Development of Web-Based TPACK Scaffolding for Online Learning to Enhance TPACK Skills of Pre-Service Chemistry Teachers 

https://doi.org/10.9743/JEO.2024.21.3.21

Abstract

This study aimed to develop and evaluate a web-based TPACK scaffolding for online learning to enhance the TPACK skills of preservice chemistry teachers. The preliminary study identified the lack of a clear perception of TPACK among preservice chemistry teachers. Therefore, we developed a web-based TPACK scaffolding tool consisting of five menus: Home, Instructions, Teaching Materials, TPACK Activity, and Evaluation. The tool provides scaffolding for preservice chemistry teachers to integrate TPACK into chemistry learning, such as a TPACK integrated syllabus, a TPACK integrated lesson plan, and a TPACK integration matrix in chemistry learning. We evaluated the readability and comprehensibility of the webbased TPACK scaffolding using the thinking aloud protocol (TAP) method. In addition, the participants provided suggestions for improving the website, such as adding an instruction button, grouping learning activities according to the sequence of scaffolding strategy steps, and grouping integrated TPACK lesson plans in chemistry learning according to grade levels in high school. The web-based TPACK scaffolding can support and guide preservice chemistry teachers in enhancing their TPACK skills. The tool can educate them about subject-specific pedagogy with TPACK integration and provide examples of TPACK activities that could be utilized in teaching and learning chemistry. The study’s findings can enhance preservice teachers’ TPACK skills and promote effective integration of technology in chemistry education.

Keywords: web-based TPACK learning, scaffolding, online learning, TPACK skills, preservice teachers, design-based research