Examining science teachers' TPACK impact on students' post-pandemic thinking skills

Abstract

The ability of science teachers to effectively integrate technology, teaching methods, and subject content knowledge, known as Technological Pedagogical Content Knowledge (TPACK), is vital in designing educational activities that enhance students' academic performance and their ability to think critically and creatively. This study investigates the level of TPACK proficiency among science teachers and its influence on students' advanced thinking skills. The research involved 124 science teachers from 76 schools in the northeastern region of Thailand. It assessed students' abilities in critical thinking, systems thinking, problem-solving, and creative thinking. The results show that nearly half of the science teachers (46.77%) have a moderate level of TPACK proficiency, categorized as the Exploring level. Additionally, the study found significant differences in students' thinking abilities based on the varying levels of TPACK expertise of their teachers. Therefore, there is an urgent need to develop and implement effective strategies for enhancing teachers' TPACK skills, with the goal of improving students' complex thinking skills.