TPACK in the Science Methods Classroom: Focusing on the Space Between

ID: 32212 Type: Brief Paper
  1. Richard Hechter and Lynette Phyfe, University of Manitoba, Canada

Thursday, March 10 12:10-12:30 PM

Presider:
Julie Mueller, Wilfrid Laurier University, Canada

The intermediate overlap between technological knowledge, pedagogical knowledge and science content knowledge, as in TPK, TSCK, and PSCK, is critical to enriching science teaching and learning. The purpose of this study was to examine the incorporation of each of the three dual overlapping areas of the TPACK framework into different lessons within a science methods course. The theoretical framework guiding this study is the TPACK model. Action-research methods were employed to evaluate the efficiency and challenges of these specially designed lessons. This paper describes each of these lessons, and provides insight into the TPK, TSCK, and PSCK aspects that were used as foundations for each lesson. Implications of this study include pragmatic applications for TPACK integration in science methods courses.

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