Examining the Predictors of TPACK for Integrated STEM: Science Teaching Self-Efficacy, Computational Thinking, and Design Thinking

Autor/inn/en	Yildiz Durak, Hatice; Atman Uslu, Nilüfer; Canbazoglu Bilici, Sedef; Güler, Bekir
Titel	Examining the Predictors of TPACK for Integrated STEM: Science Teaching Self-Efficacy, Computational Thinking, and Design Thinking
Quelle	In: Education and Information Technologies, 28 (2023) 7, S.7927-7954 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Yildiz Durak, Hatice)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2357
DOI	10.1007/s10639-022-11505-7
Schlagwörter	Predictor Variables; Pedagogical Content Knowledge; Technological Literacy; STEM Education; Science Instruction; Self Efficacy; Computation; Thinking Skills; Design; Science Teachers; Foreign Countries; Teacher Effectiveness; Turkey + Suchen Sie Ihr Suchwort? Prädiktor; Pädagogische Kompetenz; Technisches Wissen; STEM; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Self-efficacy; Selbstwirksamkeit; Denkfähigkeit; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Ausland; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Türkei
Abstract	In this study, the role of science and computational thinking (CT) in teaching self-efficacy and design thinking variables were examined to explain the technological pedagogical content knowledge (TPACK) knowledge forms needed by science teachers for integrated Science, Technology, Engineering and Mathematics (STEM) within the framework of the TPACK framework. 216 teachers working as science teachers in Turkey participated in the research. In the study, data were collected in an electronic form consisting of five parts. The model proposed in the research was tested with the partial least squares-structural equation modeling (PLS-SEM) method. The research showed that the self-efficacy of science teachers was related to technological pedagogical engineering knowledge (TPEK), T-integrated (I) STEM, and technological pedagogical science knowledge (TPSK). In addition, the self-efficacy of science teachers is also effective in design thinking. CT teaching self-efficacy has a positive effect on design thinking and the development of technological pedagogical mathematics knowledge (TPMK), TPEK, and TPSK structures. Design thinking skill is also related to TPMK, TPEK, and TPSK structures. These results can be a guide to ensure the effectiveness of professional development programs that will be prepared to improve science teachers' integrated STEM competencies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01