Abstract
Abstract : The purpose of this study was to investigate preservice science teachers’ proficiency levels regarding their practical knowledge of technological pedagogical content knowledge (TPACK-P). An explanatory sequential mixed-method design was followed in this study and 103 participants from the University of Johannesburg formed the sample. This study commenced by identifying the different proficiency levels of the preservice science teachers using a 17-item questionnaire developed by Yeh, Lin, Hsu, Wu and Hwang (2015). Rasch’s analysis was employed to analyse the data. The mean score and standard deviation for the frequency with which the preservice science teachers select an option corresponding to a proficiency level was calculated. Reliability (internal consistency) for the instrument was established. After calculating the proficiency level of the preservice science teachers, five preservice science teachers were purposefully selected for interviews in order to probe deeper into their understanding of the instructional scenarios that were provided to them in the questionnaire. The findings of the study showed that preservice science teachers have a proficiency level of 3 for their knowledge on TPACK-P. An indication was gained of infusive application where preservice science teachers use Information and Communication Technologies to guide, self-explore and independently construct their science knowledge.
M.Ed. (Science Education)