The TPACK-P framework for science teachers in a practical teaching context

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Abstract

TPACK refers to the knowledge construct that teachers rely on to facilitate their instruction with technology. In order to decompose what constitutes this knowledge construct, researchers have proposed and validated frameworks from different perspectives or for different purposes. However, no one has tried to develop a working model of TPACK within an actual teaching context such as science. Therefore, we recruited experts and experienced science teachers to participate in panels and used the Delphi survey technique to collect their ideas and develop consensus for the framework of TPACK-Practical (TPACK-P) that reflects how teachers applied TPACK while teaching science in their classrooms. A total of eight knowledge dimensions were identified as critical contributions to science teachers’ TPACK-P; 17 indicators were generated to further define the specifics of these knowledge dimensions. This framework of TPACK-P will give novice science teachers ideas about expert science teachers’ technology-infused instructional practices and inform science teacher educators about critical technological aspects that should be facilitated in science teacher education programs.

Original languageEnglish
Title of host publicationDevelopment Of Science Teachers' TPACK
Subtitle of host publicationEast Asian Practices
PublisherSpringer Singapore
Pages17-32
Number of pages16
ISBN (Electronic)9789812874412
ISBN (Print)9789812874405
DOIs
Publication statusPublished - 2015 Jan 1

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ASJC Scopus subject areas

  • Social Sciences(all)

Cite this

Hsu, Y. S., Yeh, Y. F., & Wu, H. K. (2015). The TPACK-P framework for science teachers in a practical teaching context. In Development Of Science Teachers' TPACK: East Asian Practices (pp. 17-32). Springer Singapore. https://doi.org/10.1007/978-981-287-441-2_2