Enabling Pre-service Chemistry Teachers' Development of Technological, Pedagogical, and Content Knowledge (TPACK) through Case-Based Lesson Planning

Abstract

This study aimed to enable technological, pedagogical, and content knowledge (TPACK) development among pre-service teachers based on case-based lesson planning. A total of 21 pre-service chemistry teachers having a bachelor’s degree participated in the study during their pedagogical certificate program in Turkey. Data were collected using analysis of instructional plans and open-ended questions. Results showed that case-based lesson planning provided a successful context for helping pre-service teachers to develop content knowledge (CK), technological knowledge (TK), pedagogical knowledge (PK), and TPACK knowledge as the basis for designing effective technology-integrated chemistry lessons.

Modes of technology integration in chemistry teaching: theory and practice

“…The development of TPACK among teachers has received much attention in the science teaching community. The TPACK of chemistry teachers has been studied regarding different technologies, e.g., strengthening video editing skills (Blonder et al, 2013;Dorfman et al, 2019), analyzing Facebook interactions (Rap and Blonder, 2016), analyzing lesson planning (O ¨zdilek and Robeck, 2019;Zimmermann et al, 2021), and implementing simulations in class (Gong et al, 2023). Developing TPACK components is not always intuitive to teachers and lecturers.…”

“…TPACK allows researchers to investigate teachers' pedagogical and technological considerations in their specific area of expertise. The literature is replete with studies that have adopted this framework for both in-service (Blonder et al, 2013;Dorfman et al, 2019;Anci et al, 2020;Gong et al, 2023) and pre-service teachers (O ¨zdilek and Robeck, 2019;Schmid et al, 2021;Zimmermann et al, 2021;Thohir et al, 2022). While considering the TPACK framework, it is important to distinguish between two approaches: the integrative approach and the transformative approach.…”

Technological Pedagogical Content Knowledge (TPACK) Level and Needs of Pre-Service English as a Foreign Language (EFL) Teachers: Evidence from Turkey

“…Moving on to a further level, the integration of technology once with pedagogical knowledge and then with content knowledge brings about novel areas of knowledge named TPK and TCK. While TPK demands an understanding of how to use technology to implement educational strategies or when to employ them (Nazari et al, 2019;Özdilek & Robeck, 2018), TCK calls for an understanding of how technology can be used to turn subject matter into comprehensible representations i.e., using audio-visual speech synthesis or talking heads to show English pronunciation (Bostancıoğlu & Handley, 2018;Mishra & Koehler, 2006). Finally, a teacher's capacity to integrate pedagogical and content knowledge in such a way that students can easily access the content knowledge originates from PCK (Chai, 2019).…”

“…Specifically, some studies investigated TPACK considering a specific branch of science such as chemistry, physics, and biology. In their study, for example, Özdilek and Robeck (2018) examined the influence of case-based lesson plans on pre-service Chemistry teachers' TPACK. Comparably, chemistry teachers' TPACK was analyzed via utilizing not only lesson plans but also through TPACK questionnaires, content assessment, reflective journals, and learning process observations in another study (Paristiowati et al, 2020).…”

Ecologization of the Course of Organic Chemistry, Forming Ecological Knowledge and Education

“…This holistic perspective recognizes the crucial role of scientific knowledge and practical application in ensuring the well-being of all living components of the biosphere, including humans, flora, and fauna. By comprehending the comprehensive impact of organic chemistry’s informational aspect on life’s development, students can grasp the global and intricate influence of this field (Balcin & Ergun, 2017; Ozdilek & Robeck, 2019).…”