Skip to main content

Advertisement

SpringerLink
Log in

Development and Validation of the ICT-TPACK-Science Scale

  • Published:
Journal of Science Education and Technology Aims and scope Submit manuscript

Abstract

This study was conducted to develop a valid and reliable ICT-TPACK-Science Scale based on the transformative model taking into account the recent improvements in educational technologies specific to science education. The participants of the study included 722 pre-service science teachers from 12 universities in Turkey. The data were collected first for the exploratory factor analysis (n1 = 390), and then for the confirmatory factor analysis (n2 = 332). The exploratory factor analysis revealed a five-dimensional construct. The ICT-TPACK-Science Scale consisted of 38 items and five factors, namely planning, designing, implementing, ethics, and proficiency. The confirmatory factor analysis provided a good fit, supporting the five-factor solution. Therefore, it can be concluded that the ICT-TPACK-Science Scale is a reliable and valid instrument to measure pre-service science teachers’ TPACK. The prominent property of this scale is that the framework of the scale is based on the transformative approach, and it is also specific to pre-service science teachers.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1
Fig. 2
Fig. 3
Fig. 4
Fig. 5
Fig. 6

Similar content being viewed by others

References

  • Ainsworth, S. (2006). DeFT: A conceptual framework for considering learning with multiple representations. Learning and Instruction, 16(3), 183–198.

    Article  Google Scholar 

  • Angeli, C., & Valanides, N. (2004). Examining the effects of text-only and text-and-visual instructional materials on the achievement of field-dependent and field-independent learners during problem-solving with modeling software. Educational Technology Research and Development, 52(4), 23–36.

    Article  Google Scholar 

  • Angeli, C., & Valanides, N. (2005). Preservice elementary teachers as information and communication technology designers: An instructional systems design model based on an expanded view of pedagogical content knowledge. Journal of Computer Assisted Learning, 21(4), 292–302.

    Article  Google Scholar 

  • Angeli, C., & Valanides, N. (2008). TPCK in pre-service teacher education: Preparing primary education students to teach with technology. Paper presented at the annual meeting of the American Educational Research Association. NY: New York City.

    Google Scholar 

  • Angeli, C., & Valanides, N. (2009). Epistemological and methodological issues for the conceptualization, development, and assessment of ICT-TPCK: Advances in technological pedagogical content knowledge (TPCK). Computers & Education, 52(1), 154-168.

  • Angeli, C., & Valanides, N. (2009). Epistemological and methodological issues for the conceptualization, development, and assessment of ICT-TPCK: Advances in technological pedagogical content knowledge (TPCK). Computers & Education, 52(1), 154–168.

    Article  Google Scholar 

  • Archambault, L. M., & Barnett, J. H. (2010). Revisiting technological pedagogical content knowledge: Exploring the TPACK framework. Computers in Education, 55(4), 1656–1662.

    Article  Google Scholar 

  • Archambault, L., & Crippen, K. (2009). Examining TPACK among K–12 online distance educators in the United States. Contemporary Issues in Technology and Teacher Education, 9(1). Retrieved May 20, 2019, from HYPERLINK "http://www.citejournal.org/vol9/iss1/general/article2.cfm" www.citejournal.org/vol9/iss1/general/article2.cfm.

  • Ay, Y., Karadağ, E., & Acat, M. B. (2015). The technological pedagogical content knowledge-practical (TPACK-practical) model: Examination of its validity in the Turkish culture via structural equation modeling. Computers in Education, 88, 97–108.

    Article  Google Scholar 

  • Barak, M., Nissim, Y., & Ben-Zvi, D. (2011). [Chais] Aptness between teaching roles and teaching strategies in ICT-integrated science lessons. Interdisciplinary Journal of E-Learning and Learning Objects, 7(1), 305–322.

    Article  Google Scholar 

  • Baran, E., Canbazoglu Bilici, S., & Uygun, E. (2016). TPACK-based professional development programs in in-service science teacher education. In M. C. Herring, M. J. Koehler, & P. Mishra (Eds.), Handbook of technological pedagogical content knowledge (TPACK) for educators (2nd ed., pp. 271–283). London: Routledge.

    Google Scholar 

  • Baumgartner, H., & Homburg, C. (1996). Applications of structural equation modeling in marketing and consumer research: A review. International Journal of Research in Marketing, 13(2), 139–161.

    Article  Google Scholar 

  • Benson, S. N. K., Ward, C. L., & Liang, X. (2015). The essential role of pedagogical knowledge in technology integration for transformative teaching and learning. In Technological pedagogical content knowledge (pp. 3-18). Boston, MA: Springer.

    Google Scholar 

  • Bilici, S. C., Yamak, H., Kavak, N., & Guzey, S. S. (2013). Technological pedagogical content knowledge self-efficacy scale (TPACK-SeS) for pre-service science teachers: Construction, validation, and reliability. Eurasian Journal of Educational Research, 52, 37–60.

    Google Scholar 

  • Brantley-Dias, L., & Ertmer, P. A. (2013). Goldilocks and TPACK: Is the construct ‘just right?’. Journal of Research on Technology in Education, 46(2), 103–128.

    Article  Google Scholar 

  • Browne, M. W., & Cudeck, R. (1993). Alternative ways of assessing model fit. In K. A. Bollen & J. S. Long (Eds.), Testing structural equation models (pp. 136–162). Beverly Hills, CA: Sage.

    Google Scholar 

  • Bryant, F. B., & Yarnold, P. R. (1995). Principal components analysis and exploratory and confirmatory factor analysis. In L. G. Grimm & R. R. Yarnold (Eds.), Reading and understanding multivariate statistics (pp. 99–136). Washington, DC: American Psychological Association.

    Google Scholar 

  • Burgoyne, N. (2010). Investigating the reliability and construct validity of a measure of preservice teachers’ self-efficacy for TPACK. Unpublished master’s thesis. Provo, UT: Brigham Young University.

  • Butler, J. (2012). Grappling with change: Web 2.0 and teacher education. In D. Polly, C. Mims, & K. A. Persichitte (Eds.), Developing technology-rich teacher education programs: Key issues (pp. 135–150). Hershey, PA: IGI Global.

    Chapter  Google Scholar 

  • Cetin-Dindar, A., Boz, Y., Yildiran Sonmez, D., & Demirci Celep, N. (2018). Development of pre-service chemistry teachers’ technological pedagogical content knowledge. Chemistry Education Research and Practice, 19, 167–183. https://doi.org/10.1039/C7RP00175D.

    Article  Google Scholar 

  • Chai, C. S., Koh, J. H. L., & Tsai, C. C. (2010). Facilitating preservice teachers’ development of technological, pedagogical, and content knowledge (TPACK). Educational Technology & Society, 13(4), 63–73.

    Google Scholar 

  • Chai, C. S., Koh, J. H. L., & Tsai, C.C. (2011). Exploring the factor structure of the constructs of technological, pedagogical, content knowledge (TPACK). The Asia-Pacific Education Researcher, 20(3), 607-615.

  • Chai, C. S., Ng, E. M., Li, W., Hong, H. Y., & Koh, J. H. (2013). Validating and modelling technological pedagogical content knowledge framework among Asian preservice teachers. Australasian Journal of Educational Technology, 29(1), 41–53.

    Article  Google Scholar 

  • Cox, S., & Graham, C. R. (2009). Using an elaborated model of the TPACK framework to analyze and depict teacher knowledge. TechTrends, 53(5), 60–69.

    Article  Google Scholar 

  • Doering, A., & Veletsianos, G. (2008). An investigation of the use of real-time, authentic geospatial data in the K-12 Classroom. Journal of Geography, 106(6), 217–225.

    Article  Google Scholar 

  • Doering, A., Veletsianos, G., Scharber, C., & Miller, C. (2009). Using technological pedagogical content knowledge framework to design online environments and professional development. Journal of Educational Computing, 41(3), 319–346.

    Article  Google Scholar 

  • Englund, C., Olofsson, A. D., & Prince, L. (2017). Teaching with technology in higher education: Understanding conceptual change and development in practice. Higher Education Research and Development, 36(1), 73–87.

    Article  Google Scholar 

  • European Commission (EC). (2013). Survey of schools: ICT in education. Retrieved from http://ec.europa.eu/digital-agenda/sites/digital-agenda/files/KK-31-13-401- EN-N.pdf.

  • Gilbert, J. K. (2005). Visualization in science education. Netherlands: Springer.

    Book  Google Scholar 

  • Graham, C. R. (2011). Theoretical considerations for understanding technological pedagogical content knowledge (TPACK). Computers in Education, 57(3), 1953–1960.

    Article  Google Scholar 

  • Grossman, P. L. (1990). The making of a teacher: Teacher knowledge and teacher education. New York: Teachers College Press.

    Google Scholar 

  • Guadagnoli, E., & Velicer, W. F. (1988). Relation of sample size to the stability of component patterns. Psychological Bulletin, 103(2), 265.

    Article  Google Scholar 

  • Guzey, S. S., & Roehrig, G. H. (2009). Teaching science with technology: Case studies of science teachers’ development of technology, pedagogy, and content knowledge. Contemporary Issues in Technology and Teacher Education, 9(1), 25–45.

    Google Scholar 

  • Harris, J., & Hofer, M. (2009, March). Instructional planning activity types as vehicles for curriculum-based TPACK development. In Society for information technology & teacher education international conference (pp. 4087-4095). Association for the Advancement of Computing in Education (AACE).

  • Harris, J., Mishra, P., & Koehler, M. (2009). Teachers' technological pedagogical content knowledge and learning activity types: Curriculum-based technology integration reframed. Journal of Research on Technology in Education, 41(4), 393–416.

    Article  Google Scholar 

  • Howard, M. C. (2016). A review of exploratory factor analysis decisions and overview of current practices: What we are doing and how can we improve? International Journal of Human Computer Interaction, 32(1), 51–62. https://doi.org/10.1080/10447318.2015.1087664.

    Article  Google Scholar 

  • Hsu, Y. S. (Ed.). (2015). Development of Science Teachers' TPACK: East Asian Practices. Singapore: Springer.

    Google Scholar 

  • Hsu, Y.S., Yeh Y.F., & Wu, H.K. (2015).The TPACK-P framework for science teachers in a practical teaching context. In Hsu, Y.S (Eds). Development of science teachers’ TPACK. (pp. 17–32). Singapore: Springer.

  • Hughes, J. E., & Scharber, C. M. (2014). Leveraging the development of English TPCK within the deictic nature of literacy. In Handbook of technological pedagogical content knowledge (TPCK) for educators (pp. 97–116). New York: Routledge.

    Google Scholar 

  • Jang, S. J., & Chen, K. C. (2010). From PCK to TPACK: Developing a transformative model for pre-service science teachers. Journal of Science Education and Technology, 19(6), 553–564.

    Article  Google Scholar 

  • Jang, S. J., & Tsai, M. F. (2012). Exploring the TPACK of Taiwanese elementary mathematics and science teachers with respect to use of interactive whiteboards. Computers in Education, 59(2), 327–338.

    Article  Google Scholar 

  • Jimoyiannis, A. (2010). Designing and implementing an integrated technological pedagogical science knowledge framework for science teachers’ professional development. Computers in Education, 55(3), 1259–1269.

    Article  Google Scholar 

  • Jöreskog, K. G., & Sörbom, D. (2004). LISREL 8.7 for Windows [computer software]. Lincolnwood, IL: Scientific Software International, Inc..

    Google Scholar 

  • Kabakçı-Yurdakul, I., Odabaşı, H. F., Kılıçer, K., Çoklar, A. N., Birinci, G., & Kurt, A. A. (2012). The development, validity and reliability of TPACK-deep: A technological pedagogical content knowledge scale. Computers and Education, 58(3), 964–977.

    Article  Google Scholar 

  • Khan, S. (2011). New pedagogies on teaching science with computer simulations. Journal of Science Education Technology, 20(3), 215–232.

    Article  Google Scholar 

  • Kline, R. B. (2011). Principles and practice of structural equation modeling. New York: Guilford Press.

    Google Scholar 

  • Koehler, M. J., & Mishra, P. (2005). What happens when teachers design educational technology?, The development of technological pedagogical content knowledge. Journal of Educational Computing Research, 32(2), 131–152.

    Article  Google Scholar 

  • Koehler, M. J., & Mishra, P. (2008). Introducing Technological Pedagogical Knowledge. In AACTE (Ed.), The Handbook of Technological Pedagogical Content Knowledge for Educators (pp. 3–30). New York: Routledge.

    Google Scholar 

  • Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Teaching and Teacher Education, 9(1), 60–70.

    Google Scholar 

  • Koh, J. H. L., Chai, C. S., & Tsai, C. C. (2010). Examining the technological pedagogical content knowledge of Singapore pre-service teachers with a large-scale survey. Journal of Computer Assisted Learning, 26(6), 563–573.

    Article  Google Scholar 

  • Koh, J. H. L., Chai, C. S., & Tsai, C. C. (2013). Examining practicing teachers’ perceptions of technological pedagogical content knowledge (TPACK) pathways: A structural equation modeling approach. Instructional Science, 41(4), 793–809.

    Article  Google Scholar 

  • Lee, M. H., & Tsai, C. C. (2010). Exploring teachers’ perceived self-efficacy and technological pedagogical content knowledge with respect to educational use of the World Wide Web. Instructional Science, 38(1), 1–21.

    Article  Google Scholar 

  • Lewin, C., & McNicol, S. (2015). Supporting the development of 21st century skills through ICT. In T. Brinda, N. Reynolds, R. Romeike, & A. Schwill (Eds.), KEYCIT 2014: Key competencies in informatics and ICT (pp. 98–181). Potsdam: Universitätsverlag Potsdam.

    Google Scholar 

  • Mayer, R. E. (2009). Multimedia Learning (2nd ed.). UK: Cambridge University Press.

    Book  Google Scholar 

  • Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for integrating technology in teacher knowledge. Teachers College Record, 108, 1017–1054.

    Article  Google Scholar 

  • Mishra, P., & Koehler, M. J. (2008). Introducing technological pedagogical content knowledge. In Paper presented in Annual meeting of the American Educational Research Association, March 24-28. New York: US.

    Google Scholar 

  • Nunnally, J. C. (1978). Psychometric theory (2nd ed.). New York: McGraw-Hill.

    Google Scholar 

  • Ozden, S. Y., Mouza, C., & Shinas, V. H. (2016). Teaching knowledge with curriculum-based technology: Development of a survey instrument for pre-service teachers. Journal of Technology and Teacher Education, 24(4), 471–499.

    Google Scholar 

  • Pamuk, S., Ergun, M., Cakir, R., Yilmaz, H. B., & Ayas, C. (2015). Exploring relationships among TPACK components and development of the TPACK instrument. Education and Information Technologies, 20(2), 241–263.

    Article  Google Scholar 

  • Pierson, M. E. (2001). Technology integration practice as a function of pedagogical expertise. Journal of Research on Computing in Education, 33(4), 413–430.

    Article  Google Scholar 

  • Pollacia, L., & McCallister, T. (2019). Using web 2.0 technologies to meet quality matters™ (QM) requirements. Journal of Information Systems Education, 20(2), 5.

    Google Scholar 

  • Sadaf, A., Newby, T. J., & Ertmer, P. A. (2016). An investigation of the factors that influence preservice teachers’ intentions and integration of Web 2.0 tools. Educational Technology Research and Development, 64(1), 37–64.

    Article  Google Scholar 

  • Sang, G., Tondeur, J., Chai, C. S., & Dong, Y. (2016). Validation and profile of Chinese pre-service teachers’ technological pedagogical content knowledge scale. Asia-Pacific Journal of Teacher Education, 44(1), 49–65.

    Article  Google Scholar 

  • Schmidt, D. A., Baran, E., Thompson, A. D., Mishra, P., Koehler, M. J., & Shin, T. S. (2009). Technological pedagogical content knowledge (TPACK) the development and validation of an assessment instrument for preservice teachers. Journal of Research on Technology in Education, 42(2), 123–149.

    Article  Google Scholar 

  • Schroeder, C. M., Scott, T. P., Tolson, H., Huang, T. Y., & Lee, Y. H. (2007). A meta-analysis of national research: Effects of teaching strategies on student achievement in science in the United States. Journal of Research in Science Teaching, 44(10), 1436–1460.

    Article  Google Scholar 

  • Shinas, V. H., Yilmaz-Ozden, S., Mouza, C., Karchmer-Klein, R., & Glutting, J. (2013). Examining domains of technological pedagogical content knowledge using factor analysis. Journal of Research on Technology in Education, 45(4), 339–360.

    Article  Google Scholar 

  • Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15, 4–14.

    Article  Google Scholar 

  • Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57, 1–22.

    Article  Google Scholar 

  • Stevens, J. P. (2009). Applied multivariate statistics for the social sciences (5th ed.). New York, NY, US: Routledge/Taylor & Francis Group.

    Google Scholar 

  • Su, X., Huang, X., Zhou, C., & Chang, M. (2017). A technological pedagogical content knowledge (TPACK) scale for geography teachers in senior high school. Education & Science/Egitim ve Bilim, 42(190), 325–341.

    Google Scholar 

  • Tabachnick, B. G., & Fidell, L. S. (2006). Using multivariate statistics (5th ed.). Boston, MA: Allyn & Bacon/Pearson Education.

    Google Scholar 

  • Taber, K. S. (2013). Modelling learners and learning in science education. In Developing representations of concepts, conceptual structure and conceptual change to inform teaching and research. Dordrecht: Springer.

    Google Scholar 

  • Valanides, N., & Angeli, C. (2008a). Learning and teaching about scientific models with a computer modeling tool. Computers in Human Behavior, 24(220), 233.

    Google Scholar 

  • Valanides, N., & Angeli, C. (2008b). Professional development for computer-enhanced learning: A case study with science teachers. Research in Science and Technological Education, 26(1), 3–12.

    Article  Google Scholar 

  • Valanides, N., & Angeli, C. (2008c). Distributed cognition in a sixth-grade classroom: An attempt to overcome alternative conceptions about light and color. Journal of Research on Technology in Education, 40(3), 309–336.

    Article  Google Scholar 

  • Valtonen, T., Sointu, E. T., Mäkitalo-Siegl, K., & Kukkonen, J. (2015). Developing a TPACK measurement instrument for 21st century pre-service teachers. In Seminar Net, 11(2), 88–100.

    Google Scholar 

  • Valtonen, T., Sointu, E., Kukkonen, J., Kontkanen, S., Lambert, M. C., & Mäkitalo-Siegl, K. (2017). TPACK updated to measure pre-service teachers' twenty-first century skills. Australasian Journal of Educational Technology, 33(3), 15–31.

    Article  Google Scholar 

  • Voogt, J., & Roblin, N. P. (2012). A comparative analysis of international frameworks for 21st century competences: Implications for national curriculum policies. Journal of Open Curriculum Studies, 44(3), 299–321.

    Article  Google Scholar 

  • Wu, H.-K., Krajcik, J., & Soloway, E. (2001). Promoting understanding of chemical representations: Students’ use of a visualization tool in the classroom. Journal of Research in Science Teaching, 38(7), 821–842.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Department of Mathematics and Science Education, Faculty of Education, Tokat Gaziosmanpasa University, Tokat, Turkey

    Cansel Kadıoğlu-Akbulut

  2. Department of Mathematics and Science Education, Faculty of Education, Bartin University, Bartin, Turkey

    Ayla Çetin-Dindar

  3. Department of Computer Education and Instructional Technology, Hasan Ali Yücel Faculty of Education, Istanbul University-Cerrahpasa, İstanbul, Turkey

    Sevda Küçük

  4. Department of Mathematics and Science Education, Hasan Ali Yücel Faculty of Education, Istanbul University-Cerrahpasa, İstanbul, Turkey

    Burçin Acar-Şeşen

Authors
  1. Cansel Kadıoğlu-Akbulut
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Ayla Çetin-Dindar
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Sevda Küçük
    View author publications

    You can also search for this author in PubMed Google Scholar

  4. Burçin Acar-Şeşen
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Cansel Kadıoğlu-Akbulut.

Ethics declarations

Conflict of Interest

The authors declare that they have no conflict of interest.

Ethics Statement

This study was conducted in accordance with ethical standards, and necessary permission was taken from the Istanbul University Ethical Board. Informed consent was obtained from all participants in the study.

Additional information

Publisher’s Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Electronic supplementary material

ESM 1

(DOCX 17 kb)

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Kadıoğlu-Akbulut, C., Çetin-Dindar, A., Küçük, S. et al. Development and Validation of the ICT-TPACK-Science Scale. J Sci Educ Technol 29, 355–368 (2020). https://doi.org/10.1007/s10956-020-09821-z

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10956-020-09821-z

Keywords

Search

Navigation