Fostering Pre-service Science Teachers’ Technological Pedagogical Content Knowledge of Mobile Laboratory Learning in Science

Abstract

The framework of technology pedagogical and content knowledge (TPACK) is currently considered as essential qualities of knowledge for highly qualified teachers in the 21st century education. This knowledge framework has been suggested by researchers to be helpful in preparing literate pre-service teachers in the use of digital technology in their classroom teaching practices of specific subject contents. As such, the researchers have implemented the framework for designing a module of the pedagogy of Mobile Laboratory Learning in Science (MLLS) for pre-service science teachers. The purpose of this study was to examine an efficacy of the MLLS for enhancing pre-service science teachers’ TPACK. The study participants were 119 pre-service science teachers in general science teacher education program at a Rajabhat university of Thailand, and they were assigned to participate with the module in four weeks. The preliminary results showed that the preservice science teachers have improved their conceptions of TPACK of mobile laboratory learning in science to higher level after interacting with the MLLS module.