Pedagogical innovation in science teacher education: Integrating FizziQ to develop TPACK-21
DOI:
https://doi.org/10.46502/issn.1856-7576/2026.20.02.14Keywords:
Educational technology, FizziQ, mobile application, preservice science teachers, TPACK-21Abstract
This study explores how integrating the FizziQ mobile application into lesson planning processes influences the development of preservice science teachers’ (PSTs) TPACK-21 competencies. This inquiry relied on a mixed-methods approach, where a single-group pre- and post-test design was complemented by qualitative data derived from both individual interviews and focus group sessions. The sample comprised 46 PSTs enrolled in a science education program at a public university in Türkiye. Following an initial assessment, PSTs were introduced to the 5E instructional model and the FizziQ application, and subsequently engaged in designing and implementing lesson plans supported by mobile technologies. The findings show a clear increase in TPACK-21 scores after working with FizziQ. In addition, qualitative data suggest that the use of FizziQ encouraged more inquiry oriented and student centered instructional approaches, while also revealing certain challenges related to usability and curriculum alignment. These results suggest that smartphone based learning tools such as FizziQ can support the development of integrated technological and pedagogical competencies in science teacher education, particularly when embedded within structured instructional frameworks.
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