A. Halim, Nurulwati, Fitria Herliana, Ngadimin, Evendi, Zainuddin, Saminan
Conventional misconception remediation in science learning has been carried out since the 1980s, but the application of technology began in the 2000s. In recent years, the involvement of technology in the science learning process has been widely used and has been neatly organized and includes Technology, Pedagogy, and Content Knowledge (TPACK). However, the involvement of TPACK in addressing the misconception remediation process is still very limited. Through this survey study, the relationship between TPACK understanding and misconception remediation practice experiences was examined in terms of the gender of science teachers. The results of the data analysis, collected using a Likert-scale questionnaire from 262 science teachers, showed that the basic understanding of TPACK concepts is still very low and most science teachers are in dire need of TPACK training. In general, there is a very strong relationship between TPACK understanding and misconception remediation practice experiences for both female and male science teachers. However, there are several different indicators that require in-depth analysis. © Published under licence by IOP Publishing Ltd.
Department of Physics Education, Universitas Syiah Kuala, Aceh, 23111, Indonesia
Research at a Glance
Register to unlock
Topics & SDG Alignment
Register to unlock
Collaboration
Register to unlock
Author Profile (Selected)
Register to unlock
References Overview
Register to unlock
Journal & Source
Register to unlock
Metadata & Integrity
Register to unlock