Despite the advancements in the production and accessibility of videos and animations, a gap exists between their potential for science teaching and their actual use in the classroom. The aim of this study was to develop and evaluate an approach to boost chemistry and biology teachers’ Technological Pedagogical Content Knowledge (TPACK) and their confidence regarding the use of videos and animations in class, which are required for their effective implementation. Twelve experienced high-school chemistry and biology teachers participated in a professional development workshop including biochemistry and technological–pedagogical lectures along with video-editing instruction and practice. Teachers were provided with digital videos including high-resolution scientifically based animations and were encouraged to edit them based on their pedagogical experience and the needs of their class. We investigated how the workshop affected teachers' TPACK-confidence and TPACK. TPACK-confidence was assessed by pre- and post-workshop questionnaires and open-ended feedback questionnaires. TPACK was assessed by analyses of the edited digital videos and pedagogical considerations submitted by the teachers. It was found that teachers' TPACK-confidence was significantly higher following the workshop. There was also a development in the teachers' TPACK. They were able to recommend to use digital videos in a variety of classroom situations based on the technological pedagogical knowledge (e.g., as an opening to a new topic) and their TPACK (e.g., to visualize complex biochemical processes). We also found a development in their video-editing skills and their knowledge of how to use this technology effectively in biochemistry lessons. Results indicate that training teachers in using technological tools while providing them with relevant Content Knowledge and TPACK, and relying on their pre-existing Pedagogical Content Knowledge may assist them develop their TPACK and TPACK-confidence. This may promote the effective use of videos and animations in biochemistry teaching.

中文翻译：

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老师个性化生化过程的视频和动画：专业开发研讨会的结果†

尽管视频和动画的制作和可访问性已取得进步，但它们在科学教学方面的潜力与在教室中的实际使用之间仍存在差距。这项研究的目的是开发和评估一种方法，以提高化学和生物学教师的技术教学内容知识（TPACK）以及他们对在课堂上使用视频和动画的信心，这是其有效实施所必需的。十二名经验丰富的高中化学和生物学老师参加了一个专业发展研讨会，包括生物化学和技术教学讲座以及视频编辑指导和实践。向教师提供了包括高分辨率的科学动画在内的数字视频，并鼓励他们根据他们的教学经验和班级需要进行编辑。我们调查了研讨会如何影响教师的TPACK信心和TPACK。TPACK信心通过车间前后的问卷和不限成员名额的反馈问卷进行评估。TPACK是通过对编辑过的数字视频和教师提出的教学考虑因素的分析进行评估的。研讨会后发现教师的TPACK信心显着提高。教师的TPACK也有所发展。他们能够根据技术教学知识，推荐在各种教室情况下使用数字视频（我们调查了研讨会如何影响教师的TPACK信心和TPACK。TPACK信心通过车间前后的问卷和不限成员名额的反馈问卷进行评估。TPACK是通过对编辑过的数字视频和教师提出的教学考虑因素的分析进行评估的。研讨会之后发现教师的TPACK信心明显更高。教师的TPACK也有所发展。他们能够根据技术教学知识，推荐在各种教室情况下使用数字视频（我们调查了研讨会如何影响教师的TPACK信心和TPACK。TPACK信心通过车间前后的问卷和不限成员名额的反馈问卷进行评估。TPACK是通过对编辑过的数字视频和教师提出的教学考虑因素的分析进行评估的。研讨会后发现教师的TPACK信心显着提高。教师的TPACK也有所发展。他们能够根据技术教学知识，推荐在各种教室情况下使用数字视频（TPACK是通过对编辑过的数字视频和教师提出的教学考虑因素的分析进行评估的。研讨会后发现教师的TPACK信心显着提高。教师的TPACK也有所发展。他们能够根据技术教学知识，推荐在各种教室情况下使用数字视频（TPACK是通过对编辑过的数字视频和教师提出的教学考虑因素的分析进行评估的。研讨会后发现教师的TPACK信心显着提高。教师的TPACK也有所发展。他们能够根据技术教学知识，推荐在各种教室情况下使用数字视频（例如，作为对新主题的开放）和它们的TPACK（例如，可视化复杂的生化过程）。我们还发现了他们的视频编辑技能以及他们如何在生物化学课程中有效使用这项技术的知识方面的发展。结果表明，培训教师使用技术工具的同时，向他们提供相关的内容知识和TPACK，并依靠他们预先存在的教学内容知识可以帮助他们发展TPACK和TPACK的信心。这可以促进在生物化学教学中有效地使用视频和动画。