Examining Pre-Service Chemistry Teachers’ Technological Pedagogical Content Knowledge (TPACK) of Using Data-Logging in the Chemistry Classroom

In recent decades, the integration of technology, particularly data logging, has become a cornerstone of effective science teaching, placing increased emphasis on the cultivation of teachers’ Technological Pedagogical Content Knowledge (TPACK). While the TPACK framework has garnered attention in science education, limited research has explored the interplay of TPACK components within a constructivist context, particularly in the context of data-logging-supported chemistry class. To bridge this research gap, this study conducted a comprehensive survey on TPACK with 181 pre-service chemistry teachers, probing their TPACK as it pertains to data logging. Results from both exploratory and confirmatory factor analyses underscored the reliability and validity of the survey instrument. Subsequently, structural equation modeling was employed to illuminate the intricate relationships among various facets of TPACK. Findings suggested a sequential developmental pattern within TPACK, with teachers’ Technological Pedagogical Knowledge (TPK), Technological Content Knowledge (TCK), and Pedagogical Content Knowledge (PCK) all exerting a positive influence on their overall TPACK. Moreover, this study unveiled a significant correlation between pre-service chemistry teachers’ data-logging TPACK and their capacity for design thinking. Interestingly, gender differences in TPACK were negligible. In light of these findings, this study not only contributes to our understanding of TPACK development but also has practical implications for nurturing pre-service chemistry teachers’ proficiency in TPACK when using data-logging.