Fig. 1. The components of the technological pedagogical content knowledge framework(Mishra & Koehler, 2006).
Fig. 2. The process of this study.
Table 1. Background information of the subject
Table 2. The overview of the program to enhance pre-service teachers’ TPACK in this study
Table 3. The results of t-test on attitude toward convergence
Table 4. The comparison of t-test results on attitude toward convergence with group variables
Table 5. The results of t-test on pre-service teachers’ TPACK
Table 6. The comparison of t-test results on TPACK with group variables
Table 7. The results of t-test on STEBI-B
Table 8. The comparison of t-test results on STEBI-B with group variables
References
- Archambault, L. & Crippen, K. (2009). Examining TPACK among K-12 online distance educators in the United States. Comtemporary Issues in Technology and Teacher Education, 9(1), 71-88.
- Blazar, D. & Kraft, M. A. (2017). Teacher and teaching effects on students' attitudes and behaviors. Educational Evaluation and Policy Analysis, 39(1), 146-170. https://doi.org/10.3102/0162373716670260
- Chai, C. S., Koh, J. H. L. & Tsai, C.-C. (2010). Facilitating preservice teachers' development of technological, pedagogical, and content knowledge (TPACK). Educational Technology & Society, 13(4), 63-73.
- Choi, E., Lee, Y. & Paik, S. (2017). The effects of programming-based lessons on science teachers' perceptions related to TPACK. Journal of the Korean Association for Science Education, 37(4), 693-703. https://doi.org/10.14697/JKASE.2017.37.4.693
- Choi, S., Lee, J. & Noh, T. (2015). A case study of preservice secondary science teachers' demonstration of STEAM lessons. Journal of the Korean Association for Science Education, 35(4), 665-676. https://doi.org/10.14697/jkase.2015.35.4.0665
- Choi, Y. & Hong, S. (2013). The development and application effects of STEAM program about 'World of small organisms' unit in elementary science. Journal of Korean Elementary Science Education, 32(3), 361-377. https://doi.org/10.15267/keses.2013.32.3.361
- Deehan, J. (2017). The science teaching efficacy belief instruments (STEBI A and B): A comprehensive review of methods and findings from 25 years of science education research. SpringerBriefs in Education. Retrieved February 9, 2018, from http://www.springer.com/978-3-319-42464-4.
- Di Petta, T. (2008). The emperor's new computer: ICT, teachers and teaching. Rotterdam: Sense Publishers.
- Enochs, L. G. & Riggs, I. M. (1990). Further development of an elementary science teaching efficacy belief instrument: A preservice elementary scale. School Science and Mathematics, 90(8), 694-706. https://doi.org/10.1111/j.1949-8594.1990.tb12048.x
- Ertmer, P. A. & Ottenbreit-Leftwich, A. T. (2010). Teacher technology change: How knowledge, confidence, beliefs, and culture intersect. Journal of Research on Technology in Education, 42(3), 255-284. https://doi.org/10.1080/15391523.2010.10782551
- Foulger, T. S. & Slykhuis, D. A. (2013). TPACK as a tool for teacher professional learning. Learning & Laeding with Technology, 41(1), 20-22.
- Hofer, M. J., Bell, L., Bull, G. L., Barry, III, R. Q., Cohen, J. D., Garcia, N., George, M. A., Harris, J., Jacoby, III, A. H., Kim, R., Kjellstrom, W., Koehler, M. J., Lee, J. K., Mann, L., Mishra, P., Patel, Y., Shoffner, M., Slykhuis, D. A., Strutchens, M. E., & Zellner, A. L. (2015). Practitioner's guide to technology, pedagogy, and content knowledge(TPACK): Rich media cases of teacher knowledge. NC: W&M Publish.
- Hofer, M. & Grandgenett, N. (2012). TPACK development in teacher education: A longitudinal study of preservice teachers in a secondary M.A.Ed. Program. Journal of Research on Technology in Education, 45(1), 83-106. https://doi.org/10.1080/15391523.2012.10782598
- Hofer, M. & Harris, J. (2010). Differentiating TPACK development: Using learning activity types with inservice and preservice teachers. In Maddux, C. D., Gibson, D. & Dodge, B. (eds.), Research highlights in technology and teacher education. Chesapeake, VA: Society for Information Technology and Teacher Education.
- Hong, J. (2007). The effects of project learning on science related attitude in 'The diversity of life and environment'. Biology Education, 34(5), 566-574. https://doi.org/10.15717/bioedu.2007.34.5.566
- Jimoyiannis, A. (2010). Designing and implementing an integrated technological pedagogical science knowledge framework for science teachers professional development. Computers & Education, 55(3), 1259-1269. https://doi.org/10.1016/j.compedu.2010.05.022
- Kang, S., Lee, H., Kim, Y. & Kim, K. (2008). The perception of in-service and pre-service science teachers of the training program, and the practical use of advanced science laboratory equipment. Journal of the Korean Association for Science Education, 28(8), 880-889.
- Khaddage, F., Lattemann, C. & Acosta-Diaz, R. (2014). Mobile gamification in education engage, educate and entertain via gamified mobile apps. In Searson, M. & Ochoa, M. (eds.), Proceedings of SITE 2014-Society for Information Technology & Teacher Education International Conference (pp. 1654-1660). Jacksonville, Florida, United States: Association for the Advancement of Computing in Education (AACE). Retrieved May 26, 2019 from https://www.learntechlib.org/primary/p/131010/
- Kim, D. & Choi, S. (2018). An analysis of mathematics pre-service teachers' characteristics of TPACK in each stage of developing a technology-integrated curriculum. Korean Journal of Teacher Education, 34(4), 161-191. https://doi.org/10.14333/KJTE.2018.34.4.161
- Kim, K., Yoon, J., Park, J. & Noh, T. (2011). The components of pedagogical content knowledge considered by secondary science pre-service teachers in planning and implementing teaching demonstrations. Journal of the Korean Association for Science Education, 31(1), 99-114. https://doi.org/10.14697/JKASE.2011.31.1.099
- Kim, S. Y. & Jeon, J. H. (2016). The effects of STEAM education program on preservice biology teachers' attitude toward convergence, problem solving ability, and pedagogical knowledge. Biology Education, 44(1), 100-113. https://doi.org/10.15717/bioedu.2016.44.1.100
- Kulo, V. & Bodzin, A. (2013). The impact of a geospatial technolgy-supported energy curriculum on middle school students' science achievement. Journal of Science Education and Technology, 22(1), 25-36. https://doi.org/10.1007/s10956-012-9373-0
- Lee, H. (2007). Comparison of general teaching efficacy and science teaching efficacy of preservice elementary teachers. Journal of Korean Elementary Science Education, 26(1), 131-139.
- Lee, J., Park, H., Jung, Y. & Noh, J. (2015). Research trends of web-based inquiry learning effectiveness in science education: A review of publications in selected journals from 2000 to 2014. Journal of the Korean Association for Science Education, 35(4), 565-572. https://doi.org/10.14697/jkase.2015.35.4.0565
- Lee, J., Shin, S., Rachmatullah, A. & Ha, M. (2017). The relationship of engineering education accreditation program, gender, and academic year with attitude towards convergence among engineering students: Application of latent class analysis. Journal of the Korean Association for Science Education, 37(1), 113-123. https://doi.org/10.14697/jkase.2017.37.1.0113
- Lee, S. & Lee, H. C. (2013). The effects of science lesson applying STEAM education on the creativity and science related attitudes of elementary school students. Journal of Korean Elementary Science Education, 32(1), 60-70. https://doi.org/10.15267/KESES.2013.32.1.060
- Lim, H. (2007). Comparison of general teaching efficacy and science teaching efficacy of preservice elementary teachers. Journal of Korean Elementary Science Education, 26(1), 131-139.
- Lumpe, A. T., Haney, J. & Czerniak, C. (2000). Assessing teachers' beliefs about their science teaching context. Journal of Research in Science Teaching, 37(3), 123-145.
- Milner-Bolotin, Marina. (2015). Techonolgy-enhanced teacher education for 21st century: Challenges and possibilities. In Ge, X., Ifenthaler, D. & Spector, J. M. (eds.), Emerging technologies for STEAM education, educational communications and technology: Issues and innovations. Basel: Springer International Publishing.
- Mishra, P. & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for integrating technology in teachers' knowledge. Teachers College Record, 108(6), 1017-1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x
- Mosely, C. & Utley, J. (2006). The effect of an integrated science and mathematics content-based course on science and mathematics teaching efficacy of preservice elementary teachers. Journal of Elementary Science Education, 18(2), 1-12. https://doi.org/10.1007/BF03174684
- Mulholland, J., Dorman, J. P. & Odgers, B. M. (2004), Assessment of science teaching efficacy of preservice teachers in an Australian university. Journal of Science Teacher Education, 15(4), 313-331. https://doi.org/10.1023/B:JSTE.0000048334.44537.86
- Na, J. & Jang, B. (2016). The difficulties and needs of pre-service elementary teachers in the science class utilizing smart technologies in teaching practice. Journal of Korean Elementary Science Education, 35(1), 98-110. https://doi.org/10.15267/keses.2016.35.1.098
- Niess, M. L. (2005). Preparing teachers to teach science and mathematics with technology: Developing a technology pedagogical content knowledge. Teaching and Teacher Education, 21(5), 509-523. https://doi.org/10.1016/j.tate.2005.03.006
- Park, C. Y., Min, H. J. & Paik, S. H. (2008). An analysis of pre-service science teachers' pedagogical content knowledge through the student-teacher practice. Journal of the Korean Association for Science Education, 28(6), 641-648.
- Park, S. (2013). The effects of STEAM program using storyline on elementary students' creative personality and science-related attitude. Journal of the Korean Association of Information Education, 17(4), 487-496. https://doi.org/10.14352/jkaie.2013.17.4.487
- Park, T., Shin, H., Kim, K., Kim, J., Seo, J., Song, W., Jeong, Y., Choi, K. & Han, S. (2016). Learner centered PCK-based instructional designs of master teachers in secondary schools. Seoul: Academypress.
- Rim, H. & Choi, I. (2012). A case study on the effect of designing instruction according to the ASSURE model to mathematics teacher's TPACK and teaching efficacy. Journal of Educational Research in Mathematics, 22(2), 179-202.
- Rosenberg, J. (2012). Developing TPACK. Retrieved Febr uary 22, 2018, from matt-koehler.com/tpack2/developing-tpack-2/
- Schmidt, D. A., Baran, E., Thompson, A. D., Mishra, P., Koehler, M. J. & Shin, T. S. (2009) Technological Pedagogical Content Knowledge (TPCK): The development and validation of an assessment instrument for preservice teachers. Journal of Research on Technology in Education, 42(2), 123-149. https://doi.org/10.1080/15391523.2009.10782544
- Scrabis-Fletcher, K., Juniu, S. & Zullo, E. (2016). Preservice physical education teachers' technological pedagogical content knowledge. The Physical Educator, 73(4), 704-718. https://doi.org/10.18666/TPE-2016-V73-I4-6818
- Shen, J., Jiang, S. & Liu, O. L. (2015). Reconceptualizing a college science learning experience in the new digital era: A review of literature. In Ge, X., Ifenthaler, D. & Spector, J. M. (eds.), Emerging technologies for STEAM education, educational communications and technology: Issues and innovations. Basel: Springer International Publishing.
- Shim, K., Kim, H. & Park, Y. (2001). Comparative study on the attitudes toward science of middle school, high school, and university students. Journal of the Korean Association for Science Education, 21(3), 558-565.
- Shin, S., Ha, M., Lee, J., Park, H., Chung, D. & Lim, J. (2014). The development and validation of instrument for measuring high school students' attitude toward convergence. Journal of the Korean Association for Science Education, 34(2), 123-134. https://doi.org/10.14697/jkase.2014.34.2.0123
- Shin, T. S. (2013). A relation between pre-service teachers' fixed mindsets regarding their abilities to teach with technology and their perceived TPACK. Journal of Educational Studies, 44(2), 21-45.
- Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14. https://doi.org/10.2307/1175860
- Yang, C., Jo, M. & Noh, T. (2015). Investigation of teaching practices using smart technologies and science teachers' opinion on their application in science education. Journal of the Korean Association for Science Education, 35(5), 829-840. https://doi.org/10.14697/jkase.2015.35.5.0829
- Yang, E., Anderson, K. L. & Burke, B. (2014). The impact of service-learning on teacher candidates' self-efficacy in teaching STEM content to diverse learners. International Journal of Research on Service-Learning in Teacher Education, 2(1), 1-46.