What question did this study set out to answer?

Assess the integration, core competencies, and implementation of Education for Sustainable Development within secondary physics education using the TPACK framework.

December 30, 2024Jurnal Penelitian & Pengembangan Pendidikan FisikaOpen Access

Education for Sustainable Development Based of Technological Pedagogical and Content Knowledge using Mixed-Methods Approach in Physics Teaching

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Authors

MAMelly AriskaSriwijaya University YAYenny AnwarSriwijaya University AWAri WidodoIndonesia University of Education

Discussion

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Implication

Mixed-methods study demonstrates moderate technology and sustainability integration in physics teachers, highlighting the need for targeted inquiry-based pedagogical training.

Key Points

Assess the integration, core competencies, and implementation of Education for Sustainable Development within secondary physics education using the TPACK framework.
Employed a mixed-methods concurrent triangulation design incorporating questionnaires, interviews, and focus group discussions with 78 physics teachers.
Conducted a systematic synthesis of source material from seven peer-reviewed publications on science education and sustainability.
Physics teachers recorded an overall mean TPACK score of 3.10, achieving the highest competency in Attitude (mean 3.27) and the lowest in Inquiry (mean 3.04).
Identified eight critical competencies and three primary delivery mechanisms—learning tools, media, and instructional models—required to integrate sustainability goals into physics teaching.

Cite This Study

Ariska et al. (2024) studied this question.

synapsesocial.com/papers/6a7dbfe7629c956ef7ac8236 https://doi.org/10.21009/1.10217

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December 30, 2024Jurnal Penelitian & Pengembangan Pendidikan FisikaOpen Access

Education for Sustainable Development Based of Technological Pedagogical and Content Knowledge using Mixed-Methods Approach in Physics Teaching

View Full Paper

Ask AI

Bookmark

Authors

MAMelly AriskaSriwijaya University YAYenny AnwarSriwijaya University AWAri WidodoIndonesia University of Education

Discussion

Member takes

Implication

Mixed-methods study demonstrates moderate technology and sustainability integration in physics teachers, highlighting the need for targeted inquiry-based pedagogical training.

Key Points

Assess the integration, core competencies, and implementation of Education for Sustainable Development within secondary physics education using the TPACK framework.
Employed a mixed-methods concurrent triangulation design incorporating questionnaires, interviews, and focus group discussions with 78 physics teachers.
Conducted a systematic synthesis of source material from seven peer-reviewed publications on science education and sustainability.
Physics teachers recorded an overall mean TPACK score of 3.10, achieving the highest competency in Attitude (mean 3.27) and the lowest in Inquiry (mean 3.04).
Identified eight critical competencies and three primary delivery mechanisms—learning tools, media, and instructional models—required to integrate sustainability goals into physics teaching.

Cite This Study

Ariska et al. (2024) studied this question.

synapsesocial.com/papers/6a7dbfe7629c956ef7ac8236 https://doi.org/10.21009/1.10217

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