I like Facebook: Exploring Israeli high school chemistry teachers’ TPACK and self-efficacy beliefs

Blonder, Ron; Rap, Shelley

doi:10.1007/s10639-015-9384-6

Cited by 37 publications

(31 citation statements)

References 55 publications

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“…In recent years however, it has been recognized that teachers may hold different levels of efficacy about different aspects of science teaching. For example, studies have focused on efficacy for chemistry teaching (Uzuntiryaki, 2008), teaching science by inquiry (Seraphin, Philippoff, Parisky, Degnan, & Warren, 2013), integrating Facebook into teaching (Blonder & Rap, 2017), teaching socioscientific issues (Kilinç et al, 2014), and integrating ICT into science (Annetta, Frazier, Folta, Holmes, Lamb, & Cheng, 2013).…”

Section: Measurements Of Specific Science Teaching Self-efficacy Beliefsmentioning

confidence: 99%

Preservice Teacher Self-Efficacy for Enhancing Students’ Long-Term Interest in Science

Jean-Baptiste

Palmer

Archer

2019

GJES

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There is currently a great concern among educationalists regarding the widespread decline in student interest in school science. As a result of this decline, our future teachers will be faced with the challenge of enhancing their students' long-term interest in science. Yet it is not known whether they will have the dispositions necessary to achieve this. Teacher self-efficacy is known to be a relatively accurate predictor of teacher behaviour. The purpose of this study was to investigate preservice teachers' self-efficacy for enhancing students' long-term interest in science. The participants were 121 preservice primary teachers and 31 preservice secondary science teachers. Quantitative data were gathered using a survey, and qualitative data were gathered by interviews with 13 participants. It was found that both Global Journal of Educational Studies ISSN 2377-3936 2019 primary and secondary preservice teachers had moderately positive self-efficacy. This was a welcome finding, because it suggests that if these levels of self-efficacy are maintained, then once they become practicing teachers they will have the necessary disposition to make vigorous efforts to enhance their future students' interest in science.

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Section: Measurements Of Specific Science Teaching Self-efficacy Beliefsmentioning

confidence: 99%

Preservice Teacher Self-Efficacy for Enhancing Students’ Long-Term Interest in Science

Jean-Baptiste

Palmer

Archer

2019

GJES

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“…Students supported this use of SNS as long as they felt it provided them with better learning and more support from the teachers . Furthermore, when technical support was provided to the teachers by the research team, teachers developed the ability and self‐efficacy to conduct a Facebook group with their students and support their learning beyond face‐to‐face class meetings . SNS that enable discourse provide students with the opportunity (and encourage them) to actually talk using the language of chemistry.…”

Section: Modes Of Integrating Technology Into Chemistry Teachingmentioning

confidence: 99%

Technology in the Service of Pedagogy: Teaching with Chemistry Databases

Tuvi-Arad

Blonder

2018

Israel Journal of Chemistry

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The chemical sciences integrate numerous pieces of structural data into families of compounds, and countless experimental results of reactive processes into ground rules. Collecting these pieces of information, analyzing them, and making the relevant contextual connections between them is in the heart of chemistry education. Here we emphasize the contribution of technology, and more specifically, chemical databases for enhancing these learning processes. Several important, open access, databases are described in detail and examples of using them in chemistry class are provided.In an era of continuous information revolution we hope that chemistry instructors will take the next step up, and acquire the professional skills needed to integrate the use of technology and chemistry databases in their classes.

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“…The studies about the use of TPACK in teacher education have increased in recent years to measure TPACK Archambault and Barnett, 2010;Koh et al, 2010;Sahin, 2011;Fisser et al, 2015;Kartal and Afacan, 2017;Drummond and Sweeney, 2017), to examine the information communication technologies (ICT) and TPACK integration (Öztürk, 2012;Chai et al, 2014;Yurdakul and Çoklar, 2014;Tondeur et al, 2015;Gür and Karamete, 2015;Ersoy et al, 2016;Kihoza et al, 2016;Koh et al, 2017;Kontkanen et al, 2017), for exploring teachers' technological pedagogical content knowledge (Hsu et al, 2013;Delen et al, 2015;Dong et al, 2015;Boschman et al, 2015;Phillips, 2017;Turgut, 2017), to examine TPACK and teachers' self-efficacies (Kazu and Erten, 2014;Kenar et al, 2015;Saudelli and Ciampa, 2016;Blonder and Rap, 2017), to determine TPACK and needs of Twenty-First-Century Education (Mishra, Koehler and Henriksen, 2010;Koh et al, 2015;Cherner and Smith, 2017).…”

Section: Technological Pedagogical and Content Knowledge (Tpck)mentioning

confidence: 99%

Observing the technological pedagogical and content knowledge levels of science teacher candidates

KeÃ§eci¹,

Zengin²

2017

Educ. Res. Rev.

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This study was planned to observe the technological pedagogical and content knowledge of teacher candidates. The study group consists of 4th grade students of Firat University Faculty of Education who were asked to describe any desired topic in the secondary school science curriculum, using the methods and techniques of their choosing. Teacher candidates talked about topics they had chosen in front of their peers with micro teaching technique. During this process, teacher candidates were evaluated by themselves, their peers and teachers using an observation form in terms of their ability to use methods and techniques, mastery of field knowledge and ability to integrate technology into the course. In the study, partially mixed concurrent equal status design was used. Technological pedagogical and content knowledge survey was used for the quantitative data and the qualitative data of the study were obtained from observation forms filled by the researchers of the study, teacher candidates and their peers. The results showed that the teacher candidates had a moderate level of technological pedagogical content knowledge. The fact that the pre-and post-study scores were significantly different in favor of the posttests suggests that it is important for teacher candidates to have the opportunity to make self-evaluations. It is very important for the teacher candidates to attend the courses where they can evaluate their technology, pedagogy, and content knowledge (TPACK) competencies especially in their teacher training programs and to make up for their deficiencies without starting to their professional life.

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I like Facebook: Exploring Israeli high school chemistry teachers’ TPACK and self-efficacy beliefs

Cited by 37 publications

References 55 publications

Preservice Teacher Self-Efficacy for Enhancing Students’ Long-Term Interest in Science

Preservice Teacher Self-Efficacy for Enhancing Students’ Long-Term Interest in Science

Technology in the Service of Pedagogy: Teaching with Chemistry Databases

Observing the technological pedagogical and content knowledge levels of science teacher candidates

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