The Integrations of Elementary Science Teachers’ Technological Pedagogical Content Knowledge Components during COVID-19: Teaching Electric Circuits and Circuit Diagrams

IF 2.2 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Research in Science Education Pub Date : 2023-12-08 DOI:10.1007/s11165-023-10147-0

Sevgi Aydin-Gunbatar, Neslihan Kaplan, Fatma Nur Akin

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Abstract

This study aimed to examine the integration of four elementary science teachers’ technological pedagogical content knowledge (TPACK) components during emergency remote teaching. Data sources included teaching video recordings and stimulated interviews conducted after analyzing the teachers’ teaching videos. The data were analyzed by identifying the practical TPACK (TPACK-p) segments and by adopting the enumerative and constant-comparative approaches. Major findings of the analysis were (i) the integrations seen in the teachers’ maps become richer and more diverse as their TPACK-p proficiency increases; (ii) the learner and assessment components are the most prominent components when the teachers can integrate learners into the lesson; and (iii) the instructional management and curriculum-design components have limited integrations with other TPACK-p components. The results are discussed in light of related literature and implications are provided for science teacher education. Remote science teaching courses should be incorporated into preservice teacher education programs. Likewise, professional development programs should train in-service teacher for distance science teaching.

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COVID-19 期间小学科学教师技术教学内容知识的整合：电路和电路图教学

本研究旨在考察四位小学科学教师在紧急远程教学中技术教学内容知识（TPACK）的整合情况。数据来源包括教学录像和分析教师教学录像后进行的激励访谈。通过识别实用 TPACK（TPACK-p）片段，并采用枚举法和常量比较法对数据进行分析。分析的主要结论是：(i) 随着教师 TPACK-p 能力的提高，教师教学图中的整合变得更加丰富和多样；(ii) 当教师能够将学习者整合到课程中时，学习者和评估部分是最突出的部分；(iii) 教学管理和课程设计部分与其他 TPACK-p 部分的整合有限。本文结合相关文献对研究结果进行了讨论，并提出了对科学教师教育的启示。远程科学教学课程应纳入职前教师教育计划。同样，专业发展计划也应培训在职教师进行远程科学教学。

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来源期刊

Research in Science Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.40

自引率

8.70%

发文量

期刊介绍： 2020 Five-Year Impact Factor: 4.021 2020 Impact Factor: 5.439 Ranking: 107/1319 (Education) – Scopus 2020 CiteScore 34.7 – Scopus Research in Science Education (RISE ) is highly regarded and widely recognised as a leading international journal for the promotion of scholarly science education research that is of interest to a wide readership. RISE publishes scholarly work that promotes science education research in all contexts and at all levels of education. This intention is aligned with the goals of Australasian Science Education Research Association (ASERA), the association connected with the journal. You should consider submitting your manscript to RISE if your research: Examines contexts such as early childhood, primary, secondary, tertiary, workplace, and informal learning as they relate to science education; and Advances our knowledge in science education research rather than reproducing what we already know. RISE will consider scholarly works that explore areas such as STEM, health, environment, cognitive science, neuroscience, psychology and higher education where science education is forefronted. The scholarly works of interest published within RISE reflect and speak to a diversity of opinions, approaches and contexts. Additionally, the journal’s editorial team welcomes a diversity of form in relation to science education-focused submissions. With this in mind, RISE seeks to publish empirical research papers. Empircal contributions are: Theoretically or conceptually grounded; Relevant to science education theory and practice; Highlight limitations of the study; and Identify possible future research opportunities. From time to time, we commission independent reviewers to undertake book reviews of recent monographs, edited collections and/or textbooks. Before you submit your manuscript to RISE, please consider the following checklist. Your paper is: No longer than 6000 words, including references. Sufficiently proof read to ensure strong grammar, syntax, coherence and good readability; Explicitly stating the significant and/or innovative contribution to the body of knowledge in your field in science education; Internationalised in the sense that your work has relevance beyond your context to a broader audience; and Making a contribution to the ongoing conversation by engaging substantively with prior research published in RISE. While we encourage authors to submit papers to a maximum length of 6000 words, in rare cases where the authors make a persuasive case that a work makes a highly significant original contribution to knowledge in science education, the editors may choose to publish longer works.