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Development of Biology Student Teachers’ Technological Pedagogical Biology Content Knowledge (TPACBIOK) Using The Case Method Learning Model |
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| รหัสดีโอไอ | |
| Creator | Onuma Phankhat |
| Title | Development of Biology Student Teachers’ Technological Pedagogical Biology Content Knowledge (TPACBIOK) Using The Case Method Learning Model |
| Contributor | Nantarat Kruea-In, Tussatrin Wannagatesiri |
| Publisher | บริษัท เอเชีย ดิจิตอลการพิมพ์ จำกัด |
| Publication Year | 2565 |
| Journal Title | Journal of Rangsit University: Teaching & Learning |
| Journal Vol. | 16 |
| Journal No. | 1 |
| Page no. | 216-240 |
| Keyword | case method learning model, technological pedagogical content knowledge and biology |
| URL Website | https://jrtl.rsu.ac.th/volume/16/number/1/article/313 |
| Website title | วารสารพัฒนาการเรียนการสอน มหาวิทยาลัยรังสิต |
| ISSN | 1905-7881(Print);2651-1584(Online) |
| Abstract | This research focused on developing biology student teachers’ Technological Pedagogical Biology Content Knowledge (TPACBIOK) by using the case method learning model. The research objectives were to 1) investigate learning situation during implementation of the case method learning model, 2) compare the student teachers’ understanding of TPACBIOK before and after using the model and 3) compare the teachers’ self confidence level in TPACBIOK, before and after using the model for 1 semester. The research participants were 13 biology student teachers. The development of TPACBIOK through the case method learning model consisted of 3 components which were; 1) cases; providing lesson plan and micro teaching information, 2) case method process and 3) applying TPACBIOK conceptual framework process. The research instruments consisted of 1) a TPACBIOK understanding assessment form based on the lesson plan and micro-teaching performances, validated the content by 15 science education experts (IOC = 0.73-1.00) with Cronbach’s alpha reliability coefficient of the criteria at 0.99, 2) a self-confidence assessment in TPACBIOK and 3) participant classroom observations and informal interviews. The data were analyzed by using mean, standard deviation, paired sample t-test and content analysis. The results of this research were as follows: during implementation of case method learning, the biology student teachers were able to establish their own understanding of TPACBIOK and using as a framework to analyze the strengths and weaknesses of the 4 cases by themselves. The data from the TPACBIOK understanding assessment form revealed that the biology student teachers’ TPACBIOK was at the highest level after using the model, with the statistically significant level of .05. In overall, it was two level higher then before using the model. Their self-confidence assessment in TPACBIOK was at very high level both before and after using the case method learning model. |
