The Impact of Experiencing 5E Learning Cycle on Developing Science Teachers' Technological Pedagogical Content Knowledge (TPACK)

Abstract

This study investigated the conditions and situations offered by Experiencing Inquiry Model (EIM) for developing science teacher's Technological Pedagogical Content Knowledge (TPACK). Also, the study explored the opportunities offered by EIM strategy in enhancing science teacher's abilities to design technology-based inquiry activities for science learning. Situated Cognitive Theory is used as a theoretical framework for learning, and TPACK is adapted to conceptualized technology integration. 17 science teachers from two schools participated in the study. The study employed a mixed method of quantitative and qualitative evidence. A paired sample t-Test was conducted on the participants' pre-and post-Pathfinder networks. Concurrently, the qualitative evidence was collected from researcher's logbook, participants' written documents, and interviews. The participants' abilities to design technology-based inquiry activity for science learning were examined via Technology Integration Assessment Rubric (TIAR). The analysis of the Pathfinder networks showed that there were significant developments in the participants' knowledge components embodied in TPACK. Nevertheless, the TIAR analysis suggested that the participants' designs lacked connecting curriculum goals with technology, and compatibility with curriculum goals and instruction. The study suggested that science teachers should be given amble time to develop TPACK within their instructional contexts.

Assessment of Physics Lesson Planning and Teaching based on the 5Es Instruction Model in Rwanda Secondary Schools

“…Teachers create a learning environment appropriate to the learners' understanding and avoid mass production (Andala & Ng'umbi, 2016). It is believed that laying on a solid foundation in Physics education involves employing appropriate teaching and learning techniques (Ihejiamaizu et al, 2018) The 5Es' model is derived from the concept that learners learn the most, retain knowledge, and have an opportunity to connect prior knowledge to new information with the acquisition of higher concept understanding (Mustafa, 2016). This 5Es learning and teaching model includes higher-order thinking skills (Muhammad et al, 2021).…”

Students' Perceptions of the Effectiveness of the 5E Learning Cycle and Problem-Based Learning Based on TPACK in Writing Scientific Article

“…Because these problems require learning innovation by making the most of technology. Previously there had been researched related to TPACK learning and the 5E learning cycle (Mustafa, 2016), 5E learning cycles and PBL (Jun et al, 2013), TPACK and PBL (Kamid, Perdana, Chen, & Wulandari, 2021;Lase, 2022). However, no one has researched all three simultaneously and linked them to scientific articles.…”