Identifying In-Service Teachers' Perceptions of Developing 21st Century Skills Through Science Education Using TPACK-21 Framework

Abstract

In this digital age, science teachers are continuously confronted with new emerging opportunities and challenges as a result of the rapid rate of discoveries in science and technology and information technology as well. Science educators, therefore, emphasize restructuring the education system to prepare 21st century learners to face complex challenges and prepare them to avail the opportunities at their fullest. This present study aimed to identify in-service science teachers' perceptions of developing 21st century skills through science education by employing an updated TPACK-21 framework. A mixed-methods study, using a survey-based questionnaire and focus group interviews with selected teachers, was undertaken to collect teachers' perspectives. The study revealed that when technology is used by teachers, it is often paired with specific content and pedagogically very different from what teachers are used to performing. The results highlight the need to use technology for innovation and to renovate contemporary teaching practices for 21st century learning.