Measuring the Effect of Subject-Specific Pedagogy on TPACK through Flipped Learning in E-Learning Classroom

Technological pedagogical and content knowledge (TPACK) is an essential framework for chemistry teachers. Teachers are required to be able to integrate technology into learning so that TPACK must be acquired by pre-service chemistry teachers. TPACK can be integrated with a modified form of subject-s...

Celý popis

Uloženo v:
Podrobná bibliografie
Vydáno v:International Journal of Instruction Ročník 15; číslo 3; s. 1007 - 1030
Hlavní autoři: Widyasari, Frenika, Masykuri, Mohammad, Mahardiani, Lina, Saputro, Sulistyo, Yamtinah, Sri
Médium: Journal Article
Jazyk:angličtina
Vydáno: Gate Association for Teaching and Education 01.07.2022
Témata:
Chemistry
Educational Technology
Flipped Classroom
Foreign Countries
Pedagogical Content Knowledge
Preservice Teachers
Program Effectiveness
Science Instruction
Science Teachers
Technological Literacy
Technology Integration
Indonesia
ISSN:1694-609X, 1308-1470
On-line přístup:Získat plný text
Tagy: Přidat tag
Žádné tagy, Buďte první, kdo vytvoří štítek k tomuto záznamu!
Popis
Shrnutí:Technological pedagogical and content knowledge (TPACK) is an essential framework for chemistry teachers. Teachers are required to be able to integrate technology into learning so that TPACK must be acquired by pre-service chemistry teachers. TPACK can be integrated with a modified form of subject-specific pedagogy (SSP) as SSP has the same concept as PCK. In accordance, this study aims to measure the effect of using SSP through flipped learning on the pre-service chemistry teachers' TPACK. This research was conducted in Creswell's mixed-method. The subjects were 34 pre-service chemistry teachers from the chemistry education department in Indonesia. The data obtained from the pre-test and post-test were then analyzed by using Rasch's stacking-racking method. The result of this study indicated that pre-service chemistry teachers' ability (stacking method) from pre-test to post-test increased after being given the intervention. Then, the item analysis (racking method) showed that pre-service chemistry teachers found it easier to work on post-test items after being given the intervention. Based on the qualitative data, it was known that pre-service chemistry teachers could integrate technology with pedagogy and content in chemistry learning. It revealed that the intervention given during learning effectively affected the pre-service chemistry teachers' TPACK both in terms of personal ability and item difficulty level. Thus, strengthening TPACK since an early stage, as pre-service chemistry teachers, with specific treatments, could help them teach in real classrooms.
ISSN:1694-609X
1308-1470
DOI:10.29333/iji.2022.15354a