Technological Pedagogical Content Knowledge (TPACK) for Preservice Biology Teachers: Two Insights More Promising

Reni Marlina; Hadi Suwono; Chokchai Yuenyong; Ibrohim Ibrohım; Susriyati Mahanal; Muhammad Saefi; Hamdani Hamdani

doi:10.17275/per.23.99.10.6

EN

Technological Pedagogical Content Knowledge (TPACK) for Preservice Biology Teachers: Two Insights More Promising

Abstract

TPACK questionnaires have been extensively developed, but measurements considering biological content insights still need to be explored. This study aimed to develop and validate TPACK questionnaires by assessing core competencies, core content, and interdisciplinary biology knowledge for preservice biology teachers. We performed development and validation through focus group discussions with biological education experts, and survey studies. The survey was conducted in three phases with a total number of 732 preservice biology teachers. In phase 1, descriptive analysis was calculated based on 232 participants. In Phase 2, Exploratory Factor Analysis (EFA) was calculated based on 250 participants. In phase 3, Confirmatory Factor Analysis (CFA) was calculated to validate and confirm the final dimension of the instrument recently developed based on 250 participants. This series of analyses resulted in 44 items with eight dimensions: Technological Pedagogical Biological Content Knowledge of Biology (TPACKB) comprises 12 items; Technological Knowledge (TK) of biology, Biological Knowledge (BK), and Technological Pedagogical Knowledge (TPK) of the biology consist of 6 items respectively; Technological Biological Knowledge (TBK) comprises of 5 items; Pedagogical Knowledge (PK) of biology, Pedagogical Biological Knowledge (PBK), and Biological Context Knowledge (BCxK) comprise of 3 items respectively. Our study recommended a TPACK questionnaire to assess preservice biology teachers' holistically interdisciplinary understanding, core content, and core competencies as necessary steps to empower biological resolution for their students.

Keywords

TPACK questionnaire, preservice biology teachers, biology core content, psychometric analysis

Supporting Institution

Indonesia Endowment Fund for Education

Project Number

KET-262/LPDP.4/2021

Thanks

Indonesia Endowment Fund for Education

References

Aisya, N., Ibrohim, I., Mahanal, S., & Maghfiroh, H. (2023). The effect of reading questioning answering integrated with creative problem solving on critical thinking. JPBI (Jurnal Pendidikan Biologi Indonesia), 9(2), Article 2. https://doi.org/10.22219/jpbi.v9i2.25718
Allen, D., Donham, R., & Tanner, K. (2004). Approaches to Biology Teaching and Learning: Lesson Study—Building Communities of Learning Among Educators. 3, 1–7. https://doi.org/10.1187/cbe.03-12-0028
Angraini, E., Zubaidah, S., Susanto, H., & Omar, N. (2022). Enhancing creativity in genetics using three teaching strategies-based TPACK model. Eurasia Journal of Mathematics, Science and Technology Education, 18(12), em2196. https://doi.org/10.29333/ejmste/12697
Antony, M. K. & Paidi. (2019). TPACK Observation Instrument: Development, Validation, and Reliability. Journal of Physics: Conference Series, 1241(1), 012029. https://doi.org/10.1088/1742-6596/1241/1/012029
Astuti, F. E. C., Paidi, Subali, B., Hapsari, N., Pradana, S. P., & Antony, M. K. (2019). TPACK Mastery of Biology Teachers: A Study Based on Teacher Gender. Journal of Physics: Conference Series, 1397(1), 012050. https://doi.org/10.1088/1742-6596/1397/1/012050
Badri̇ah, L., Mahanal, S., Luki̇Ati̇, B., & Saptasari̇, M. (2023). Collaborative Mind Mapping-Assisted RICOSRE to Promote Students’ Problem-Solving Skills. Participatory Educational Research, 10(4), 166–180. https://doi.org/10.17275/per.23.65.10.4
Bakar, N. S. A., Maat, S. M., & Rosli, R. (2020). Mathematics teacher’s self-efficacy of technology integration and technological pedagogical content knowledge. Journal on Mathematics Education, 11(2), 256–276. https://doi.org/10.22342/jme.11.2.10818.259-276
Bandura, A. (1995). Self-efficacy in Changing Societies. In 2017 12th International Conference on Ecological Vehicles and Renewable Energies, EVER 2017. https://doi.org/10.1109/EVER.2017.7935960
Baran, E., Canbazoglu Bilici, S., Albayrak Sari, A., & Tondeur, J. (2019). Investigating the impact of teacher education strategies on preservice teachers’ TPACK. British Journal of Educational Technology, 50(1), 357–370. https://doi.org/10.1111/bjet.12565
Baya’a, N., & Daher, W. (2015). The Development of College Instructors’ Technological Pedagogical and Content Knowledge. Procedia - Social and Behavioral Sciences, 174, 1166–1175. https://doi.org/10.1016/j.sbspro.2015.01.733

Butarbutar, R., Djulia, E., Hasairin, A., & Lumbanraja, W. (2022). Analysis Of Technological , Pedagogical , Content Knowledge ( TPACK ) Biology Teachers Ability In Medan City Toward Genetically Modified Organisms ( GMO ) Socioscintific Issues. AISTEEL, 2022. https://doi.org/10.4108/eai.20-9-2022.2324586
Cai, J., Yang, H. H., Gong, D., MacLeod, J., & Zhu, S. (2019). Understanding the continued use of flipped classroom instruction: A personal beliefs model in Chinese higher education. Journal of Computing in Higher Education, 31(1), 137–155. https://doi.org/10.1007/s12528-018-9196-y
Castro, J. A. F., & Morales, M. P. E. (2017). “ Yin ” in a Guided Inquiry Biology Classroom – Exploring Student Challenges and Difficulties. 14(4), 48–65. https://doi.org/10.12973/tused.10212a
Cetin-Berber, D., & Erdem, A. R. (2015). An investigation of turkish pre-service teachers’ technological, pedagogical and content knowledge. Computers, 4(3), 234–250. https://doi.org/10.3390/computers4030234
Chatmaneerungcharoen, S. (2019). Improving Thai Science Teachers’ TPACK through an Innovative Continuing Professional Development Program. Journal of Physics: Conference Series, 1340(1). https://doi.org/10.1088/1742-6596/1340/1/012017
Doukakis, S., Chionidou-Moskofoglou, M., Mangina-Phelan, E., & Roussos, P. (2010). Measuring technological and content knowledge of undergraduate primary teachers in mathematics. Communications in Computer and Information Science, 73 CCIS(May), 405–410. https://doi.org/10.1007/978-3-642-13166-0_57
Felt, M. (2016). Social media and the social sciences: How researchers employ Big Data analytics. Big Data and Society, 3(1), 1–15. https://doi.org/10.1177/2053951716645828
Fuentes, A., & Entezari, M. (2020). Water in your neighbourhood: A model for implementing a semester-long course-based undergraduate research project in introductory biology. Education Inquiry, 00(00), 1–65. https://doi.org/10.1080/20004508.2020.1716542
Großschedl, J., Welter, V., & Harms, U. (2019). A new instrument for measuring pre-service biology teachers’ pedagogical content knowledge: The PCK-IBI. Journal of Research in Science Teaching, 56(4), 402–439. https://doi.org/10.1002/tea.21482
Harris, J. B., & Hofer, M. J. (2017). “TPACK Stories”: Schools and School Districts Repurposing a Theoretical Construct for Technology-Related Professional Development. Journal of Research on Technology in Education, 49(1–2), 1–15. https://doi.org/10.1080/15391523.2017.1295408
Hartati, M. S., & Billa, K. S. (2023). Efektivitas Model Problem Based Learning Terhadap Hasil Belajar Biologi Di Madrasah Aliyah Yasuruka Kota Bengkulu. Indonesian Journal of Innovation Multidisipliner Research, 1(3), Article 3. https://doi.org/10.31004/ijim.v1i3.25
Husamah, H., Suwono, H., Nur, H., & Dharmawan, A. (2022). Action competencies for sustainability and its implications to environmental education for prospective science teachers: A systematic literature review. Eurasia Journal of Mathematics, Science and Technology Education, 18(8), em2138. https://doi.org/10.29333/ejmste/12235
Ibrohim, I., Purwaningsih, E., Munzil, M., Hidayanto, E., Sudrajat, A. K., Saefi, M., & Hassan, Z. bin. (2022). Possible links between Indonesian science teacher’s TPACK perception and demographic factors: Self-reported survey. Eurasia Journal of Mathematics, Science and Technology Education, 18(9), em2146. https://doi.org/10.29333/ejmste/12282
Jimoyiannis, A. (2010). Developing a Technological Pedagogical Content Knowledge Framework for Science Education: Implications of a Teacher Trainers’ Preparation Program. Proceedings of the 2010 InSITE Conference, June, 597–607. https://doi.org/10.28945/1277
Juanda, A., Shidiq, A. S., & Nasrudin, D. (2021). Teacher Learning Management: Investigating Biology Teachersâ€TM TPACK to Conduct Learning During the Covid-19 Outbreak. Jurnal Pendidikan IPA Indonesia, 10(1), Article 1. https://doi.org/10.15294/jpii.v10i1.26499
Kaplon-Schilis, A., & Lyublinskaya, I. (2019). Analysis of Relationship Between Five Domains of TPACK Framework: TK, PK, CK Math, CK Science, and TPACK of Pre-service Special Education Teachers. Technology, Knowledge and Learning, 25(1), 25–43. https://doi.org/10.1007/s10758-019-09404-x
King, G. (2011). Ensuring the data-rich future of the social sciences. Science, 331(6018), 719–721. https://doi.org/10.1126/science.1197872
Kiray, S. A. (2016). Development of a TPACK self-efficacy scale for preservice science teachers. International Journal of Research in Education and Science, 2(2), 527–541. https://doi.org/10.21890/ijres.64750
Kotzebue. (2022). Two is better than one—Examining biology-specific TPACK and its T-dimensions from two angles. Journal of Research on Technology in Education. https://doi.org/10.1080/15391523.2022.2030268
Luo, S., & Zou, D. (2022). A systematic review of research on technological, pedagogical, and content knowledge (TPACK) for online teaching in the humanities. Journal of Research on Technology in Education, 0(0), 1–15. https://doi.org/10.1080/15391523.2022.2139026
Marlina, R., & Hamdani, H. (2023). The Challenges of Educating Children in Low-Income Contexts: A Book Review of Learner-Centred Pedagogy in the Global South Pupils and Teachers’ Experience. The Qualitative Report. https://doi.org/10.46743/2160-3715/2023.6312
Marlina, R., Suwono, H., Yuenyong, C., & Ibrohim. (2023). Book review: Edutech enabled teaching: Challenges and opportunities, by Manpreet Singh Manna, Balamurugan Balusamy, Kiran Sood, Naveen Chilamkurti, and Ignisha Rajathi George. Chapman and Hall/CRC Press, 2022. Computers and Composition, 69, 102791. https://doi.org/10.1016/j.compcom.2023.102791
Mataniari, R., Willison, J., Hasibuan, M. H. E., Sulistiyo, U., & Dewi, F. (2020). Portraying students’ critical thinking skills through research skill development (RSD) framework: A case of a biology course in an Indonesian University. Journal of Turkish Science Education, 17(2), 302–314. https://doi.org/10.36681/tused.2020.28
Maulina, D., Rakhmawati, I., Surbakti, A., Sikumbang, D., & Wahyudi, D. (2021). TPACK: Analysis of Biology Learning Outcomes at Senior High School Level`s in the Bandar Lampung City During Online Learning. Bioedusiana: Jurnal Pendidikan Biologi, 6(1), Article 1. https://doi.org/10.37058/bioed.v6i1.2697
Muthmainnah, R., & Nurkamilah, S. (2022). Biology Teachers’ Tpack Self-Efficacy in Practical Work During Distance Learning. Lentera Pendidikan : Jurnal Ilmu Tarbiyah Dan Keguruan, 25(1), 157–171. https://doi.org/10.24252/lp.2022v25n1i14
Nasution, W. R., Sriyati, S., Riandi, R., & Safitri, M. (2017). Mastery of Content Representation (CoRes) Related TPACK High School Biology Teacher. Journal of Physics: Conference Series, 895(1). https://doi.org/10.1088/1742-6596/895/1/012125
Novidsa, I., Purwianingsih, W., & Riandi, R. (2021). Technological pedagogical content knowledge (TPACK) prospective biology teacher in integrating education for sustainable development (ESD) in their learning planning. Journal of Physics: Conference Series, 1806(1). https://doi.org/10.1088/1742-6596/1806/1/012163
Nur, T. D., Corebima, A. D., Zubaidah, S., Ibrohim, I., & Saefi, M. (2023). Learning Biology through Thinking Empowerment by Questioning: The Effect on Conceptual Knowledge and Critical Thinking. Participatory Educational Research, 10(1), 122–139. http://dx.doi.org/10.17275/per.23.7.10.1
Nuraini, L., Subali, B., Heru, N., & Daryono, R. W. (2022). Low Competency Achievement in the Covid-19 Pandemic Era: Analysis of Application of Biology Learning Model. JPI (Jurnal Pendidikan Indonesia), 11(4), Article 4. https://doi.org/10.23887/jpiundiksha.v11i4.49129
Nuruzzakiah, N., Hasanuddin, H., Artika, W., Supriatno, S., & Rahmatan, H. (2022). Competency Analysis of Technological Pedagogical and Content Knowledge (TPACK) Biology Teachers. Jurnal Penelitian Pendidikan IPA, 8(1), Article 1. https://doi.org/10.29303/jppipa.v8i1.1166
Otero, J. A., & Torres, M. L. L. y. (2018). Education in sustainable development goals using the spatial data infrastructures and the TPACK model. Education Sciences, 8(4), 1–14. https://doi.org/10.3390/educsci8040171
Purwianingsih, W., Novidsa, I., & Riandi, R. (2022). Program for Integrating Education for Sustainable Development (ESD) into Prospective Biology Teachers’ Technological Pedagogical Content Knowledge (TPACK). Jurnal Pendidikan IPA Indonesia, 11(2), Article 2. https://doi.org/10.15294/jpii.v11i2.34772
Pusparini, F., Riandi, R., & Sriyati, S. (2017). Developing Technological Pedagogical Content Knowledge (TPACK) in Animal Physiology. Journal of Physics: Conference Series, 895(1), 012059. https://doi.org/10.1088/1742-6596/895/1/012059
Raygan, A., & Moradkhani, S. (2022). Factors influencing technology integration in an EFL context: Investigating EFL teachers’ attitudes, TPACK level, and educational climate. Computer Assisted Language Learning, 35(8), 1789–1810. https://doi.org/10.1080/09588221.2020.1839106
Reyes, V., Reading, C., Rizk, N., Gregory, S., & Doyle, H. (2016). An exploratory analysis of TPACK perceptions of pre-service science teachers: A regional Australian perspective. International Journal of Information and Communication Technology Education, 12(4), 1–14. https://doi.org/10.4018/IJICTE.2016100101
Rufaida, S., & Nurfadilah. (2021). The development of device learning based on TPACK (technological pedagogical content knowledge) in the form of hypercontent modules in electronics courses. Journal of Physics: Conference Series, 1806(1). https://doi.org/10.1088/1742-6596/1806/1/012006
Schmid, M., Brianza, E., & Petko, D. (2021). Self-reported technological pedagogical content knowledge (TPACK) of pre-service teachers in relation to digital technology use in lesson plans. Computers in Human Behavior, 115, 106586. https://doi.org/10.1016/j.chb.2020.106586
Soraya, Y., Nurmaliah, C., Khairil, K., Muhibbuddin, M., & Safrida, S. (2023). The Relationship between Technological Pedagogical and Content Knowledge (TPACK) and Technology Integration Self Efficacy (TISE) of Biology Teachers. Jurnal Penelitian Pendidikan IPA, 9(8), Article 8. https://doi.org/10.29303/jppipa.v9i8.4027
Suryawati, E., Linggasari, M. N., & Arnentis, A. (2017). Technological Pedagogical and Content Knowledge of Biology Prospective Teachers. Biosaintifika: Journal of Biology & Biology Education, 9(3), 498. https://doi.org/10.15294/biosaintifika.v9i3.11270
Suwono, H., Maulidia, L., Saefi, M., Kusairi, S., & Yuenyong, C. (2022). The Development and Validation of an Instrument of Prospective Science Teachers’ Perceptions of Scientific Literacy. Eurasia Journal of Mathematics, Science and Technology Education, 18(1), em2068. https://doi.org/10.29333/ejmste/11505
Szeto, E., & Cheng, A. Y. N. (2017). Pedagogies Across Subjects: What Are Preservice Teachers’ TPACK Patterns of Integrating Technology in Practice? Journal of Educational Computing Research, 55(3), 346–373. https://doi.org/10.1177/0735633116667370
Tee, M. Y., & Lee, S. S. (2011). From socialisation to internalisation: Cultivating technological pedagogical content knowledge through problem-based learning. Australasian Journal of Educational Technology, 27(1), 89–104. https://doi.org/10.14742/ajet.984
Tseng, J. J. (2018). Exploring TPACK-SLA interface: Insights from the computer-enhanced classroom. Computer Assisted Language Learning, 31(4), 390–412. https://doi.org/10.1080/09588221.2017.1412324
von Kotzebue, L. (2022a). Beliefs, Self-reported or Performance-Assessed TPACK: What Can Predict the Quality of Technology-Enhanced Biology Lesson Plans? Journal of Science Education and Technology, 31(5), 570–582. https://doi.org/10.1007/s10956-022-09974-z
von Kotzebue, L. (2022b). Two is better than one—Examining biology-specific TPACK and its T-dimensions from two angles. Journal of Research on Technology in Education, 0(0), 1–18. https://doi.org/10.1080/15391523.2022.2030268
Wahab, A. D. A., Jufri, A. W., Bachtiar, I., & Nisrina, N. (2023). The effectiveness of english teaching materials based on content and language-integrated learning (CLIL) to increase the technological pedagogical content knowledge (TPACK) of prospective biology teachers. Jurnal Pijar Mipa, 18(1), Article 1. https://doi.org/10.29303/jpm.v18i1.4573
Wilson, M. L., Ritzhaupt, A. D., & Cheng, L. (2020). The impact of teacher education courses for technology integration on pre-service teacher knowledge: A meta-analysis study. Computers and Education, 156(December 2019), 103941. https://doi.org/10.1016/j.compedu.2020.103941
Zhang, M., & Chen, S. (2022). Modeling dichotomous technology use among university EFL teachers in China: The roles of TPACK, affective and evaluative attitudes towards technology. Cogent Education, 9(1), 2013396. https://doi.org/10.1080/2331186X.2021.2013396

Details

Primary Language

English

Subjects

Educational Psychology

Journal Section

Research Article

Authors

Reni Marlina
0000-0003-0629-5113
Indonesia

Hadi Suwono ^*
0000-0001-6134-821X
Indonesia

Chokchai Yuenyong
0000-0002-8606-5969
Thailand

Ibrohim Ibrohım
0000-0002-9946-001X
Indonesia

Susriyati Mahanal
0000-0001-5764-2184
Indonesia

Muhammad Saefi
0000-0001-7851-4261
Indonesia

Hamdani Hamdani
0000-0002-6807-6648
Indonesia

Early Pub Date

November 3, 2023

Publication Date

November 1, 2023

Submission Date

July 13, 2023

Acceptance Date

October 12, 2023

Published in Issue

Year 2023 Volume: 10 Number: 6

DOI

https://doi.org/10.17275/per.23.99.10.6

IZ

https://izlik.org/JA75CT84AG

APA

Marlina, R., Suwono, H., Yuenyong, C., Ibrohım, I., Mahanal, S., Saefi, M., & Hamdani, H. (2023). Technological Pedagogical Content Knowledge (TPACK) for Preservice Biology Teachers: Two Insights More Promising. Participatory Educational Research, 10(6), 245-265. https://doi.org/10.17275/per.23.99.10.6

AMA

1.Marlina R, Suwono H, Yuenyong C, et al. Technological Pedagogical Content Knowledge (TPACK) for Preservice Biology Teachers: Two Insights More Promising. PER. 2023;10(6):245-265. doi:10.17275/per.23.99.10.6

Chicago

Marlina, Reni, Hadi Suwono, Chokchai Yuenyong, et al. 2023. “Technological Pedagogical Content Knowledge (TPACK) for Preservice Biology Teachers: Two Insights More Promising”. Participatory Educational Research 10 (6): 245-65. https://doi.org/10.17275/per.23.99.10.6.

EndNote

Marlina R, Suwono H, Yuenyong C, Ibrohım I, Mahanal S, Saefi M, Hamdani H (November 1, 2023) Technological Pedagogical Content Knowledge (TPACK) for Preservice Biology Teachers: Two Insights More Promising. Participatory Educational Research 10 6 245–265.

IEEE

[1]R. Marlina et al., “Technological Pedagogical Content Knowledge (TPACK) for Preservice Biology Teachers: Two Insights More Promising”, PER, vol. 10, no. 6, pp. 245–265, Nov. 2023, doi: 10.17275/per.23.99.10.6.

ISNAD

Marlina, Reni - Suwono, Hadi - Yuenyong, Chokchai - Ibrohım, Ibrohim - Mahanal, Susriyati - Saefi, Muhammad - Hamdani, Hamdani. “Technological Pedagogical Content Knowledge (TPACK) for Preservice Biology Teachers: Two Insights More Promising”. Participatory Educational Research 10/6 (November 1, 2023): 245-265. https://doi.org/10.17275/per.23.99.10.6.

JAMA

1.Marlina R, Suwono H, Yuenyong C, Ibrohım I, Mahanal S, Saefi M, Hamdani H. Technological Pedagogical Content Knowledge (TPACK) for Preservice Biology Teachers: Two Insights More Promising. PER. 2023;10:245–265.

MLA

Marlina, Reni, et al. “Technological Pedagogical Content Knowledge (TPACK) for Preservice Biology Teachers: Two Insights More Promising”. Participatory Educational Research, vol. 10, no. 6, Nov. 2023, pp. 245-6, doi:10.17275/per.23.99.10.6.

Vancouver

1.Reni Marlina, Hadi Suwono, Chokchai Yuenyong, Ibrohim Ibrohım, Susriyati Mahanal, Muhammad Saefi, Hamdani Hamdani. Technological Pedagogical Content Knowledge (TPACK) for Preservice Biology Teachers: Two Insights More Promising. PER. 2023 Nov. 1;10(6):245-6. doi:10.17275/per.23.99.10.6