Technological pedagogical content knowledge of primary school science teachers during the COVID-19 in Thailand and Finland

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http://hdl.handle.net/10138/345990

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Sothayapetch , P & Lavonen , J 2022 , ' Technological pedagogical content knowledge of primary school science teachers during the COVID-19 in Thailand and Finland ' , Eurasia journal of mathematics science and technology education , vol. 18 , no. 7 , em2124 . https://doi.org/10.29333/ejmste/12118

Title: Technological pedagogical content knowledge of primary school science teachers during the COVID-19 in Thailand and Finland
Author: Sothayapetch, Pavinee; Lavonen, Jari
Contributor organization: Maker@STEAM
Department of Education
Date: 2022
Language: eng
Number of pages: 18
Belongs to series: Eurasia journal of mathematics science and technology education
ISSN: 1305-8223
DOI: https://doi.org/10.29333/ejmste/12118
URI: http://hdl.handle.net/10138/345990
Abstract: Technological pedagogical content knowledge (TPACK) is important for teaching science during the COVID-19 pandemic. This paper investigates the TPACK of Finnish and Thai primary school teachers in the context of teaching science through blended learning (BL) during the COVID-19. 11 teachers from Finland and Thailand were interviewed. The interview data were examined using deductive content analysis. The analysis revealed that all teachers used educational technology in their online classes in terms of providing the lesson content, learning activities, and the students’ learning assessment. Zoom and MS Teams were the tools used for online teaching in both countries. The main teaching method used in both types of instruction was experimentation. For online instruction, most teachers considered educational technology in every step of the teaching process to enhance students’ learning of science as much as possible. Many types of direct and technology-mediated interaction appeared during BL, especially during online teaching, which could be designed and analyzed in the context of the TPACK model.
Subject: 516 Educational sciences
blended learning
content analysis
COVID-19
primary school science teachers
technological pedagogical content knowledge
Peer reviewed: Yes
Rights: cc_by
Usage restriction: openAccess
Self-archived version: publishedVersion


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