Developing Technological Pedagogical Content Knowledge (TPACK) in Animal Physiology

Abstract

The purpose of this study is to describe preservice teacher's learning during lecturing Animal Physiology and investigate it's impact on preservice teacher's technological pedagogical content knowledge (TPACK). How was the lecturing process can improve TPACK of preservice teacher on Biology education espescially in Animal Physiology. There are four experiment classes using Solomon four group design, there are pedagogic treatment, content treatment and technological treatment, the last class without any treatment. Both quantitative and qualitative data were collected. Quantitative data were collected through a questionaire of TPACK. Qualitative data were collected through a lesson plan and teaching simulation. Findings has revealed that participants experienced significant gains in all TPACK constructs. Both of pedagogic and technology treatment is better than others, but pedagogical treatment didn't also increase PCK most of participants. Findings has implications for teacher education programs to be a professional teachers and for researchers interested.