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RESEARCH PAPER
Technological pedagogical content knowledge of primary school science teachers during the COVID-19 in Thailand and Finland
1
Elementary Education Division, Department of Curriculum and Instruction, Faculty of Education, Chulalongkorn University, Bangkok, THAILAND
2
Department of Education, University of Helsinki, Helsinki, FINLAND
3
Centre for Education Practice Research, Faculty of Education, University of Johannesburg, Johannesburg, SOUTH AFRICA
Publication date: 2022-05-26
EURASIA J. Math., Sci Tech. Ed 2022;18(7):em2124
KEYWORDS
blended learningcontent analysisCOVID-19primary school science teacherstechnological pedagogical content knowledge
ABSTRACT
Technological pedagogical content knowledge (TPACK) is important for teaching science during
the COVID-19 pandemic. This paper investigates the TPACK of Finnish and Thai primary school
teachers in the context of teaching science through blended learning (BL) during the COVID-19.
11 teachers from Finland and Thailand were interviewed. The interview data were examined using
deductive content analysis. The analysis revealed that all teachers used educational technology in
their online classes in terms of providing the lesson content, learning activities, and the students’
learning assessment. Zoom and MS Teams were the tools used for online teaching in both
countries. The main teaching method used in both types of instruction was experimentation. For
online instruction, most teachers considered educational technology in every step of the teaching
process to enhance students’ learning of science as much as possible. Many types of direct and
technology-mediated interaction appeared during BL, especially during online teaching, which
could be designed and analyzed in the context of the TPACK model.
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