Pedagogical Innovation of Tpack Based K-4 Learning Transaction Model in Science and Social Sciences

Abstract

Technological Pedagogical Content Knowledge (TPACK) has been proposed as a ‘conceptual framework’ to describe the knowledge base that teacher needs for effective technology integration. Looking at the vitality of the concerns an experiment on the TPACK-based Practice Teaching Programme with reference to the learning achievement of students was carried out. The sample comprised of 40 student-teachers belonging to science and social science of the first batch integrated B.Ed program of Ravenshaw University and 341 students of CBSE-affiliated schools of Cuttack City. The scheme of the experiment was carried out by adapting Solomon Four Group Design. The quantitative data gathered through achievement tests were analyzed using Mean, SD, One-way ANOVA, and t-test. Based on the feedback given by the pre-service teachers, the project team brought in the innovation of the TPACK-based K-4 Learning Transaction Model (K4 -LTM). The data relating to innovation on TPACK-based K4 -LTM were collected through the reaction scale and analyzed by using percentage analysis. The findings revealed that there was a significant effect of the TPACK-based practice in teaching science and social science. The reaction of student teachers towards innovative TPACK-based K4 -LTM was found to be effective. In conclusion, further this experiment propelled to innovate TPACK based K-4 Learning Transaction Model with its unique features and practicability in the area of curriculum transaction. The results of the study have potentials to initiate reforms in teacher preparation more learner centric with support of TPACK based instruction.