Examining the predictors of TPACK for integrated STEM: Science teaching self-efficacy, computational thinking, and design thinking

In this study, the role of science and computational thinking (CT) in teaching self-efficacy and design thinking variables were examined to explain the technological pedagogical content knowledge (TPACK) knowledge forms needed by science teachers for integrated Science, Technology, Engineering and M...

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Bibliographic Details
Published in:Education and information technologies 2023-07, Vol.28 (7), p.7927-7954
Main Authors: Yildiz Durak, Hatice, Atman Uslu, Nilüfer, Canbazoğlu Bilici, Sedef, Güler, Bekir
Format: Article
Language:English
Subjects:
Computation
Computer Appl. in Social and Behavioral Sciences
Computer Science
Computers and Education
Design
Design thinking
Education
Educational Technology
Foreign Countries
Information Systems Applications (incl.Internet)
Knowledge
Least Squares Statistics
Pedagogical Content Knowledge
Pedagogy
Predictor Variables
Problem solving
Professional development
Science education
Science Instruction
Science Teachers
Sciences education
Self Efficacy
STEM Education
Teacher Effectiveness
Teachers
Teaching
Technological Literacy
Thinking Skills
User Interfaces and Human Computer Interaction
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Summary:In this study, the role of science and computational thinking (CT) in teaching self-efficacy and design thinking variables were examined to explain the technological pedagogical content knowledge (TPACK) knowledge forms needed by science teachers for integrated Science, Technology, Engineering and Mathematics (STEM) within the framework of the TPACK framework. 216 teachers working as science teachers in Turkey participated in the research. In the study, data were collected in an electronic form consisting of five parts. The model proposed in the research was tested with the partial least squares-structural equation modeling (PLS-SEM) method. The research showed that the self-efficacy of science teachers was related to technological pedagogical engineering knowledge (TPEK), T- integrated (I) STEM, and technological pedagogical science knowledge (TPSK). In addition, the self-efficacy of science teachers is also effective in design thinking. CT teaching self-efficacy has a positive effect on design thinking and the development of technological pedagogical mathematics knowledge (TPMK), TPEK, and TPSK structures. Design thinking skill is also related to TPMK, TPEK, and TPSK structures. These results can be a guide to ensure the effectiveness of professional development programs that will be prepared to improve science teachers’ integrated STEM competencies.
ISSN:1360-2357
1573-7608
DOI:10.1007/s10639-022-11505-7