MULTIPLE-REPRESENTATION PHYSICS LESSON STUDY: ENHANCING PRE-SERVICE TEACHERS’ TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE

Billy A. Danday, Sheryl Lyn C. Monterola

Abstract


This study probed the effects of the Multiple-Representation Lesson Study (MRLS) on the technological pedagogical content knowledge (TPCK) of pre-service Physics teachers using a pretest-posttest quasi-experimental design. The participants of the study were 18 fourth year BSED Physical Science majors who were randomly assigned to either experimental or comparison group. The experimental group composed of nine practice teachers was exposed to MRLS while the other nine participants from the comparison group implemented the Traditional Instructional Planning Approach (TIPA). Four knowledge domains of the TPCK framework were investigated – the technological knowledge (TK), pedagogical knowledge (PK), content knowledge (CK), and the overall technological pedagogical content knowledge (TPCK). Data were gathered from multiple sources such as researcher-made written tests, teaching observations, pre-service teachers’ outputs, interviews, journal entries, and field notes. The Mann-Whitney U test was applied to analyze statistical difference between the experimental and the comparison group. Results revealed significant differences between the two groups in certain knowledge domains. Findings indicate beneficial effects of the MRLS in instructional practices, particularly in developing pre-service teachers’ TPCK. Based on the results, it is strongly recommended that MRLS be integrated in the pre-service teacher education and have its effects examined on other knowledge domains.

 

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lesson study, TPCK, TPACK, multiple representations, instructional planning

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DOI: http://dx.doi.org/10.46827/ejes.v0i0.2342

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