Therefore, training about technology implementation into science teaching and learning is necessary as a means to improve teachers' technological knowledge. Meanwhile, science teachers' technological knowledge was found to be still low since only few of them who can exemplify digital technology that can be implemented into several science concept. This finding describes teachers' high technological content knowledge. The teachers consider characteristics of concepts as main aspect for implementing technology into science teaching. Result shows that science teachers still have less TK, yet they have high TCK. The study was conducted in the context of teacher professional training. Subjects of this study were 25 science teachers in Bandung, Indonesia. Descriptive method was used to depict science teachers' TK and TCK through questionnaire that consisted of 20 questions. Breaking science news and articles on global warming, extrasolar planets, stem cells, bird flu, autism, nanotechnology, dinosaurs, evolution - the latest. Through this study science teachers' technological knowledge (TK) and technological content knowledge (TCK) can be unpacked. ![]() The purpose of this study was to investigate science teachers' experience in using digital technology into science classroom. One of the problem is teachers' less technological pedagogical and content knowledge (TPACK) on the implementation of technology itself. ![]() The use of technology into science learning encounters problems.
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