A design framework for science teachers’ technological pedagogical content knowledge development

Abstract

Technological pedagogical content knowledge (TPCK) represents the professional knowledge needed to integrate technology in the teaching and learning process. The purpose of this study relates to the creation of a design framework for the development of science teachers’ TPCK (initial and in-service). A qualitative methodology, following a design-based-approach, was adopted to describe the strategies for science teachers’ TPCK development, and design and assess an in-service science teacher education course. Data was obtained through interviews, questionnaires, using participant observation and analysis of in-service science teachers’ professional portfolios. Results show that integrating technology with a research teaching perspective could be a way to develop innovative science lessons for students. A detailed description of the research methodology and findings is given.