Pengetahuan Teknologi Pedagogi Kandungan Guru Sains Sekolah Menengah
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UNIVERSITI MALAYSIA SARAWAK
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Advances in technology promises significant changes in the way science is taught and learned. Technology offers an opportunity to explore natural phenomena that is difficult or impossible to see as well as allowing students to perform difficult, costly and dangerous experiments to be done the normal way. However, teachers need to have an understanding of how technology can be coordinated with pedagogy and content knowledge in order to integrate technology effectively into classroom instruction. Therefore this study aims to explore secondary school science teachers’ perceptions of Technological Pedagogical Content Knowledge (TPACK). This study utilized a mixed methods approach, with an initial survey of 408 science teachers, followed by semi-structured interviews with four participants. The data and its analysis revealed that science teachers in general had a high perception of their understanding of TPACK and its related components. Science teachers had high mean scores on CK, PK, TK and PCK except TCK, TPK and TPACK which is at moderate level. Besides that, this study also reveals there are relationships between the science teachers’ perceptions of TPACK and their demographic characteristics such as gender, teaching experience and age. The Structural Equation Modelling (SEM) proposed based on the TPACK framework supported nine out of twelve hypotheses about the relationships between TPACK components. The results indicate that the positive effects of the basic knowledge factors of CK, PK and TK were indirect, occurring through the second layer of knowledge factors (PCK, TCK and TPK). Further exploration in the qualitative phase affirmed this and identified the nature of the links between TPACK components. The findings revealed that science teachers used technology in various ways; mostly they used vi it to explain the concepts of science, share information and also to get the students feedback. Therefore the purposes of using technology were to build understanding, increase interest and stimulating students participating in learning science. The recommendations from this study propose that teachers profesional development programmes should move away from enriching teachers’ technology skills to emphasising how teachers can appropriate the affordances of technology in their classrooms practices to meet their instructional goals as well as students learning outcomes.