Teacher Professional Development for Science, Technology, Engineering and Mathematics (STEM) Education: A Review from the Perspectives of Technological Pedagogical Content (TPACK)

Chai, Ching Sing

doi:10.1007/s40299-018-0400-7

Cited by 115 publications

(105 citation statements)

References 18 publications

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“…In the process of implementing STEM-based learning, especially when creating a quality product from planning to evaluation, good mathematical calculation skills are necessary. If an educator does not have the mathematical calculation knowledge, he will find it challenging to assess and evaluate the students' mathematical processes (Chai, 2018).…”

Section: Resultsmentioning

confidence: 99%

“…In that case, creative educators can still cover this insufficiency by employing the science of technology, pedagogy, engineering science, good communication, mastery of the material, and adequate mathematical calculations. Hence, it is evident that prospective teachers must readily implement STEM education as a solution to encounter the era (Chai, 2018). However, there have not been many systematic and empirical studies investigating prospective chemistry teachers' knowledge of the STEM-based learning concept and its implementation strategies.…”

Section: Introductionmentioning

confidence: 99%

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A Knowledge Analysis of the Implementation of STEM-Based Learning of Prospective Chemistry Teachers

2020

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Section: Resultsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

A Knowledge Analysis of the Implementation of STEM-Based Learning of Prospective Chemistry Teachers

2020

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“…All sub-scale alphas were approximately .91. Chai, Koh, and Others (2010-2019 studied 1,185 pre-service Singaporean teachers using the Schmidt et al (2009) 27item instrument (RTI=43.89). The instrument was adapted by altering content-specific questions and changing the scale anchors from a 5-point to a 7-point Likert scale (1=strongly disagree, 7=strongly agree).…”

Section: Schmidt Et Al 2009mentioning

confidence: 99%

A Review of Faculty Self-Assessment TPACK Instruments (January 2006 – March 2020)

Scott

2021

International Journal of Information and Communication Technology Education

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Since Mishra and Koehler released their framework of technological pedagogical content knowledge (TPACK), researchers have been attempting to measure it with a variety of self-assessment instruments. Early TPACK instruments struggled with construct validity. More recently, several instruments have been tested for validity and reliability successfully. Since 2006, 233 articles have been published that use a TPACK self-assessment survey of faculty in either a mixed method or empirical study. When faced with this abundance of literature, researchers may be overwhelmed when attempting to find a survey instrument suitable for their own studies. This review is designed to help researchers find valid and reliable instruments for their study by describing frequently used scales, an analysis of respondents from the identified studies, and reliability and validity studies associated with published instruments. A link to the entire data set Technological Pedagogical Content Knowledge (TPACK) Self-Assessment Survey Dataset (2006 – March 2020) is also provided.

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“…The fruitful of STEM education and TPCK help integration approach by collaborating interdisciplinary in pedagogical design as well as technology infused (Pitiporntapinet.al., 2018). TPCK is the notion of the teachers development and also make them as a designer to facilitate students meet STEM learning (Chai, 2019). But most report about TPCK in ASEAN countries are less reported.…”

Section: Stem Learning Managementmentioning

confidence: 99%

Contribution of Integrated Learning through STEM Education in ASEAN Countries

et al. 2020

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Contribution of Integrated Learning through STEM Education in ASEAN Countries. Objectives: This article reviews and criticizes research reports on STEM education in the Association of Southeast Asian Nations or ASEAN countries. Methods: The study conducted through ACI database as an investigation source, a total of 24 articles were reviewed between the years 2013 and 2019. Data were analyzed by the main key of pedagogical practices, also is focused on the implementations of STEM education in an effective classroom. Findings: Findings showed that STEM education used in a variety of integrated pedagogical practices by different concepts and contexts.The process of STEM learning emphasizes on engineering process than the science process. It is generally drawn by 5D in a thematic approach: define, design, develop, debrief, and disseminate. Conclusions: Technology and design-based learning are calling for future research and the contribution of pedagogical practices in a diverse classroom.

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Teacher Professional Development for Science, Technology, Engineering and Mathematics (STEM) Education: A Review from the Perspectives of Technological Pedagogical Content (TPACK)

Cited by 115 publications

References 18 publications

A Knowledge Analysis of the Implementation of STEM-Based Learning of Prospective Chemistry Teachers

A Knowledge Analysis of the Implementation of STEM-Based Learning of Prospective Chemistry Teachers

A Review of Faculty Self-Assessment TPACK Instruments (January 2006 – March 2020)

Contribution of Integrated Learning through STEM Education in ASEAN Countries

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