Validating and Modelling Teachers’ Technological Pedagogical Content Knowledge for Integrative Science, Technology, Engineering and Mathematics Education
The integrative approach of teaching Science, Technology, Engineering and Mathematics (STEM) has been advocated as a pedagogical means to advance education for the 21st century. However, there is a lack of validated instruments that are theoretically grounded to account for the various forms of know...
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| Format: | Article |
| Language: | English |
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International Forum of Educational Technology & Society
2019-07-01
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| Series: | Educational Technology & Society |
| Subjects: | |
| Online Access: | https://sites.google.com/view/journalets/collection/published-issues/22_3?authuser=2#h.wezc8hpqyckj |
| _version_ | 1811227191052075008 |
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| author | Ching Sing Chai Morris Siu-Yung Jong Hong-biao Yin Mengyuan Chen Wenye Zhou |
| author_facet | Ching Sing Chai Morris Siu-Yung Jong Hong-biao Yin Mengyuan Chen Wenye Zhou |
| author_sort | Ching Sing Chai |
| collection | DOAJ |
| description | The integrative approach of teaching Science, Technology, Engineering and Mathematics (STEM) has been advocated as a pedagogical means to advance education for the 21st century. However, there is a lack of validated instruments that are theoretically grounded to account for the various forms of knowledge that teachers need in order to effectively implement STEM education. This study adopts the technological pedagogical content knowledge (TPACK) framework to develop the Technological Pedagogical STEM Knowledge Survey to assess teachers’ self-efficacies of the proposed dimensions of knowledge. It also investigates the interrelationships of the four knowledge dimensions (i.e., technological pedagogical science knowledge [TPSK], technological pedagogical mathematics knowledge [TPMK], technological pedagogical engineering knowledge [TPEK] and integrative STEM) proposed in this paper. A total of 314 science, mathematics and technology teachers from China responded to the online survey. Both exploratory and confirmatory factor analyses indicated adequate validity and reliability of the survey for measuring teachers’ self-efficacies for STEM from the TPACK perspective. The structural equational model indicates that the teachers’ efficacies of integrating technology into science, mathematics and engineering subject predict their efficacy of integrative STEM teaching. Moreover, teachers’ TPEK is the strongest predictor of their efficacy for teaching integrative STEM. Overall, the findings support that the TPACK framework could be theoretically useful for promoting teachers’ efficacies for STEM education. Practical implications were discussed in this study. |
| first_indexed | 2024-04-12T09:38:18Z |
| format | Article |
| id | doaj.art-ed1ba51d413e4f2c9421ccd49d18103e |
| institution | Directory Open Access Journal |
| issn | 1176-3647 1436-4522 |
| language | English |
| last_indexed | 2024-04-12T09:38:18Z |
| publishDate | 2019-07-01 |
| publisher | International Forum of Educational Technology & Society |
| record_format | Article |
| series | Educational Technology & Society |
| spelling | doaj.art-ed1ba51d413e4f2c9421ccd49d18103e2022-12-22T03:38:10ZengInternational Forum of Educational Technology & SocietyEducational Technology & Society1176-36471436-45222019-07-012236173Validating and Modelling Teachers’ Technological Pedagogical Content Knowledge for Integrative Science, Technology, Engineering and Mathematics EducationChing Sing Chai0Morris Siu-Yung Jong1Hong-biao Yin2Mengyuan Chen3Wenye Zhou4Department of Curriculum and Instruction, The Chinese University of Hong Kong, Hong Kong, China Department of Curriculum and Instruction, The Chinese University of Hong Kong, Hong Kong, China Department of Curriculum and Instruction, The Chinese University of Hong Kong, Hong Kong, China Department of Curriculum and Instruction, The Chinese University of Hong Kong, Hong Kong, China School of Education Science, East China Normal University, Shanghai, ChinaThe integrative approach of teaching Science, Technology, Engineering and Mathematics (STEM) has been advocated as a pedagogical means to advance education for the 21st century. However, there is a lack of validated instruments that are theoretically grounded to account for the various forms of knowledge that teachers need in order to effectively implement STEM education. This study adopts the technological pedagogical content knowledge (TPACK) framework to develop the Technological Pedagogical STEM Knowledge Survey to assess teachers’ self-efficacies of the proposed dimensions of knowledge. It also investigates the interrelationships of the four knowledge dimensions (i.e., technological pedagogical science knowledge [TPSK], technological pedagogical mathematics knowledge [TPMK], technological pedagogical engineering knowledge [TPEK] and integrative STEM) proposed in this paper. A total of 314 science, mathematics and technology teachers from China responded to the online survey. Both exploratory and confirmatory factor analyses indicated adequate validity and reliability of the survey for measuring teachers’ self-efficacies for STEM from the TPACK perspective. The structural equational model indicates that the teachers’ efficacies of integrating technology into science, mathematics and engineering subject predict their efficacy of integrative STEM teaching. Moreover, teachers’ TPEK is the strongest predictor of their efficacy for teaching integrative STEM. Overall, the findings support that the TPACK framework could be theoretically useful for promoting teachers’ efficacies for STEM education. Practical implications were discussed in this study.https://sites.google.com/view/journalets/collection/published-issues/22_3?authuser=2#h.wezc8hpqyckjstemtpackquestionnaireteacher education |
| spellingShingle | Ching Sing Chai Morris Siu-Yung Jong Hong-biao Yin Mengyuan Chen Wenye Zhou Validating and Modelling Teachers’ Technological Pedagogical Content Knowledge for Integrative Science, Technology, Engineering and Mathematics Education Educational Technology & Society stem tpack questionnaire teacher education |
| title | Validating and Modelling Teachers’ Technological Pedagogical Content Knowledge for Integrative Science, Technology, Engineering and Mathematics Education |
| title_full | Validating and Modelling Teachers’ Technological Pedagogical Content Knowledge for Integrative Science, Technology, Engineering and Mathematics Education |
| title_fullStr | Validating and Modelling Teachers’ Technological Pedagogical Content Knowledge for Integrative Science, Technology, Engineering and Mathematics Education |
| title_full_unstemmed | Validating and Modelling Teachers’ Technological Pedagogical Content Knowledge for Integrative Science, Technology, Engineering and Mathematics Education |
| title_short | Validating and Modelling Teachers’ Technological Pedagogical Content Knowledge for Integrative Science, Technology, Engineering and Mathematics Education |
| title_sort | validating and modelling teachers technological pedagogical content knowledge for integrative science technology engineering and mathematics education |
| topic | stem tpack questionnaire teacher education |
| url | https://sites.google.com/view/journalets/collection/published-issues/22_3?authuser=2#h.wezc8hpqyckj |
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