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Pre-service Teachers' TPACK and Its Relationship to Technology Integration in Science Learning Activities.

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Title: Pre-service Teachers' TPACK and Its Relationship to Technology Integration in Science Learning Activities.
Authors: López, Andrea1 (AUTHOR) lalopez4@uc.cl, Meneses, Alejandra2 (AUTHOR), Montenegro, Maximiliano3 (AUTHOR)
Source: Journal of Science Education & Technology. Apr2025, Vol. 34 Issue 2, p436-451. 16p.
Subject Terms: *Student teachers, *Science teachers, *Physics teachers, *Biology teachers, *Science education
Abstract: This study examines how pre-service science teachers integrate technology into the design of learning activities, paying particular attention to types of technology integration, cognitive demand, scientific research skills, and TPACK. A mixed methods approach was used to analyze 49 learning activities designed by pre-service physics, chemistry, and biology teachers. The results of this study demonstrate that most pre-service science teachers preferred content-specific technologies for their science classrooms. A notable trend among physics teachers was the use of technologies that facilitate authentic scientific practices. A significant difference was observed between high cognitive demand activities associated with content-specific technologies and low cognitive demand activities linked to technologies unrelated to science. Another important finding suggests that specific technologies contribute to improving students' scientific research skills. Furthermore, teacher TPACK knowledge, determined through performance assessments, was correlated with the integration of content-specific technologies. Finally, discussions and recommendations for science teacher preparation and research on science education using technology are provided. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Science Education & Technology is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Pre-service Teachers' TPACK and Its Relationship to Technology Integration in Science Learning Activities.
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Science+Education+%26+Technology%22">Journal of Science Education & Technology</searchLink>. Apr2025, Vol. 34 Issue 2, p436-451. 16p.
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  Data: This study examines how pre-service science teachers integrate technology into the design of learning activities, paying particular attention to types of technology integration, cognitive demand, scientific research skills, and TPACK. A mixed methods approach was used to analyze 49 learning activities designed by pre-service physics, chemistry, and biology teachers. The results of this study demonstrate that most pre-service science teachers preferred content-specific technologies for their science classrooms. A notable trend among physics teachers was the use of technologies that facilitate authentic scientific practices. A significant difference was observed between high cognitive demand activities associated with content-specific technologies and low cognitive demand activities linked to technologies unrelated to science. Another important finding suggests that specific technologies contribute to improving students' scientific research skills. Furthermore, teacher TPACK knowledge, determined through performance assessments, was correlated with the integration of content-specific technologies. Finally, discussions and recommendations for science teacher preparation and research on science education using technology are provided. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Science Education & Technology is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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              Text: Apr2025
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