Document Type : Original Research Paper
Authors
1 Department of Educational Sciences, Farhangian University, Tehran, Iran
2 Department of Biology Education, Farhangian University, Tehran, Iran
Abstract
Background and Objectives: Science learning in the classroom, which involves cognitive and practical activities, requires teachers’ creativity when designing technology-based science learning units. In this context, teachers' professional skills are crucial concerning both their mastery of subject matter and their ability to integrate Information and Communication Technologies (ICT). Therefore, science teachers should have a solid understanding of integrating ICT into teaching. Various models have been proposed in this area, including the Technological Pedagogical Science Knowledge (TPASK) framework for science teachers. Thus, this study aimed to design, develop and validate a suitable framework for the effective teaching of science in lower secondary schools based on the TPASK approach.
Methods: This study was exploratory in terms of purpose and was applied and developmental. This was a mixed-methods study. The study was conducted in two phases. In the qualitative section, a descriptive-naturalistic approach was adopted, specifically using the case study strategy. To identify the components of the model, a thematic analysis method based on the Attride-Stirling method was employed. Thus, semi-structured exploratory interviews were conducted, and the opinions and viewpoints of individuals who had extensive experience in implementing the science curriculum and were familiar with the existing space and conditions were elicited to obtain information and model categories; therefore, the target population consisted of middle school science instructional leaders and distinguished science teachers, and purposive sampling was used to select them, and 17 semi-structured interviews were conducted until theoretical saturation was reached. The number of participants in this study could not be predicted from the outset. To ensure the reliability of the qualitative data, two methods of re-coding by a second coder and re-coding by the primary coder were used. The inter-coder reliability coefficient was found to be 0.79, while the re-coding reliability coefficient was 0.77, indicating a satisfactory level of agreement. The efficiency of the obtained model was also confirmed through questioning and searching by colleagues and participants involved in the study. In the quantitative phase, which was conducted using a survey method, a five-point Likert scale questionnaire was developed to validate the model, and the instrument’s face and content validity were assessed by six experts and faculty members. Subsequently, the questionnaire was distributed among 50 individuals, including curriculum specialists, reference educators in science education, IT trainers, educational group leaders, and experts in science education, using purposeful sampling. After data collection, the results were analyzed using SPSS version 27 and Structural Equation Modeling (SEM) with a Partial Least Squares approach (PLS3).
Findings: Based on the results obtained from the qualitative data analysis using thematic analysis, 169 primary codes (basic themes), 22 subcategories (organizing themes) and five overarching themes related to the model of science education science in lower secondary schools based on the TPASK approach were identified. The quantitative results also indicated that in this model, all observed variables bear a factor value higher than 0.50 over their corresponding latent variable, with significant relationships among them. Cronbach's alpha and composite reliability coefficients for all variables in the model were over 0.70, indicating that the scale's internal consistency was satisfactory. The average variance extracted was more than 0.5 for all constructs in the model, confirming the model’s convergent validity. The coefficient of determination (R²) was deemed acceptable for all model constructs, and the Goodness-of-Fit (GOF) of the structural model was confirmed. The Q² criterion also indicated adequate predictive power of the model concerning the endogenous constructs of the research. The t-values of all model pathways were reported to be greater than 1.96, and the GOF index was obtained at an intense level. Based on the results of structural equation modeling using the partial least squares method, the findings confirmed the positive and significant relationships among the designed pathways within the model. In addition, the one-sample t-test demonstrated the appropriateness of the current status of the components.
Conclusion: The themes introduced in this model included a deep understanding of educational technologies and their connection with pedagogical principles, providing science teachers with tools to deliver more engaging scientific content and enhancing students’ scientific and practical skills. Furthermore, it could help teachers understand and apply the interrelationships between technology, pedagogy, and content in their teaching methods, which ultimately would lead to improved teaching quality and may empower students to learn science more effectively. From a practical perspective, the TPASK framework can be considered a strategic tool for curriculum designers in science education. Incorporating a free-choice lesson to allow flexibility for teachers and students can be a practical approach to apply technology in order to determine content and the teaching-learning process in science education.
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© 2025 The Author(s). This is an open-access article distributed under the terms and conditions of the Creative Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) (https://creativecommons.org/licenses/by-nc/4.0/)
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