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Tpask Mugot Merogim

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JENEVIE BAUTRO
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21 views2 pages

Tpask Mugot Merogim

Uploaded by

JENEVIE BAUTRO
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Republic of the Philippines

Department of Education
REGION X – NORTHERN MINDANAO
SCHOOLS DIVISION OF EL SALVADOR CITY

DIVISION OF EL SALVADOR CITY

HINIGDAAN NATIONAL HIGH SCHOOL

ZONE 3 HINIGDAAN, EL SALVADOR CITY

TECHNOLOGICAL, PEDAGOGICAL, AND SCIENCE KNOWLEDGE (TPASK) OF


PUBLIC SCHOOL SCIENCE TEACHERS

Submitted by:

MEROGIM P. MUGOT
Master Teacher I

Part I - Situation
The study focuses on evaluating the Technological Pedagogical and
Science Knowledge (TPASK) of science teachers in the Division of El
Salvador, located in Misamis Oriental, Philippines. The main goal was to
identify training needs to develop a specialized training design for in-
service science teachers. The problem identified was a perceived low
competence among teachers in using simulations and other technological
tools in their science teaching practices. Although they displayed
moderate to high competence in science knowledge and pedagogy, the
integration of technology into their teaching strategies was lacking,
largely due to insufficient training, access to technology, and support from
school administrations.

Part II - The Intervention, Findings, and Insights

Technological Pedagogical Knowledge (TPK): the teachers demonstrated


low competence in utilizing software for dynamic drawing, simulations,
and microcomputer-based labs. The use of multimedia objects such as
animations and videos were also limited. Technological Science
Knowledge (TSK): teachers reported having a higher knowledge in science
content, but they recognized that they needed more strategies for
problem-solving and scientific inquiry. Pedagogical Science Knowledge
(PSK): teachers showed competence in organizing scientific facts and
understanding various representations of scientific knowledge (graphs,
vectors, etc.). However, there was a need for training in integrating this
knowledge with practical teaching methods. Technological Pedagogical
Science Knowledge (TPSK): the data showed a moderate need for training
in this area, with specific gaps in combining technology with science
pedagogy. Teachers noted a lack of good role models who demonstrate
the integration of technology with science teaching.

Part III - Summary


The study highlighted that while teachers had moderate to high
competence in pedagogy and science knowledge, their ability to integrate
technology into science teaching remained underdeveloped. The key
areas needing intervention are the use of simulations, multimedia, and
ICT tools in the classroom. Recommendations for improving teachers’
technological integration focused on capability-building programs that
address these gaps and enhance their skills in employing modern
technological tools for science instruction. The findings emphasize the
need for structured professional development programs tailored to these
specific competency areas.

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