International Journal of

ADVANCED AND APPLIED SCIENCES

EISSN: 2313-3724, Print ISSN: 2313-626X

Frequency: 12
line decor
  
line decor

 Volume 11, Issue 5 (May 2024), Pages: 44-54

----------------------------------------------

 Original Research Paper

Examining science teachers' TPACK impact on students' post-pandemic thinking skills

 Author(s): 

 Kanyarat Cojorn, Kanyarat Sonsupap *

 Affiliation(s):

 Faculty of Education, Mahasarakham University, Kham Riang, Thailand

 Full text

  Full Text - PDF

 * Corresponding Author. 

  Corresponding author's ORCID profile: https://orcid.org/0000-0002-3810-1988

 Digital Object Identifier (DOI)

 https://doi.org/10.21833/ijaas.2024.05.005

 Abstract

The ability of science teachers to effectively integrate technology, teaching methods, and subject content knowledge, known as Technological Pedagogical Content Knowledge (TPACK), is vital in designing educational activities that enhance students' academic performance and their ability to think critically and creatively. This study investigates the level of TPACK proficiency among science teachers and its influence on students' advanced thinking skills. The research involved 124 science teachers from 76 schools in the northeastern region of Thailand. It assessed students' abilities in critical thinking, systems thinking, problem-solving, and creative thinking. The results show that nearly half of the science teachers (46.77%) have a moderate level of TPACK proficiency, categorized as the Exploring level. Additionally, the study found significant differences in students' thinking abilities based on the varying levels of TPACK expertise of their teachers. Therefore, there is an urgent need to develop and implement effective strategies for enhancing teachers' TPACK skills, with the goal of improving students' complex thinking skills.

 © 2024 The Authors. Published by IASE.

 This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/).

 Keywords

 Professional development, Critical thinking, Systems thinking, Problem-solving, Creative thinking

 Article history

 Received 4 December 2023, Received in revised form 18 April 2024, Accepted 24 April 2024

 Acknowledgment 

This research project was financially supported by Thailand Science Research and Innovation (TSRI).

 Compliance with ethical standards

 Ethical consideration

This study was conducted in accordance with the ethical standards of Mahasarakham University and the 1964 Helsinki declaration and its later amendments or comparable ethical standards. Informed consent was obtained from all individual participants involved in the study. Each participant was informed about the purpose of the research, the procedures used, potential risks, and their rights to confidentiality and withdrawal from the study without any penalty. Written consent was obtained prior to participation.

 Conflict of interest: The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

 Citation:

 Cojorn K and Sonsupap K (2024). Examining science teachers' TPACK impact on students' post-pandemic thinking skills. International Journal of Advanced and Applied Sciences, 11(5): 44-54

 Permanent Link to this page

 Figures

 Fig. 1

 Tables

 Table 1 Table 2 Table 3 Table 4 Table 5 Table 6 Table 7

----------------------------------------------   

 References (32)

  1. Addae D, Amponsah S, and Gborti BJ (2022). COVID-19 pandemic and the shift to digital learning: Experiences of students in a community college in Ghana. Community College Journal of Research and Practice, 46(1-2): 101-112. https://doi.org/10.1080/10668926.2021.1972364   [Google Scholar]
  2. Akram H, Yingxiu Y, Al-Adwan AS, and Alkhalifah A (2021). Technology integration in higher education during COVID-19: An assessment of online teaching competencies through technological pedagogical content knowledge model. Frontiers in Psychology, 12: 736522. https://doi.org/10.3389/fpsyg.2021.736522   [Google Scholar] PMid:34512488 PMCid:PMC8426343
  3. Chang Y, Jang SJ, and Chen YH (2015). Assessing university students' perceptions of their Physics instructors' TPACK development in two contexts. British Journal of Educational Technology, 46(6): 1236-1249. https://doi.org/10.1111/bjet.12192   [Google Scholar]
  4. Ennis RH (1985). A logical basis for measuring critical thinking skills. Educational Leadership, 43(2): 44-48.   [Google Scholar]
  5. Guilford JP (1968). Intelligence, creativity, and their educational implications. Robert R. Knapp, San Diego, USA.   [Google Scholar]
  6. Handan ATUN and Ertuğrul USTA (2019). The effects of programming education planned with TPACK framework on learning outcomes. Participatory Educational Research, 6(2): 26-36. https://doi.org/10.17275/per.19.10.6.2   [Google Scholar]
  7. Hussein Z (2017). Leading to intention: The role of attitude in relation to technology acceptance model in e-learning. Procedia Computer Science, 105: 159-164. https://doi.org/10.1016/j.procs.2017.01.196   [Google Scholar]
  8. Kim DH (1999). Introduction to systems thinking. Pegasus Communications, Waltham, USA.   [Google Scholar]
  9. Lee K, Suharwoto G, Niess M, and Sadri P (2006). Guiding inservice mathematics teachers in developing TPCK (technology pedagogical content knowledge). In the Society for Information Technology and Teacher Education International Conference, Association for the Advancement of Computing in Education (AACE), San Francisco, USA: 3750-3765.   [Google Scholar]
  10. Mishra P and Koehler MJ (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6): 1017-1054. https://doi.org/10.1177/016146810610800610   [Google Scholar]
  11. NEA (2012). Preparing 21st century students for a global society: An educator’s guide to the “Four Cs.” National Education Association, Washington, USA. 
  12. Niess ML, Sadri P, and Lee K (2007). Dynamic spreadsheets as learning technology tools: Developing teachers’ technology pedagogical content knowledge (TPCK). In the Meeting of the American Educational Research Association Annual Conference, Chicago, USA: 231-254.   [Google Scholar]
  13. Novita L, Windiyani T, and Sofyan D (2022). Teacher professional development as an effort to improve TPACK skills in 21st century learning. Jurnal Pendidikan dan Pengajaran Guru Sekolah Dasar, 5(3): 97-100. https://doi.org/10.55215/jppguseda.v5i3.6509   [Google Scholar]
  14. Nurtjahyani SD, Winarni A, Sugiarsi I, Agusvita R, Mustafa A, and Sukisno S (2022). The implementation of TPACK learning in human movement systems materials to improve students’ critical thinking. AL-ISHLAH: Jurnal Pendidikan, 14(4): 6419-6426. https://doi.org/10.35445/alishlah.v14i4.2287   [Google Scholar]
  15. Oliva-Cordova LM, Garcia-Cabot A, and Amado-Salvatierra HR (2021). Learning analytics to support teaching skills: A systematic literature review. IEEE Access, 9: 58351-58363. https://doi.org/10.1109/ACCESS.2021.3070294   [Google Scholar]
  16. Panich V (2017). Ways to create learning for students in the 21st century. Walailak Journal of Learning Innovations, 1(2): 3–14.   [Google Scholar]
  17. Pascarella ET and Terenzini PT (2005). How college affects students: A third decade of research. Volume 2, Jossey-Bass, San Francisco, USA.   [Google Scholar]
  18. Quellmalz ES (1985). Needed: Better methods for testing higher-order thinking skills. Educational Leadership, 43(2): 29-35.   [Google Scholar]
  19. Rahman A, Santosa TA, Sofianora A, Oktavianti F, Alawiyah R, Putra R, and Ilwandri I (2023). Systematic literature review: TPACK-integrated design thinking in education. International Journal of Education and Literature, 2(1): 65-77. https://doi.org/10.55606/ijel.v2i1.57   [Google Scholar]
  20. Schmidt DA, Baran E, Thompson AD, Mishra P, Koehler MJ, and Shin TS (2009). Technological pedagogical content knowledge (TPACK) the development and validation of an assessment instrument for preservice teachers. Journal of Research on Technology in Education, 42(2): 123-149. https://doi.org/10.1080/15391523.2009.10782544   [Google Scholar]
  21. Senge P (1990). The fifth discipline: The art and practice of the learning organization. Doubleday/Currency, New York, USA.   [Google Scholar]
  22. Septiandari W (2020). Technological pedagogical and content knowledge (TPACK) design in learning sound wave to foster students’ creativity. Journal of Physics: Conference Series, 1521(4): 042099. https://doi.org/10.1088/1742-6596/1521/4/042099   [Google Scholar]
  23. Shulman L (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1): 1-23. https://doi.org/10.17763/haer.57.1.j463w79r56455411   [Google Scholar]
  24. Songkram N, Chootongchai S, Osuwan H, Chuppunnarat Y, and Songkram N (2023). Students’ adoption towards behavioral intention of digital learning platform. Education and Information Technologies, 28(9): 11655-11677. https://doi.org/10.1007/s10639-023-11637-4   [Google Scholar] PMid:36846495 PMCid:PMC9944426
  25. Sulistyarini OE, Joyoatmojo S, and Kristiani K (2022). A review correlations between TPACK of teacher towards learning and innovation skills of students. International Journal of Multicultural and Multireligious Understanding, 9(2): 507-516. https://doi.org/10.18415/ijmmu.v9i2.3492   [Google Scholar]
  26. Svenningsson J, Höst G, Hultén M, and Hallström J (2022). Students’ attitudes toward technology: Exploring the relationship among affective, cognitive and behavioral components of the attitude construct. International Journal of Technology and Design Education, 32(3): 1531-1551. https://doi.org/10.1007/s10798-021-09657-7   [Google Scholar]
  27. UN (2020). Policy brief: Education during COVID-19 and beyond. United Nations, New York, USA.   [Google Scholar]
  28. UNESCO (2022). COVID-19 educational disruption and response. United Nations Educational, Scientific and Cultural Organization, Paris, France.   [Google Scholar]
  29. Wardani C and Jatmiko B (2021). The effectiveness of TPACK-based learning physics with the PBL model to improve students' critical thinking skills. International Journal of Active Learning, 6(1): 17-26.   [Google Scholar]
  30. Watson G and Glaser EM (1964). Watson-Glaser critical thinking appraisal manual. Harcourt, Brace and World, New York, USA.   [Google Scholar]
  31. Weir JJ (1974). Problem solving is everybody's problem. The Science Teacher, 41(4): 16-18.   [Google Scholar]
  32. Yamane T (1967). Statistics: An introductory analysis. 2nd Edition, Harper and Row, New York, USA.   [Google Scholar]