ibourk; Lauren Wagner; Khadija Zogheib – Journal of Science Education and Technology, 2025
Elementary teachers require support through professional learning activities to enhance their climate change literacy and bolster their self-efficacy for teaching climate change. This study explores methods for supporting in-service elementary teachers' self-efficacy in climate change teaching by examining the impact of professional learning…
Descriptors: Elementary School Teachers, Climate, Pedagogical Content Knowledge, Self Efficacy
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
Esra Kabatas Memis; Sümeyra Zeynep Et; Elif Sönmez – Science Education International, 2023
Improvements in science and technology have led to changes in education as well as in many other fields. These changes have made it necessary for today's individuals to have a set of skills in different fields. One of these fields is technology-related skills. Learning environments that require the use of technology undoubtedly play a key role in…
Descriptors: Science Instruction, Teaching Methods, Technology Integration, Preservice Teachers
Xiaoyang Gong; Bing Wei; Bradley W. Bergey; Ebony Terrell Shockley – Journal of Chemical Education, 2023
Computer simulations hold great potential for enhancing chemistry instruction. However, effectively integrating simulations in instruction depends in part on teachers' pedagogical reasoning about simulation affordances and instructional decisions within specific classroom contexts. The objective of this study was to investigate how two chemistry…
Descriptors: Thinking Skills, Decision Making, Computer Simulation, Science Instruction
Wöhlke, Carina; Höttecke, Dietmar – International Journal of Science Education, 2022
For the promotion of students' learning in science, teachers must attend to critical classroom situations in which students express their ideas about scientific concepts and methods. The notion of professional vision is used to describe the skill of noticing situations that are relevant for learning and understanding. The present study contributes…
Descriptors: Science Teachers, Science Instruction, Physics, Pedagogical Content Knowledge
Valtonen, Teemu; Eriksson, Miikka; Kärkkäinen, Sirpa; Tahvanainen, Ville; Turunen, Anni; Vartiainen, Henriikka; Kukkonen, Jari; Sointu, Erkko – Education and Information Technologies, 2023
This research continues the tradition of Technological Pedagogical Content Knowledge (TPACK) studies aimed at better understanding the development of pre-service teachers' TPACK. The aim of the study is to show what are the areas of TPACK that pre-service teachers perceived as important and relevant for them, from a teacher training course. This…
Descriptors: Technological Literacy, Pedagogical Content Knowledge, Preservice Teachers, Student Attitudes
Umesh Ramnarain; Sumayya Moosa – African Journal of Research in Mathematics, Science and Technology Education, 2023
In South Africa, there is a strong recognition of the affordances of information and communications technology (ICT) in science teaching and learning. A key indicator for the effective use of ICT is the technological pedagogical content knowledge (TPACK) of teachers with TPACK-Practical (TPACK-P) being an important iteration related to teacher…
Descriptors: Foreign Countries, Technological Literacy, Pedagogical Content Knowledge, Technology Uses in Education
Jita, Thuthukile; Sintema, Edgar J. – EURASIA Journal of Mathematics, Science and Technology Education, 2022
There is an increased demand to empower pre-service teachers (PSTs) with knowledge and skills regarding the use of information and communication technologies (ICTs) for teaching science. Using the technology acceptance model as theoretical lens, this paper explores the self-concept and views of PSTs in their final year of study regarding their…
Descriptors: Preservice Teachers, Student Attitudes, Self Concept, Educational Technology
Victoria R. Gamble – ProQuest LLC, 2021
This study focused on middle school science teachers' experiences in using technological tools to teach scientific inquiry skills in the middle school science classroom. Technological tools have been increasingly used in middle schools, but knowledge is lacking as to which tools are efficient in teaching scientific inquiry skills. The purpose of…
Descriptors: Middle School Teachers, Teaching Methods, Technology Uses in Education, Inquiry
Belayneh, Kassahun Dejene; Belachew, Woldie – Science Education International, 2023
The goal of this study was to assess students' level of conceptual understanding of chemical kinetics and equilibrium using topic-specific pedagogical content knowledge (TSPCK)-based instruction in chemistry grade 11 students. The research was a mixed approach that involved 159 grade 11 chemistry class students from Addis Ababa administrative…
Descriptors: Chemistry, Grade 11, Science Instruction, Kinetics
Thohir, M. Anas; Jumadi, Jumadi; Warsono, Warsono – Journal of Research on Technology in Education, 2022
Technological Pedagogical Content Knowledge (TPACK) is an emerging competence of pre-service science teachers in the 21st education century. In Indonesian context, knowledge about the use of technology to develop teachers is way too limited. Therefore, this study aimed to identify pre-service teacher competencies in integrating technology into…
Descriptors: Pedagogical Content Knowledge, Technological Literacy, Preservice Teacher Education, Preservice Teachers
Joseph Nzabahimana; Kizito Ndihokubwayo; Leon Rugema Mugabo – African Journal of Research in Mathematics, Science and Technology Education, 2024
Laboratory experimentation providing students with hands-on experiences can greatly enhance the teaching and learning of physics. However, traditional hands-on laboratories are very expensive, limiting the possibilities for practical activities. In addition, limited time for laboratory practices prevents teachers and students from conducting…
Descriptors: Physics, Science Instruction, Computer Simulation, Teaching Methods