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Effects of the Experience in Developing Physics Teaching Materials Based on Computational Thinking for Improvement of Science Teachers' and Pre-service Teachers' Technological Pedagogical and Content Knowledge (TPACK)
New Phys.: Sae Mulli 2018; 68: 202~216
Published online February 28, 2018;
© 2018 New Physics: Sae Mulli.

Jiwon LEE, Jeong Beom KIM, Jung Bog KIM*

Department of Physics Education, Korea National University of Education, Cheongju 28173, Korea
Correspondence to:
Received November 1, 2017; Revised January 2, 2018; Accepted January 5, 2018.
cc This is an open-access article distributed under the terms of the Creative Commons Attribution Non-Commercial License ( which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.
Computational thinking (CT) is important in the fields of mathematics, science, and technology that is why it is a necessary component when conducting training on the execution of the curricula of those fields. Therefore, developing a science teacher's ability to formulate teaching materials for enhancing students' CT is a necessity. In this study, we formulated a training program to develop these competencies and applied it to 8 science teachers and 2 pre-service teachers. The competencies are related to technological pedagogical content knowledge (TPACK), and the improvement of TPACK was confirmed by using a pre- and a post-test. The results showed positive changes in three of the four components related to the technology of TPACK (TCK, TPK, TPACK) after the training program. Also, all outputs of physics teaching materials using the CT-based science teaching model were found to be suitable for the targeted framework. The teacher training program developed by the researchers and used in this study can be utilized in future training on the formulation of teaching materials to improve students' computational thinking ability.
PACS numbers: 01.40.-d, 01.50.H-
Keywords: Physics education, Computational thinking, Technological pedagogical content knowledge, Teacher training program

February 2018, 68 (2)
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