INVESTIGATION OF PHYSICS TEACHERS’ TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE
Main Article Content
Abstract
This qualitative research was a case study that examined the teachers’ Technological Pedagogical Content Knowledge (TPACK). The participants of this study were three physics teachers. Data was collected from questionnaire on TPACK, lesson plan, classroom observation, and teacher interviews. Data were analyzed through content analysis. The results revealed that, all physics teachers have incomplete knowledge in the field of TPACK. They demonstrate a comprehensive understanding of content knowledge matter, but they lack awareness in selecting teaching methods that are specifically tailored to the content. Additionally, in the technological knowledge, all teachers exhibit a low level of knowledge and a lack of awareness in utilizing technology that is content specific and suitable for their teaching methods.
Article Details

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
The owner of the article does not copy or violate any of its copyright. If any copyright infringement occurs or prosecution, in any case, the Editorial Board is not involved in all the rights to the owner of the article to be performed.
References
Clermont, C. P., Borko, H., & Krajcik, J. S. (1994). Comparative Study of The Pedagogical Content Knowledge of Experienced and Novice Chemical Demonstrators. Journal of Research in Science Teaching, 31(4), 419-441.
Cunningham, C. M., & Carlsen, W. S. (2014). Teaching engineering practices. Journal of Science Teacher Education, 25(2), 197-210.
Dawson, K., & Ritzhaupt, A., Liu, F., Rodriguez, P., & Frey, C. (2013). Using TPCK as a lens to study the practices of math and science teachers involved in a year-long technology integration initiative. Journal of Computers in Mathematics and Science Teaching, 32(4), 395-422.
Graham, R. C., Burgoyne, N., Cantrell, P., Smith, L., St Clair, L., & Harris, R. (2009). Measuring the TPACK confidence of inservice science teachers. TechTrends, 53(5), 70-79.
Guzey, S. S., & Roehrig, G. H. (2009). Teaching science with technology: Case studies of science teachers’ development of technology, pedagogy, and content knowledge. Contemporary Issues in Technology and Teacher Education, 9(1), 25-45.
Koehler, M., & Mishra, P. (2005). What happens when teachers design educational technology? The development of technological pedagogical content knowledge. Journal of Educational Computing Research, 32(2), 131-152.
Koehler, M., & Mishra, P. (2008). Introducing TPCK. In AACTE Committee on Innovation and Technology (Ed.), Handbook of technological pedagogical content knowledge (TPCK) for educators (pp. 3-31). New York: Routledge.
Koehler, M., & Mishra, P. (2009). What is Technological Pedagogical Content Knowledge TPACK)? Contemporary Issues in Technology and Teacher Education, 9(1), 60-70.
Koh, J. H. L., Chai, C. S., & Tsai, C. C. (2013). Examining Practicing Teachers’ Perceptions of Technological Pedagogical Content Knowledge (TPACK) Pathways: A Structural Equation Modeling Approach. Instructional Science, 41(4), 793-809.
Loughran, J., Mulhall, P., & Berry, A. (2004). In search of pedagogical content knowledge in science: Developing ways of articulating and documenting professional practice. Journal of Research in Science Teaching, 41(4), 370-391.
Magnusson, S., Krajcik, J., & Borko, H. (1999). Nature, sources, and development of pedagogical content knowledge for science teaching. In J. Gess-Newsome & N. G. Lederman (Eds.), Examining Pedagogical Content Knowledge (pp. 95-132). Springer.
Matthews, M. R. (1997). Science teaching: the role of history and philosophy of science. New York: Routledge.
McCrory, R. (2008). Science, technology, and teaching: The topic-specific challenges of TPCK in science. In AACTE Committee on Innovation and Technology (Ed.), Handbook of technological pedagogical content knowledge (TPCK) for educators (pp. 193-206). New York: Routledge.
Norris, C., Sullivan, T., Poirot, J., & Soloway, E. (2003). No access, no use, no impact: Snapshot surveys of educational technology in K-12. Journal of Research on Technology in Education, 36(1), 15-27.
Pringle, R.M., Dawson. K., & Ritzhaupt, A. D. (2015). Integrating science and technology: Using technological content knowledge as a framework to study the practices of science teachers. Journal of Science Education and Technology, 24(5), 648-662.
Rodriguez-Becerra, J., Caceres-Jensen, L., Diaz, T., Druker, S., Padilla, V. B., Pernaa, J., & Aksela, M. (2020). Developing technological pedagogical science knowledge through educational computational chemistry a case study of pre-service chemistry teachers’ perceptions. Chemistry Education Research and Practice, 21(2), 638-654.
Sadler, P. M., & Tai, R. H. (2001). Success in introductory college physics: the role of high school preparation. John Wiley & Sons.