Preservice Teachers' TPACK Beliefs and Attitudes toward Simulations

Autor/inn/en	Lehtinen, Antti; Nieminen, Pasi; Viiri, Jouni
Titel	Preservice Teachers' TPACK Beliefs and Attitudes toward Simulations
Quelle	In: Contemporary Issues in Technology and Teacher Education (CITE Journal), 16 (2016) 2 PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1528-5804
Schlagwörter	Preservice Teachers; Technological Literacy; Pedagogical Content Knowledge; Student Teacher Attitudes; Beliefs; Computer Simulation; Intervention; Science Instruction; Primary Education; Self Evaluation (Individuals); Technology Integration; Statistical Significance; Pretests Posttests; Correlation; Preservice Teacher Education; Hypothesis Testing; Foreign Countries; Likert Scales; Data Collection; Statistical Analysis; Finland + Suchen Sie Ihr Suchwort? Technisches Wissen; Pädagogische Kompetenz; Belief; Glaube; Computergrafik; Computersimulation; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Primarbereich; Korrelation; Lehramtsstudiengang; Lehrerausbildung; Hypothesenprüfung; Hypothesentest; Ausland; Likert-Skala; Data capture; Datensammlung; Statistische Analyse; Finnland
Abstract	This study investigated the effect of an intervention regarding the use of simulations in science teaching on primary school preservice science teachers' (n = 36) self-assessed technological, pedagogical, and content knowledge (TPACK). The connection of their self-assessed TPACK on their views on the usefulness of simulations in science teaching and on their disposition toward integrating simulations in their teaching was also studied. The results showed statistically significant differences between preservice teachers' pre- and posttests in content knowledge, pedagogical knowledge, and TPACK domains. Preservice science teachers' technological knowledge correlated with their views on the usefulness of simulation and disposition toward integrating simulations in teaching. The implication for science teacher training is that more attention should be paid to developing preservice teachers' beliefs about their technological knowledge throughout their teacher training in order to encourage them to use simulations in science teaching. (As Provided).
Anmerkungen	Society for Information Technology and Teacher Education. P.O. Box 719, Waynesville, NC 28786. Fax: 828-246-9557; Web site: http://www.citejournal.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01