To equip students with 21st-century skills, teachers must have both deep STEM content knowledge and the confidence to implement and teach appropriate STEM content. Many elementary teachers have inadequate STEM background knowledge, low confidence, and STEM self-efficacy for implementing STEM in the classroom; as a result, teachers' classroom…

Predictors of teacher effectiveness in relation to student achievement are based on the ability to use a range of evidence-based teaching strategies. Australia's Teacher Education Ministerial Advisory Group (TEMAG) report that some tertiary providers working with pre-service teachers (PSTs) are using pedagogical practices which are not informed by…

The problem-based learning (PBL) model consists of five steps: orienting students to the problem, organizing work, guiding investigations, compiling work and presenting it, and evaluating the process and results. However, many teachers have not implemented the first and second steps properly, so that the goal of developing students' critical and…

The aim of the study is to adapt the "Maker-Based Technological Pedagogical Content Knowledge" scale developed by Ku et al. (2021) for pre-service science teachers into Turkish. The study group for the research consists of 188 pre-service science teachers studying at the Department of Science Education at three state universities in…

The objectives of the research were: 1) to develop the lesson plans for "Weight and Measurement" of Mathematics by using Problem-Based Learning on TPACK MODEL based on the efficiency of the process and the overall result (E1/E2) at the established criteria of 75/75; 2) to compare the students' learning achievement in "Weight and…

The study reported in this paper was part of a larger study that explored pre-service teachers' perceptions of the effectiveness of a problem-based learning (PBL) teaching approach for developing their mathematics pedagogical content knowledge (PCK) and their ability to enact their PCK in a tertiary mathematics education subject. This paper…

Collaboration is an essential part of problem-based learning (PBL), but detailed understanding about how interaction between PBL participants leads to co-construction of knowledge is still quite scarce. This study attempted to address this issue by analyzing the phases of interaction between three teachers in a professional education setting…

Background/purpose: Insufficient integration of local history into the national curriculum has resulted in students' limited understanding of their regional cultural identity. In Ciamis Regency, the Kagaluhan values embedded in Sanghyang Siksakandang Karesian (SSKK) hold great potential for character education but remain underutilized in history…

The aim of this study was (1) to describe challenges prospective teachers perceive during project work in a pedagogical makerspace and coping strategies they develop to deal with the challenges, (2) to analyse the development of prospective teachers' TPACK and attitudes towards the use of ICT in class. Challenges regarding project work and coping…

Active learning is centered on students and encourages them to participate in various classroom activities, with the teacher as a facilitator. Students are expected to develop multiple 21st-century skills through an active learning process, including digital and scientific literacies. Numerous studies demonstrate that students lack digital and…

Increasing numbers of studies in STEM fields indicate that there are higher gains in student outcomes in classroom environments implementing evidence-based teaching approaches focused on learners and their learning when compared to traditional lecture-based classrooms. However, despite the compelling results, studies show that lecture is still the…

This research aims to determine whether there is an influence of applying the Problem Based Learning (PBL) Model with the Technological, Pedagogical, and Content Knowledge (TPACK) Approach on the historical learning outcomes of high school students of Sultan Iskandar Muda Medan. This study uses a quasiexperiment research method. The population in…

This study explored university teachers' professional learning when participating in a pedagogical development (PD) programme. The PD programme, entitled the Aalborg Certificate on Basics of PBL and Curriculum Change, had a workload of 150 hours and ran for four months, involving 23 teachers from Universidad Nacional de Colombia (Bogotá,…

This study explored how the pedagogical knowledge construct of TPACK and a scaffolded use of the gradual release of responsibility framework helped preservice teachers design literacy instruction with the iPad. This qualitative study used an interpretivist approach and case study design to closely examine each participant's (n = 38) experience to…

This study explores the influences of problem-based learning (PBL) on 21 elementary school pre-service English teachers' pedagogical content knowledge in a teacher education programme in a university in northern Taiwan. This study has the following major findings based on the analysis of final projects, videos, and interviews. First, participants…