© 2020 BioMed Central Ltd unless otherwise stated. It was found that teachers’ pedagogical reasoning skills influence teachers’ use of knowledge bases that are necessary to develop TPACK. Not all teachers are equally interested in entering the community, as in the case of Cassie. Prior to participating in the program, Matt had previous knowledge and experience with many technology tools.

7:48. Cassie said that to be able to do reform based teaching, a science teacher needs to have “enough science supplies and science space [own classroom].” In the following quote, Cassie talked about her constraints in implementing inquiry-based teaching. Showalter, V. M.
It is important to note that in the summer course we were limited in our ability to address certain aspects of TPACK (content knowledge) and broader, related issues such as school context. In a recent review of the PCK literature, Lee, Brown, Luft, and Roehrig (2007) identified a consensus among researchers on the following two components of PCK: (a) teachers’ knowledge of student learning to translate and transform content to facilitate students’ understanding and (b) teachers’ knowledge of particular teaching strategies and representations (e.g., examples, explanations, analogies, and illustrations). Since Jason had limited access to the probeware in his school, he did not incorporate it into his teaching.


For example, in an observed lesson, Brenna asked her students to design their density lab in which they compare the density of different materials of their choice. International Journal of STEM Education

The community Web site now has several lesson plans that teachers can use in their classrooms.

However, according to Brenna students do not “retain too much” through cookbook lab activities. TEC did not specifically target improving teachers’ content knowledge.

In the summer program, teachers performed the inquiry activities as students. First, each incident in a teacher’s document was coded for a category.

STEM education has received increasing attention in recent years. International Journal of STEM Education International Journal of STEM Education A.

The main goal of her teaching in the first year of this plan was to be able to “check out computers as often as [she] would like and use concept maps, VeeMaps, and clickers (classroom response systems).” Her second and third year commitments included creating more laboratory activities that utilize probeware and designing a personal Web page and maintain updates on this Web page. Authors: Lisa B. Limeri, Nathan T. Carter, Jun Choe, Hannah G. Harper, Hannah R. Martin, Annaleigh Benton and Erin L. Dolan, Citation: McCrory (2008) investigated science teachers, TPACK, pointing out that four knowledge bases are vital to science teachers’ development of TPACK: content, students, technology, and pedagogy. Furthermore, detailed analysis revealed that teachers’ development of TPACK was closely related to their pedagogical reasoning (Shulman, 1987).

The classroom discussions on effective science teaching also allowed teachers to have a better understanding of what good science teaching and learning look like. A LeMill community Web site was created at the beginning of the program. Constraints experienced by beginning secondary science teachers in implementing scientific inquiry lessons. 2020 Niess, M. L. (2005). Jason, Matt, and Brenna thought about how they teach and how they wanted to teach in the future. In AACTE Committee on Innovation and Technology (Ed.

2020 According to Niess (2008) TPACK is, ….a way of thinking strategically while involved in planning, organizing, critiquing, and abstracting, for specific content, specific student needs, and specific classroom situations while concurrently considering the multitude of twenty-first century technologies with the potential for supporting student learning. This inquiry activity did not involve any technology tools.

According to her, she took the ordinary labs that she implemented before and changed parts of them to be more inquiry based. After learning about technology tools, teachers created lesson plans that included technology tools and loaded these lesson plans onto the LeMill Web site. She taught eighth-grade Earth science. To better prepare students for the science and technology of the 21st century, the current science education reforms ask science teachers to integrate technology and inquiry-based teaching into their instruction (American Association for the Advancement of Science, 1993; National Research Council [NRC], 1996, 2000). 7:23. International Journal of STEM Education Chinese society has a progressive and positive attitude towards STEM as it is considered to provide more opportunities in life. (1993). A range of topics were addressed by the teachers.

The study also demonstrated that the most-used devices are laptops (50%) and phones (42%) followed by tablets (7%) and desktop computers (0.5%).

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