Enhancing Scientific Literacy of Lower Secondary Students through Technological Pedagogical and Content Knowledge Framework

Autor/inn/en	Pratumsala, Khuanshanok; Nuangchalerm, Prasart
Titel	Enhancing Scientific Literacy of Lower Secondary Students through Technological Pedagogical and Content Knowledge Framework
Quelle	In: International Journal on Social and Education Sciences, 5 (2023) 2, S.263-274 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Pratumsala, Khuanshanok) ORCID (Nuangchalerm, Prasart)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Scientific Literacy; Science Instruction; Secondary School Students; Technological Literacy; Teaching Methods; Instructional Materials; Action Research; Pedagogical Content Knowledge; Foreign Countries; Achievement Tests; International Assessment; Thailand; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Sekundarschüler; Technisches Wissen; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Projektforschung; Pädagogische Kompetenz; Ausland; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen
Abstract	All students today attach a great deal of importance to having access to a technologically-enhanced education. As a result, teachers are pressured to integrate their teaching, material, and technological expertise into their classes. The TPACK framework was utilized to teach science in lower secondary schools as part of this action research. For this investigation, the most significant individuals were 19-year-old students from on school. As study methods, a test of scientific literacy, observations of behavior patterns, and eight TPAC lesson plans were utilized. During the first academic year of 2022, the spiraling action plan was implemented twice. Results indicated that TPACK played a significant role in increasing students' scientific literacy. The first cycle of instruction, the scientific literacy levels of students were high, and after the second cycle, they were very high. There is potential for TPACK implementation in contemporary schools, however, teachers will need to provide instructional materials that are appropriate for student learning and apply instructional approaches that are adapted to the individual academic pursuits of their students. (As Provided).
Anmerkungen	International Society for Technology, Education, and Science. ISTES Organization, Monument, CO 80132. e-mail: istesorganization@gmail.com; e-mail: ijonsesoffice@gmail.com; Web site: https://www.ijonses.net/index.php/ijonses
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01