Ying

1. Ying Building TPACK Among Pre-Service Teachers in a Science Methods Course Dr. Laura Lowder, EdD, UFL Methods Context Results • Setting • Elementary Science Methods Course for Pre-Service Teachers • Participants • Nine Female Undergraduate Education Students, Ages 19-27, All Completed Introductory Educational Technology Course Prior to Study • Research Question # 1: In what ways will my pre-service teachers’ TPACK knowledge change during a carefully designed science methods course? • -TPACK Knowledge Increased • -Technology Integration General Knowledge Increased • -Misconceptions were Cleared Up • Research Question # 2: What teaching strategies and learning activities will support TPACK development among pre-service teachers in a science methods course? • Assigned readings, videos, and specific resources • Scaffolding of Class Activities • TPACK Lesson Plan Format • Peer Collaboration • Pre and Post Survey • Comparison of Means • Pre and Post Lesson Plans • Content Analysis with Pre-Set Coding and Comparison of Means • Exit Interview of Participants • Content Analysis with Emergent Coding • Teacher-Researcher Reflection Journal • Content Analysis with Emergent Coding • Special Thanks To: • Dr. Kara Dawson, UFL Doctoral Committee Chair • Elementary Science Methods Students, Spring 2013 Email: laura.lowder@pfeiffer.edu