Abstract

The integration of technology into science teaching by pre-service science teachers and their self-efficacy in using technology in their teaching practices are important issues for science education. The purpose of this study is to develop an Educational Robotics Technological Pedagogical Content Knowledge (ER-TPACK) self-efficacy scale based on a transformative TPACK framework. The data obtained from 266 pre-service science teachers were divided into two groups as 133 participants for generating exploratory factor analysis (EFA) and 133 participants for generating confirmatory factor analysis. Results of the EFA indicated that the ER-TPACK self-efficacy scale including 33 items loaded on a single factor. Cronbach’s alpha coefficient for sample 1 and sample 2 was 0.98. The findings revealed that the scale was a valid and reliable instrument for measuring pre-service science teachers’ ER-TPACK self-efficacy.

摘要

职前科学教师将技术融入科学教学以及他们在教学实践中使用技术的自我效能是科学教育的重要问题。本研究的目的是开发基于变革性 TPACK 框架的教育机器人技术教学内容知识 (ER-TPACK) 自我效能量表。从 266 名职前科学教师获得的数据分为两组，分别为 133 名进行探索性因素分析 (EFA) 的参与者和 133 名进行验证性因素分析的参与者。全民教育的结果表明，ER-TPACK 自我效能感量表包括 33 个加载在单个因素上的项目。样本 1 和样本 2 的 Cronbach α 系数为 0.98。