Exploring the Role of TPACK in Promoting Inquiry-based Learning in 21
Abstract
The realm of science education is grappling with the growing demand to equip learners with the scientific reasoning and technological capabilities vital for the 21st century. In light of this, the present study delves into how Technological Pedagogical Content Knowledge (TPACK) can enhance inquiry-driven approaches in modern-day science education. Using a literature review as its methodological approach, this research ascertains that TPACK is pivotal in making inquiry-based learning more accessible in science pedagogy. Specifically, educators who possess a profound grasp of TPACK can seamlessly weave technology into science lessons, tailor their teaching methods to cater to student requirements, and combine scientific factual knowledge with analytical reasoning abilities. As it pertains to applying an inquiry-driven curriculum, TPACK empowers educators to design engaging, collaborative, and experiential learning scenarios within the ambit of scientific exploration. Consequently, this study sheds light on the instrumental role of TPACK in science education of the 21st century, advocating for a more dynamic and learner-focused approach. This research underscores the need for specialized training and continual professional enhancement with a spotlight on cultivating TPACK skills among science educators. Furthermore, the insights derived from this study can pave the way for avant-garde curriculum frameworks and pedagogical structures, further championing inquiry-oriented instruction in contemporary science education.
Keywords: TPACK, science education, inquiry based learning, 21st century
References
[1] Juntunen M, Aksela M. Life-cycle analysis and inquiry-based learning in chemistry teaching. Science Education International. 2013;24:150–166.
[2] Chu SK, Reynolds RB, Tavares NJ, Notari M, Lee CW. 21st century skills development through inquiry-based learning: From theory to practice. Theory and Practice. 2016:1– 204.
[3] Goradia T. Role of educational technologies utilizing the TPACK framework and 21st century pedagogies: Academics’ perspectives. IAFOR Journal of Education. 2018;6(3):43–61.
[4] Ghavifekr S, Rosdy WA. Teaching and learning with technology: Effectiveness of ICT integration in schools. International Journal of Research in Education and Science. 2015;1(2):175–191.
[5] Tîrziu AM, Vrabie C. Education 2.0: E-learning methods. Procedia - Social and Behavioral Sciences. 2015;186:376–380.
[6] Crittenden WF, Biel IK, Lovely WA 3rd. Embracing digitalization: Student learning and new technologies. Journal of Marketing Education. 2019;41(1):5–14.
[7] Dakhi O, Jama J, Irfan D. Blended learning: A 21st century learning model at college. International Journal Of Multi Science. 2020;1:50–65.
[8] Cheng KH. A survey of native language teachers’ technological pedagogical and content knowledge (TPACK) in Taiwan. Computer Assisted Language Learning. 2017;30(7):692–708.
[9] Chatmaneerungcharoen S. Improving Thai Science Teachers’ TPACK through an Innovative Continuing Professional Development Program. Journal of Physics: Conference Series. 2019;1340(1):012017.
[10] Srisawasdi N, Pondee P, Bunterm T. Preparing pre-service teachers to integrate mobile technology into science laboratory learning: an evaluation of technologyintegrated pedagogy module. International Journal of Mobile Learning and Organisation. 2018;12(1):1–17.
[11] Häkkinen P, Järvelä S, Mäkitalo-Siegl K, Ahonen A, Näykki P, Valtonen T. Preparing teacher-students for twenty-first-century learning practices (PREP 21): Aa framework for enhancing collaborative problem-solving and strategic learning skills. Teach Teach. 2017;23(1):25–41.
[12] Archer-Kuhn B, Wiedeman D, Chalifoux J. Student engagement and deep learning in higher education: Reflections on inquiry-based learning on our group studyprogram course in the UK. Journal of Higher Education Outreach and Engagement. 2020;24:107–122.
[13] Moghimi M, Stone R, Rotshtein P, Cooke N. The sense of embodiment in virtual reality. Presence (Camb Mass). 2016;25:81–107.
[14] Potkonjak V, Gardner M, Callaghan V, Mattila P, Guetl C, Petrović VM, et al. Virtual laboratories for education in science, technology, and engineering: A review. Computers & Education. 2016;95:309–327.
[15] Rafiq AA, Triyono MB, Djatmiko IW. The integration of inquiry and problembased learning and its impact on increasing the vocational student involvement. International Journal of Instruction. 2023;16(1):659–684.
[16] Ertmer PA, Ottenbreit-Leftwich AT, Sadik O, Sendurur E, Sendurur P. Teacher beliefs and technology integration practices: A critical relationship. Computers & Education. 2012;59(2):423–435.
[17] Connell S. Technology integration: Problem-based learning issues and trends in learning technologies today. International Journal of Education. 2021;01:1–31.
[18] Unda-López A, Osejo-Taco G, Vinueza-Cabezas A, Paz C, Hidalgo-Andrade P. Procrastination during the COVID-19 pandemic: A scoping review. Behavioral Sciences (Basel). 2022;12(2):150–155.
[19] Stefaniak J. A systems view of supporting the transfer of learning through e-servicelearning experiences in real-world contexts. TechTrends. 2020;64(4):561–569.
[20] Lux NJ, Grimberg BI, Nollmeyer GE, Swanson E. Crafting virtual connections to support inquiry-based science learning. International Journal of Technology in Teaching and Learning. 2014;10:105–119.
[21] Jeong H, Hmelo-silver CE. Seven affordances of computer-supported collaborative learning: How to support collaborative learning? How can technologies help? 2016;1520. https://doi.org/10.1080/00461520.2016.1158654
[22] Daniel A. Improving data visualization skills A curriculum design Daniel Asamoah [IJEDICT]. International Journal of Education and Development using Information and Communication Technology. 2022;18:213–235.
[23] Nolan D, Perrett J. Teaching and learning data visualization: Ideas and assignments teaching. The American Statistician, 2015;1305:0– 26. https://doi.org/10.1080/00031305.2015.1123651
[24] Jasute E, Kubilinskiene S, Juskeviciene A, Kurilovas E. Personalised learning methods and activities for computer engineering education. International Journal of Engineering Education. 2016.
[25] De L. WebGIS and geospatial technologies for landscape education on personalized learning contexts. ISPRS International Journal of Geo-Informatio. 2017;6(11):350.
[26] Kai S, Chu W, Reynolds RB, Tavares NJ, Notari M. 21st century skills development through inquiry-based learning. 2017.
[27] Bunwirat N, Boonsathorn S. Inquiry-based learning: An effective pedagogical approach for empowering 21st century learners and education 4.0 in Thailand. Political Science and Public Administration Journal. 2018;1:163–183.
[28] Bennett S, Agostinho S, Lockyer L. Computers & Education Technology tools to support learning design: Implications derived from an investigation of university teachers’ design practices. Computers & Education. 2015;81:211–220.
[29] Lasica IE, Meletiou-Mavrotheris M, Katzis K, Dimopoulos C, Mavrotheris E. Designing a teacher training program on the integration of augmented and mixed reality technologies within the educational process. In INTED2018 Proceedings, IATED; 2018. https://doi.org/10.21125/inted.2018.2181
[30] Reyes VC, Reading C, Doyle H, Gregory S. Integrating ICT into teacher education programs from a SC. Computers & Education. 2017. https://doi.org/10.1016/j.compedu.2017.07.009.
[31] Jaipal-jamani K, Figg C. A case study of a TPACK-based approach to teacher professional development: Teaching science with blogs. Contemporary Issues in Technology and Teacher Education. 2015;15:161–200.
[32] Khairul M, Haji K, Salleh SM, Shahrill M. Improving conceptual knowledge and soft skills among vocational students through inquiry-based learning in a flipped classroom. 2022;2:235–249.
[33] Alioon Y. The effect of authentic m-learning activities on student engagement and motivation. British Journal of Educational Technology. 2017;00.
[34] Maor D. Using TPACK to develop digital pedagogies: A higher education experience. Journal of Computers in Education. 2016. https://doi.org/10.1007/s40692-016-0055-4
[35] Tanak A. Designing tpack-based course for preparing student teachers to teach science with technological pedagogical content knowledge. Kasetsart Journal of Social Sciences. 2020;41:53–59.
[36] Agustini IW. Santyasa NMR 1Universitas. Analysis of competence on “ TPACK ”: 21st century teacher professional development. International Conference on Education, Science and Technology. 2019. https://doi.org/10.1088/1742-6596/1387/1/012035.
[37] Cheng P, Molina J, Lin M, Liu H, Chang C. A new TPACK training model for tackling the ongoing challenges of COVID-19 2022:1–19. https://doi.org/10.3390/asi5020032
[38] Mishra C, Ha SJ, Parker LC, L Clase K. Describing teacher conceptions of technology in authentic science inquiry using technological pedagogical content knowledge as a lens. Biochemistry and Molecular Biology Education. 2019;47(4):380–387.
[39] Sheffield R, Dobozy E, Gibson D, Mullaney J, Campbell C, Sheffield R, et al. Teacher education students using TPACK in science: A case study. Educational Media International. 2015;3987(3):227–238.
[40] Szeto E, Yan A, Cheng N. Pedagogies across subjects: What are preservice teachers’ TPACK patterns of integrating technology in practice? Journal of Educational Computing Research. 2016. https://doi.org/10.1177/0735633116667370.
[41] Yerdelen-damar S, Boz Y, Ayd S. Mediated effects of technology competencies and experiences on relations among attitudes towards technology use, technology ownership, and self efficacy about technological pedagogical content knowledge. Journal of Science Education and Technology. 2017;26(4):394–405.
[42] Lehtinen A, Nieminen P, Viiri J. Preservice teachers ’ TPACK beliefs and attitudes toward simulations. Contemporary Issues in Technology And Teacher Education. 2016;16:151–171.