Scientific and pedagogical bases of teaching values to future specialists

Dinara, Dauletaliyeva; Sholpan, Arzymbetova; Nurzak, Duissenov; Bikamal, Toktagul; Gulnar, Kylyshbaeva

doi:10.18844/cjes.v17i2.6850

Cited by 1 publication

(1 citation statement)

References 11 publications

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“…Istiningsih (2020) stated that by training TPACK to teachers, it will have a positive impact on teachers, namely teachers are able to solve problems that arise during online learning activities, provide authentic assessments in learning, improve teacher skills can using technology in the 21st century, where the use of TPACK has nothing to do with gender differences (Cahyani et al, 2021;Istiningsih, 2022;Septiyanti, et al, 2020;Tashbolatovna et al, 2022). This finding is also supported by several research results, namely science teachers have a skill level in applying TPACK in teaching science, improving the quality of teaching in the classroom, increasing HOTs, increasing scientific literacy students, creating an effective, fun, interesting and creative learning environment (Dais et al, 2020;Dinara et al, 2022;Ella, 2019;Hartati et al, 2019;Joseline et al, 2021;Leni et al, 2021;Sarjoni et al, 2019).…”

Section: Discussionmentioning

confidence: 83%

Exploration the skills of teachers: Implementation technological pedagogical content knowledge

Tawil

Tampa²,

Said³

et al. 2022

CJES

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Technological pedagogical content knowledge (TPACK) is urgently needed by science teachers in schools in the 21st century. This study aims to describe the effectiveness of teachers in applying the TPACK model. Regarding effectiveness, there is a statistically significant increase in alpha 0.05, which is the average score of teacher skills for classes A and B; the average normalised gain (n-gain) score for minimum teacher skills is in the medium category; there is no statistically significant difference in the alpha 0.05 average score of n-gain skills of teachers of classes A and B; the minimum effect size is in the medium category. The research sample consisted of 70 junior high school natural science teachers, each class with 35 teachers. The collected data were analysed using paired sample t-test, n-gain calculation and effect size. The results showed that the increase in teacher skill scores was significant; the average n-gain score of teachers’ skills was in the medium category; the average score of the average n-gain of teachers’ skills was not different between classes A and B; and the effect size is in the moderate effect category. The conclusion of this study is that teacher professional education programme activities are effective in implementing the TPACK model. The TPACK model can improve the skills of teachers’ higher-order thinking skills in teaching science in schools. Keywords: Science, teacher, technological, pedagogical, content knowledge

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