THE INTERPLAY BETWEEN TEACHER KNOWLEDGE AND CREATIVITY: INSIGHTS FROM THE EXTENDED REALITY ASSISTED LEARNING DESIGN PROCESS OF PRE-SERVICE SCIENCE TEACHERS

Date

2023-9-25

Author

Durukan, Alper

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Novel technologies like extended reality (XR) promise conceivable outcomes for transforming science learning experiences. However, science teachers' knowledge and creative repurposing define the feasibility of technology integration in instruction. This study investigates the interplay between pre-service science teachers' (PSTs) Technological-Pedagogical-Content Knowledge (TPACK), and creativity by proposing a design-based intervention for developing both. Through the educational design research approach, the main intervention of this experimental/interventional mixed-method research conducted with the 14 junior PSTs within the "Material Design in Science Teaching" course in a state university in the Eastern Anatolian Region of Turkey during the 2022-2023 Fall semester. The quantitative data was collected before and after the intervention to assess participants' ratings of TPACK and creativity, as well as measured divergent thinking/association ability. The qualitative data was collected through semi-structured focus group interviews, observations, interactive-reflective journals, researchers' field notes, and videography that were subjected to reflexive thematic and descriptive analyses. During the intervention, curriculum-specific novel educational technologies were introduced. Later, the participants were assigned to design digital learning materials for 5-6-7-8th-grade objectives of the science curriculum, assessed in creativity. Afterward, the groups designed interactive educational XR-assisted learning experiences for the given objectives. After participants revised and implemented their designs through team-debriefing practices, developed and enacted learning designs were assessed concerning the TPACK-based technology integration quality. According to the quantitative and qualitative findings, self-rated/enacted TPACK formed a cluster by connecting with measured/self-rated creativity. Also, a noteworthy development of TPACK and measured/self-rated creativity with positive relationships between technology integration quality, creativity of the designed materials, and self-rated TPACK is noted. The conclusions implied that the design practices of PSTs were the vital component of the intervention, mainly responsible for the development of PST competency in TPACK and creativity. The design principles that emerged through the study for optimal development of PST TPACK and creativity propose a training approach that blends learner-centric hands-on design practices with diverse tech exposure, ethical awareness, authentic practices, reflective learning, gamification, inclusive accessibility, continuous development, and cultural sensitivity. The need for a novel conceptualization of science teacher competence that embraces the teacher's creativity and mitigates abundant limitations of the conventional perspectives is discussed. Lastly, concise implications for the research and practice concerning pre-service/in-service science teacher training are presented.

Subject Keywords

Creativity, TPACK, Teacher Knowledge, Science Teacher Training, Science Education

URI

https://hdl.handle.net/11511/105641

Collections

Graduate School of Natural and Applied Sciences, Thesis