Science teachers’ ICT use from a viewpoint of Technological Pedagogical Content Knowledge (TPCK)

  • Satu Helppolainen Kemian opettajankoulutusyksikkö, Kemian laitos, Helsingin yliopisto
  • Maija Aksela Kemian opettajankoulutusyksikkö, Kemian laitos, Helsingin yliopisto

Abstract

In order to develop science teachers’ Technological Pedagogical Content Knowledge (TPCK), a better understanding of how teachers use ICT in classroom practice is needed. This paper examines Finnish chemistry teachers, knowledge, skills and beliefs on using ICT in education in comparison to other science teachers. The study shows that chemistry teachers have positive beliefs of using ICT and computers as a tool for teaching and learning. Teachers’ earlier training in the use of ICT had increased their beliefs towards using ICT. The study shows that, in general, teachers have a good basic ICT skills, but lack skills to integrate ICT into education, due to a lack of technological content knowledge (TCK) and technological pedagogical knowledge (TPK). The results show that teachers especially lack knowledge on subject-specific software, such as modelling software. The results suggest that chemistry teachers need more ICT-training from the viewpoint of TPK and TCK in order to help them get ideas and materials that can be directly applied to classroom practice, and to acquire experience to develop their own TPCK. The results give implications on how science teachers’ in-service training can be developed.

Published
2015-10-30
How to Cite
Helppolainen, S., & Aksela, M. (2015). Science teachers’ ICT use from a viewpoint of Technological Pedagogical Content Knowledge (TPCK). LUMAT: International Journal on Math, Science and Technology Education, 3(6), 783-799. https://doi.org/10.31129/lumat.v3i6.998
Section
Articles