1. SCIENCE TEACHER ACADEMY FOR THE REGIONS
“A Teaching and Learning Community"
NOVEMBER 30 – DECEMBER 2, 2023
Greenleaf Hotel, General Santos City
2. SCIENCE TEACHER ACADEMY FOR THE REGIONS
“A Teaching and Learning Community"
PAUL JOHN B. ONGCOY
Assistant Professor
University of Southern Mindanao
THE TPACK FRAMEWORK
IN TEACHING AND LEARNING SCIENCE
AND MATHEMATICS
3. SCIENCE TEACHER ACADEMY FOR THE REGIONS
“A Teaching and Learning Community"
PAUL JOHN B. ONGCOY
Assistant Professor
University of Southern Mindanao
THE TPACK FRAMEWORK IN TEACHING AND
LEARNING SCIENCE AND MATHEMATICS
Setting the Stage
Unpacking TPACK
Reflecting on TPACK
4. SCIENCE TEACHER ACADEMY FOR THE REGIONS
“A Teaching and Learning Community"
PAUL JOHN B. ONGCOY
Assistant Professor
University of Southern Mindanao
THE TPACK FRAMEWORK IN TEACHING AND
LEARNING SCIENCE AND MATHEMATICS
Setting the Stage
14. 1. Do science and mathematics teachers have
access to the identified equipment?
2. For those who have access, do science and
mathematics teachers have the competency to
effectively use the identified equipment?
3. For those who do not have access, in what
ways can mathematics and science teachers
improvise to make teaching-learning effective?
4. In what ways can teachers improvise for
competencies with no identified equipment?
15.
16.
17.
18.
19.
20. To improviseis to create a new device,
idea or system which is an alternative to
the original one that is not handy, and which
is comparable to or better than the original
one in providing enriched experiences to the
learner.
Okwo (2019)
21. Improvisation
is the use of local resources found in the
immediate environment to build,
construct, mould or make teaching and
learning materials that can assist in the
smooth dissemination and transfer of
knowledge from teachers to students
(Ajayi, 2018 & Owuamanam, 2017).
(Daramola, et al., 2023)
24. wooden plate, 2 nails
and a coin, water,
aluminum can and
alcohol, straw, pet
bottles and balloons
a bimetal strip, a metal
ring with a ball, a glass
beaker, a jar of water
and a Bunsen burner.
(Ndihokubwayo et al., 2019)
An Assessment of the Impact of Improvised versus
Conventional Laboratory Equipment on Students’
Performance in Thermal Expansion
25.
26. A statistical significance between the use of improvised
and conventional equipment occurred in favor of the
improvised group.
It is, however, important to note that complicated or
precision instruments may not be improvised as easily
due to their complexity and specificity (Udosen &
Ekukinam, 2013).
Because of the generally greater accuracy of
conventional equipment, where possible, improvised
experiments should also be carried out alongside
conventional experiments using ready-made
equipment.
(Ndihokubwayo et al., 2019)
27. What is an instrument?
A mixed entity composed of a part of the artifact and a
scheme, a scheme being, according to Vergnaud (1996),
the invariant organization of activity to perform a type of
task, including rules of action and specific knowledge,
produce and spring of the activity
(Trouche, 2020)
28. Instrumentation
Instrumentation is the action to give someone an
instrument, or the action by which someone
acquires an instrument, in order to perform a given
activity.
(Trouche, 2020)
29.
30.
31.
32.
33.
34. • the use of a graphics calculator forces students and
teachers to confront issues such as unequal scales, partial
views, and irrational coordinates.
• there is a real danger that the process of graphing might
appear somewhat arbitrary or even magical and that
fundamental misconceptions might arise.
(Cavanagh et al., 2003)
35.
36.
37.
38.
39. • experiment on separating
components of salt-water
solution through evaporation at
the Science Laboratory
• the teacher was using an
alcohol stove, cotton, ethyl
alcohol, wire gauge, and baker
cup
• The teacher refilled the stove
with ethyl alcohol which caused
(fire).
43. PCK
Content
Pedagogical
Knowledge
-represents the blending of content and pedagogy into an
understanding of how particular topics, problems, or issues
are organized, represented, and adapted to the diverse
interests and abilities of learners, and presented for
instruction.
(Shulman, 1987)
44. SCIENCE TEACHER ACADEMY FOR THE REGIONS
“A Teaching and Learning Community"
THE TPACK FRAMEWORK IN TEACHING AND
LEARNING SCIENCE AND MATHEMATICS
Setting the Stage
Unpacking TPACK
Reflecting on TPACK
PAUL JOHN B. ONGCOY
Assistant Professor
University of Southern Mindanao
45. SCIENCE TEACHER ACADEMY FOR THE REGIONS
“A Teaching and Learning Community"
THE TPACK FRAMEWORK IN TEACHING AND
LEARNING SCIENCE AND MATHEMATICS
Unpacking TPACK
PAUL JOHN B. ONGCOY
Assistant Professor
University of Southern Mindanao
51. Technological Knowledge (TK)
Knowledge about certain ways of
thinking about, and working with
technology, tools and resources.
This includes understanding
technology broadly enough to apply it
productively at work and in everyday
life, being able to recognize when
technology can assist or impede the
achievement of a goal, and being able
continually adapt to changes.
52. Pedagogical Content Knowledge (PCK)
Central to Shulman’s conceptualization of
PCK is the notion of the transformation of
the subject matter for teaching. This
transformation occurs as the teacher
interprets the subject matter, finds
multiple ways to represent it, and adapts
and tailors the instructional materials to
alternative conceptions and students’
prior knowledge.
53. Technological Content Knowledge (TCK)
Teachers need to understand which
specific technologies are best suited for
addressing subject-matter learning in their
domains and how the content dictates or
perhaps even changes the technology—or
vice versa.
54. Technological Pedagogical Knowledge (TPK)
An understanding of how teaching and learning
can change when particular technologies are
used in particular ways. This includes knowing
the pedagogical affordances and constraints of
a range of technological tools as they relate to
disciplinarily and developmentally appropriate
pedagogical designs and strategies.
55. ,
Technological Pedagogical Content Knowledge
(TPACK)
Underlying truly meaningful and deeply skilled teaching
with technology, TPACK is different from knowledge of all
three concepts individually.
Instead, TPACK is the basis of effective teaching with
technology, requiring an understanding of the
representation of concepts using technologies;
pedagogical techniques that use technologies in
constructive ways to teach content; knowledge of what
makes concepts difficult or easy to learn and how
technology can help redress some of the problems that
students face; knowledge of students’ prior knowledge
and theories of epistemology; and knowledge of how
technologies can be used to build on existing knowledge
to develop new epistemologies or strengthen old ones.
56.
57. SCIENCE TEACHER ACADEMY FOR THE REGIONS
“A Teaching and Learning Community"
THE TPACK FRAMEWORK IN TEACHING AND
LEARNING SCIENCE AND MATHEMATICS
Setting the Stage
Unpacking TPACK
Reflecting on TPACK
PAUL JOHN B. ONGCOY
Assistant Professor
University of Southern Mindanao
58. SCIENCE TEACHER ACADEMY FOR THE REGIONS
“A Teaching and Learning Community"
THE TPACK FRAMEWORK IN TEACHING AND
LEARNING SCIENCE AND MATHEMATICS
Reflecting on TPACK
PAUL JOHN B. ONGCOY
Assistant Professor
University of Southern Mindanao
59. • A key aspect of the TPACK framework has to do with
teacher autonomy and seeing teachers as designers,
particularly with technologies that change at a very rapid
pace (Koehler & Mishra, 2008 ; Mishra, Koehler, & Kereluik,
2009 ) .
60. Competency of TPACK could be particularly
considered as a core attributes for future
physics teachers because it could influence
practices of physics teaching method for
teacher.
(Srisawasdi, 2012)
65. 1. I can adapt my teaching based
upon what students currently
understand or do not
understand.
2. I can adapt my teaching style
to different learners.
3. I can use a wide range of
teaching approaches in a
classroom setting.
4. I can assess student learning in
multiple ways.
PEDAGOGICAL KNOWLEDGE (Schmid et al., 2020)
66. 1. I have sufficient knowledge
about my teaching subject.
2. I can use a subject-specific way
of thinking in my teaching
subject.
3. I know the basic theories and
concepts of my teaching
subject.
4. I know the history and
development of important
theories in my teaching subject
CONTENT KNOWLEDGE (Schmid et al., 2020)
67. 1. I keep up with important new
technologies.
2. I frequently play around with the
technology.
3. I know about a lot of different
technologies.
4. I have the technical skills I need
to use technology.
TECHNOLOGICAL KNOWLEDGE
(Schmid et al., 2020)
68. 1. I know how to select effective
teaching approaches to guide
student thinking and learning in
my teaching subject.
2. I know how to develop
appropriate tasks to promote
students complex thinking of my
teaching subject.
3. I know how to develop exercises
with which students can
consolidate their knowledge of
my teaching subject.
4. I know how to evaluate students’
performance in my teaching
subject.
PEDAGOGICAL CONTENT KNOWLEDGE
(Schmid et al., 2020)
69. 1. I can choose technologies that
enhance the teaching
approaches for a lesson.
2. I can choose technologies that
enhance students’ learning for a
lesson.
3. I can adapt the use of the
technologies that I am learning
about to different teaching
activities.
4. I am thinking critically about
how to use technology in my
classroom.
TECHNOLOGICAL PEDAGOGICAL KNOWLEDGE
(Schmid et al., 2020)
70. 1. I know how technological
developments have changed
the field of my subject.
2. I can explain which
technologies have been used in
research in my field.
3. I know which new technologies
are currently being developed in
the field of my subject.
4. I know how to use technologies
to participate in scientific
discourse in my field.
TECHNOLOGICAL CONTENT KNOWLEDGE
(Schmid et al., 2020)
71. 1. I can use strategies that combine
content, technologies, and
teaching approaches that I learned
about in my coursework in my
classroom.
2. I can choose technologies that
enhance the content for a lesson.
3. I can select technologies to use in
my classroom that enhance what I
teach, how I teach, and what
students learn.
4. I can teach lessons that
appropriately combine my
teaching subject, technologies,
and teaching approaches.
TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE
(Schmid et al., 2020)
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