Science teachers’ ICT use from a viewpoint of Technological Pedagogical Content Knowledge (TPCK

Research output: Contribution to journalArticleScientific

Abstract

In order to develop science teachers’ Technological Pedagogical Content Knowledge (TPCK), a better understanding of how teachers use ICT in classroom practice is needed. This paper examines Finnish chemistry teachers, knowledge, skills and beliefs on using ICT in education in comparison to other science teachers. The study shows that chemistry teachers have positive beliefs of using ICT and computers as a tool for teaching and learning. Teachers’ earlier training in the use of ICT had increased their beliefs towards using ICT. The study shows that, in general, teachers have a good basic ICT skills, but lack skills to integrate ICT into education, due to a lack of technological content knowledge (TCK) and technological pedagogical knowledge (TPK). The results show that teachers especially lack knowledge on subject-specific software, such as modelling software. The results suggest that chemistry teachers need more ICT-training from the viewpoint of TPK and TCK in order to help them get ideas and materials that can be directly applied to classroom practice, and to acquire experience to develop their own TPCK. The results give implications on how science teachers’ in-service training can be developed.
Original languageEnglish
JournalLUMAT: International Journal on Math, Science and Technology Education
Volume3
Issue number6
Pages (from-to)783-799
Number of pages16
ISSN2323-7112
Publication statusPublished - 2015
MoE publication typeB1 Journal article

Fields of Science

  • 116 Chemical sciences
  • 516 Educational sciences

Cite this

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title = "Science teachers’ ICT use from a viewpoint of Technological Pedagogical Content Knowledge (TPCK",
abstract = "In order to develop science teachers’ Technological Pedagogical Content Knowledge (TPCK), a better understanding of how teachers use ICT in classroom practice is needed. This paper examines Finnish chemistry teachers, knowledge, skills and beliefs on using ICT in education in comparison to other science teachers. The study shows that chemistry teachers have positive beliefs of using ICT and computers as a tool for teaching and learning. Teachers’ earlier training in the use of ICT had increased their beliefs towards using ICT. The study shows that, in general, teachers have a good basic ICT skills, but lack skills to integrate ICT into education, due to a lack of technological content knowledge (TCK) and technological pedagogical knowledge (TPK). The results show that teachers especially lack knowledge on subject-specific software, such as modelling software. The results suggest that chemistry teachers need more ICT-training from the viewpoint of TPK and TCK in order to help them get ideas and materials that can be directly applied to classroom practice, and to acquire experience to develop their own TPCK. The results give implications on how science teachers’ in-service training can be developed.",
keywords = "116 Chemical sciences, 516 Educational sciences",
author = "Helppolainen, {Satu Hannele} and Aksela, {Maija Katariina}",
year = "2015",
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volume = "3",
pages = "783--799",
journal = "LUMAT: Luonnontieteiden, matematiikan ja teknologian opetuksen tutkimus ja k{\"a}yt{\"a}nt{\"o}",
issn = "2323-7112",
publisher = "Valtakunnallinen LUMA-keskus, Matemaattis-luonnontieteellinen tiedekunta, Helsingin yliopisto",
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TY - JOUR

T1 - Science teachers’ ICT use from a viewpoint of Technological Pedagogical Content Knowledge (TPCK

AU - Helppolainen, Satu Hannele

AU - Aksela, Maija Katariina

PY - 2015

Y1 - 2015

N2 - In order to develop science teachers’ Technological Pedagogical Content Knowledge (TPCK), a better understanding of how teachers use ICT in classroom practice is needed. This paper examines Finnish chemistry teachers, knowledge, skills and beliefs on using ICT in education in comparison to other science teachers. The study shows that chemistry teachers have positive beliefs of using ICT and computers as a tool for teaching and learning. Teachers’ earlier training in the use of ICT had increased their beliefs towards using ICT. The study shows that, in general, teachers have a good basic ICT skills, but lack skills to integrate ICT into education, due to a lack of technological content knowledge (TCK) and technological pedagogical knowledge (TPK). The results show that teachers especially lack knowledge on subject-specific software, such as modelling software. The results suggest that chemistry teachers need more ICT-training from the viewpoint of TPK and TCK in order to help them get ideas and materials that can be directly applied to classroom practice, and to acquire experience to develop their own TPCK. The results give implications on how science teachers’ in-service training can be developed.

AB - In order to develop science teachers’ Technological Pedagogical Content Knowledge (TPCK), a better understanding of how teachers use ICT in classroom practice is needed. This paper examines Finnish chemistry teachers, knowledge, skills and beliefs on using ICT in education in comparison to other science teachers. The study shows that chemistry teachers have positive beliefs of using ICT and computers as a tool for teaching and learning. Teachers’ earlier training in the use of ICT had increased their beliefs towards using ICT. The study shows that, in general, teachers have a good basic ICT skills, but lack skills to integrate ICT into education, due to a lack of technological content knowledge (TCK) and technological pedagogical knowledge (TPK). The results show that teachers especially lack knowledge on subject-specific software, such as modelling software. The results suggest that chemistry teachers need more ICT-training from the viewpoint of TPK and TCK in order to help them get ideas and materials that can be directly applied to classroom practice, and to acquire experience to develop their own TPCK. The results give implications on how science teachers’ in-service training can be developed.

KW - 116 Chemical sciences

KW - 516 Educational sciences

M3 - Article

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EP - 799

JO - LUMAT: Luonnontieteiden, matematiikan ja teknologian opetuksen tutkimus ja käytäntö

JF - LUMAT: Luonnontieteiden, matematiikan ja teknologian opetuksen tutkimus ja käytäntö

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