Integrating the TPACK-CFR intervention in the teaching of science courses for pre-service teachers

Date of Publication

8-2023

Document Type

Dissertation

Degree Name

Doctor of Philosophy in Science Education Major in Physics

Subject Categories

Science and Mathematics Education

College

Br. Andrew Gonzalez FSC College of Education

Department/Unit

Science Education

Thesis Advisor

Lydia S. Roleda

Defense Panel Chair

Maricar S. Prudente

Defense Panel Member

Socorro E. Aguja
Joel T. Maquiling
Antriman V. Orleans
Robert C. Roleda

Abstract/Summary

This Action Research employed Deming’s Plan-Do-Study-Act model to improve the PSSTs’ teaching science with technology-related competencies by integrating the TPACK-CFR framework into the Teaching of Science course, a 3-unit professional education lecture course in one semester. The intervention comprised four stages: familiarizing with the TPACK-CFR framework, lesson planning, microteaching, and final demonstration teaching. Forty-eight pre-service science teachers (PSSTs) from a teacher education institution (TEI) participated in this study. A mixed method of data gathering and data analysis procedures were used. A Wilcoxon signed rank test revealed that the TPACK-CFR intervention significantly improved the PSSTs’ self-efficacy for the seven TPACK-ST constructs: TK (Z (48) = -5.852, p < 0.000, r = 0.844; PK (Z (48) = -5.699, p < 0.000, r = 0.822; CK (Z (48) = -5.732, p < 0.000, r = 0.827; TPK (Z (48) = -5.368, p < 0.000, r = 0.774; TCK (Z (48) = -5.5.698, p < 0.000, r = 0.822; PCK (Z (48) = -5.441, p < 0.000, r = 0.785; and TPCK (Z (48) = -5.567, p < 0.000, r = 0.803. Thematic analysis using Creswell’s protocol showed that modeling a lesson and lesson planning allowed the PSSTs to understand TPACK integration. In addition, microteaching and final demonstration teaching activities allowed them to identify strengths and weaknesses and improve their practices. Furthermore, the results also revealed the positive effect of collaboration, feedback, and reflection in enhancing PSSTs’ TPACK-ST-related competencies. Also, the findings showed that lesson planning significantly improved (Z (48) = -6.033, p< 0.000, r=0.87). The TPACK-CFR intervention also strengthened the beliefs of the PSSTs about contextualization and student-centered approaches. Finally, the PSSTs improve their teacher-related skills along the TPACK constructs and contextualization. It is therefore implied that TEIs should create a supportive learning environment to foster the development of TPACK-ST self-efficacy among PSSTs. It is also recommended that modeling, lesson planning, microteaching, demonstration teaching, collaboration, feedback, and reflection strategies should be an integral part of the Teaching of Science course or other professional education course that aims to develop teaching competencies among PSTs.

Abstract Format

html

Language

English

Format

Electronic

Keywords

Science teachers—Training of; Lesson planning; Action research in education

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