Improving Pre-Service Science Teachers’ Technological Pedagogical and Content Knowledge through a Technology-infused Professional Learning Module Emphasized the Nature of Scientific Inquiry
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Abstract
The integration of digital technology in education is pivotal for enhancing educational quality, especially in science education. This is critical for advancing human capital development in Thailand. Our study developed a specialized modular approach to improve future teachers’ essential knowledge by incorporating digital technology. This approach promotes an understanding of the nature of scientific inquiry for pre-service science teachers in the new era. The researchers engaged 50 third-year pre-service science teachers in 10 hours learning module. Their Technological Pedagogical and Content Knowledge (TPACK) was evaluated through an open-ended situational test both before and after the module. The data analysis utilized descriptive and inferential statistics. Results showed a statistically significant improvement in TPACK scores post-module, highlighting the module’s effectiveness in fostering knowledge integration. This research underscores the necessity of integrating digital technology into teacher preparation programs to boost TPACK among science teachers. The design of this technology-infused inquiry-based learning module, rooted in the TPACK framework, equips pre-service science teachers with vital management skills in science learning integrated with digital tools. Our findings advocate for the importance of the modular approach in enhancing the preparedness of pre-service science teachers, enabling them to provide high-quality teacher education in the digital era. This study contributes significantly to the quality of future science teacher preparation, ensuring they are well-equipped for effective teaching practices to new-generation learners. The practical implications of our study are far-reaching, as it provides a roadmap for improving science education through digital technology integration.
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