Application of Technological Pedagogical Content Knowledge (TPACK) Skills in Physics Teachers for Quality and Sustainable Development in Rivers-State (original) (raw)
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Association for the Promotion of Innovation in Education (APIE), 2013
This study adopted survey design to examine science teachers' technological pedagogical content knowledge acquisition. It was guided by two research questions and two null hypotheses. All the four hundred and six (406) science teachers were used as sample for the study. One instrument titled "Science Teachers' Tchnological Pedagogical Content Knowledge Questionnaire" (STTPCKQ) was used for data collection. The reliability of the questionnaire, established using Cronbach Alpha, ranges from .78 to .83. The hypotheses were tested using population t-test for hypothesis one and independent t-test for hypothesis two. The two hypotheses were tested at .05 level of significance. The findings of the study revealed that science teachers' technological pedagogical content knowledge acquisition is significantly high and there is a significant influence of gender on Science Teachers' Technological Pedagogical Content Knowledge (TPACK) acquisition in public Secondary Schools. Based on the findings of this study, it was recommended, amongst others, that workshops, conferences and seminars should be organised regularly for secondary school teachers to sustain and/or maintain the high level of technological pedagogical content knowledge they claimed to have achieved.
This study intends to find out the factors affecting the pedagogical content knowledge of physics teachers. Two research questions were answered using survey research design. A total of 60 Bauchi State secondary school physics teachers constituted the population for the study and 20 teachers were selected using stratified random sampling techniques out of the population. Questionnaire with five point Likert Scale was used for answering the research questions and the outcome of the questionnaire was analyzed using simple statistical tools of mean and standard deviation. The findings thus, revealed that teachers' attitude, textbooks content, curriculum content and teacher motivation affect the pedagogical content knowledge PCK of physics teachers.
INVESTIGATING FACTORS AFFECTING PEDAGOGICAL CONTENT KNOWLEDGE (PCK) OF PHYSICS TEACHERS
This study intends to find out the factors affecting the pedagogical content knowledge of physics teachers. Two research questions were answered using survey research design. A total of 60 Bauchi State secondary school physics teachers constituted the population for the study and 20 teachers were selected using stratified random sampling techniques out of the population. Questionnaire with five point Likert Scale was used for answering the research questions and the outcome of the questionnaire was analyzed using simple statistical tools of mean and standard deviation. The findings thus, revealed that teachers’ attitude, textbooks content, curriculum content and teacher motivation affect the pedagogical content knowledge PCK of physics teachers. KEYWORDS: Pedagogical Content Knowledge, Physics Teachers, Teaching
A research has been conducted to study the Physics Teacher's competency profile based on component of Technological Pedagogical Knowledge (TPK), Technological Content Knowledge (TCK), Pedagogical Content Knowledge (PCK) and Technological Pedagogical Content Knowledge (TPCK) on Wave Material in Senior High School. This research is a qualitative research. The intake of research subject used Snowball sampling. Data obtained were analyzed by Spradley's model. The result of this study described each TPCK component of Physics Teacher. The conclusion indicated that teachers with TPCK have "very good" competence compared by TPK, TCK, and TPK. Teachers with competence of TPCK combine aspects of pedagogical and content with technology ability to implement innovative strategies for effective learning in the classroom. This study is expected to be an evaluation by Physics Teachers to improve the quality and learning outcomes of students in senior high school.
2018
The purpose of this study is to investigate physics teachers' (TPCK) and their learners' achievement in electricity. A purposive sample of 42 Grade 11 physics teachers and 1423 learners participated in the study. An explanatory mixed method research design was employed in the study to collect data. A survey questionnaire (PTTPCKQ), consisting of sixpoint Likert scale questions, was answered by participating teachers. Similarly, their learners responded to a confirmatory questionnaire (LCPTTPCKQ). The learners also responded to the Electricity Learning Confirmatory Questionnaire (LELCQ) and wrote an achievement test called Learner Electricity Achievement Test (LEAT). The data collected was analysed both quantitatively and qualitatively. Quantitatively, it was found that a positive, statistically significant relationship existed between physics teachers' experience and their learners' achievement [Spearman's rho (42) = .39, p = .011] as well as physics teachers' TPCK and their qualifications [Spearman's rho (42) = .33, p = .003]. There was also a positive statistical relationship between physics teachers' TPCK and learner achievement, yet this was not statistically significant. There were positive, statistically significant relationships between all the constructs of the physics teachers' TPCK and their TPCK from the analysis of the PTTPCKQ. There were positive statistically significant relationships between all the constructs of the physics teachers' TPCK and their TPCK, according to the analysis of the LCPTTPCKQ. Furthermore, comparing the learners' responses on the LCTTPCKQ and their teachers' responses on the PTTPCKQ, it was found that both learners and teachers provided similar responses for all the constructs of TPCK except TCK. Qualitative data analysis further revealed that the technologies used by these teachers were PhET Simulations, YouTube Videos, Power Point Presentations, Interactive White Boards, and Mindset Videos. Finally, between 12.9% iii and 5.2% of the learners reported that their teachers had neglected to teach some sections of the electricity in the curriculum. iv KEY TERMS Electricity, physics teacher, Technological Pedagogical Content Knowledge, Lesson plan, Grade 11 physics, t-Test, Spearman's Correlation, Chi-square Test and learner achievement. v DECLARATION I declare that AN INVESTIGATION OF PHYSICS TEACHERS' TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE AND THEIR LEARNERS' ACHIEVEMENT IN ELECTRICITY is my own work and that all the sources I have used or quoted have been indicated and acknowledged by means of complete references.
Pedagogical Content Knowledge of Pre-service Physics Teachers
Jurnal Ilmiah Pendidikan Fisika Al-Biruni, 2020
This study aims to describe the content knowledge, pedagogical knowledge, and pedagogical content knowledge of students of pre-service physics teachers at Walisongo Semarang. The type of research is quantitative descriptive. The samples were Physics Pre-service teachers at Universitas Islam Negeri Walisongo Semarang. The samples were 65 pre-service physics teachers determined by the purposive sampling technique. The method of collecting data used was a test, observation, and documentation. The results showed that pre-service physics teachers' content knowledge capabilities were in three categories, namely: 35% poor, 42% sufficient, and 23% good. The pedagogical knowledge test showed that 16% of physics pre-service teachers were in a good category, 77% were in a good category, and 7% were in a very good category. The results of the pedagogical content knowledge test showed that 12% of the pre-service physics teachers were in the poor, 30% were in the moderate category, 35% were i...
Scholarly Research Journal for Humanity Science & English Language,, 2023
This study aimed to gather knowledge about the Technological Pedagogical Content Knowledge of Science Teachers at the Higher Secondary stage in the Covid Era. A descriptive survey method has been used to collect data from the sample comprised of 202 higher secondary stage Science teachers from the Cuttack district by employing random and incidental sampling techniques. The researcher used Likert Scale to collect data from 202 higher secondary-stage Science teachers by adopting the Likert scale. The objectives of the study were, 1)to study the Technological Pedagogical Content Knowledge of Science Teachers at Higher Secondary stage, 2)to find out the Technological Pedagogical Content Knowledge of science teachers at the higher secondary stage concerning their teaching experiences, and 3)to investigate the differences in higher secondary stage science teachers' Technological Pedagogical Content Knowledge regarding the type of institution. To draw out the result, two statistical techniques were used percentage and t-test. The researcher found that there is no significant difference in the TPACK means scores of novice and experienced teachers and government and private higher secondary school teachers.
Universal Journal of Educational Research, 2020
The study investigated the factors affecting the teaching of Physics in Technology, a new theme under the Senior Secondary School Physics Curriculum which took effect in Nigeria after the last curriculum review. The study adopted the survey design, which involved all the Senior Secondary School Physics teachers in Ondo, Nigeria and it addressed three objectives. An instrument titled, Questionnaire on the Factors Affecting the Teaching of Physics in Technology (QFATPT), was used to obtain data for the study. The reliability of QFATPT was achieved using Cronbach Alpha Coefficient and a value of 0.76 was obtained. The data collected were analysed using descriptive statistics. Findings from the study showed that Physics teachers were aware that a new theme exists in the curriculum. Furthermore, assessment bodies such as the West African Examinations Council (WAEC) and National Examinations Council (NECO) do not assess students on the new theme. The study concludes that while many teachers may be aware and perhaps even favorably disposed to the new curriculum theme on Physics in Technology, the challenges of access to resources for teaching and the absence of test items of the theme during national and local assessment militate against effective implementation of the newly added topics to the curriculum in schools. The paper closes with suggestions on the need for government to increase the awareness of Theme IV through workshops/seminars for in-service Physics teachers and also ensure the procurement of relevant materials/equipment to support local improvisation by teachers.
International journal of research and innovation in social science, 2022
TPACK is a dynamic and transactional relationship between content, pedagogy, and technology. It is vital for good teaching with technology to understand the mutual relationship between the three components taken together to create suitable, context-specific, strategies and representations. The purpose of the study is to evaluate the level of technology pedagogy and content knowledge of pre-service science teachers. The respondents were the 428 pre-service science teachers from the different higher education institutions in Caraga Region. Results showed that the overall mean score of the level of technology pedagogy and content knowledge (TPACK) of the pre-service science teachers was low (4.11). Moreover, technological knowledge (TK) obtained the highest mean score of 5.19 while technological pedagogical and content knowledge (TPACK) was the lowest (3.18). It implied that the pre-service science teachers have insufficient training and practice to include technology in their instructions. Further, there are two (2) models that predict the TPACK of the pre-service science teachers namely: (Model 1) TPACK = f(TK) and (Model 2) TPACK = f(TK + PCK). TK influenced the TPACK in model 1 while TK and PCK influenced the TPACK in model 2. TK and PCK showed a positive relationship to TPACK. Hence, to have an effective network between technology, pedagogy, and content in teacher education programs, it is hereby recommended the inclusion of professional development in the curriculum of the preservice teachers through the conduct of capability training and hands-on exposure to acquiring additional knowledge in integrating technology in the classroom instructions within their content areas.
2018
Physics teacher education is meant to facilitate purposeful learning through the use of appropriate procedures that make graduates not only to secure meaningful employment, but also handle demands of the labour market effectively. Omusewo (2007) notes that teacher training at the universities is an important enterprise because standards of education in any country depend on the quality of the teachers. The design of what knowledge, skills, attitude and behaviour that teachers should be equipped with during training is necessary for the success of an education system. This is because teachers are entrusted with the task of moulding learners to the desired characteristics. Similarly, Etkina (2011) has indicated that learners’ acquisition of the key knowledge, attitudes and behaviour that will be active in the society and the economy depends on the ability of the teachers. Similar sentiments are also made by the United Nations Information Communications Technology (UNICT, 2013) in a ta...