Asset Details
Do you wish to reserve the book?
Technological, Pedagogical, and Content Knowledge‐Universal Design for Learning‐Science, Technology, Engineering, and Mathematics Scale: Possibility to Create Inclusive Chemistry Learning
Hey, we have placed the reservation for you!
By the way, why not check out events that you can attend while you pick your title.
Oops! Something went wrong.
Looks like we were not able to place the reservation. Kindly try again later.
Are you sure you want to remove the book from the shelf?
Technological, Pedagogical, and Content Knowledge‐Universal Design for Learning‐Science, Technology, Engineering, and Mathematics Scale: Possibility to Create Inclusive Chemistry Learning
Do you wish to request the book?
Technological, Pedagogical, and Content Knowledge‐Universal Design for Learning‐Science, Technology, Engineering, and Mathematics Scale: Possibility to Create Inclusive Chemistry Learning
Please be aware that the book you have requested cannot be checked out. If you would like to checkout this book, you can reserve another copy
We have requested the book for you!
Your request is successful and it will be processed during the Library working hours. Please check the status of your request in My Requests.
Oops! Something went wrong.
Looks like we were not able to place your request. Kindly try again later.
Journal Article
Technological, Pedagogical, and Content Knowledge‐Universal Design for Learning‐Science, Technology, Engineering, and Mathematics Scale: Possibility to Create Inclusive Chemistry Learning
2026
Overview
Inclusive chemistry learning is possible. Three frameworks that can be considered to create inclusive chemistry learning are Technological Pedagogical and Content Knowledge (TPACK), Universal Design for Learning (UDL), and Science, Technology, Engineering, and Mathematics (STEM). The integration of these three frameworks is still not widely used by teachers and is not popular in Indonesia. Therefore, developing and validating the TPACK‐UDL‐STEM Scale to measure teacher knowledge and abilities in designing inclusive chemistry learning is crucial. The three scale development steps proposed by Morgado et al. were used as a scale development procedure. Fifty items as the first draft of the scale were designed after reviewing the TPACK‐UDL‐STEM literature. These items were divided into five aspects (S‐PCK‐Multiple Means of Representation, T‐TCK‐Multiple means of representation, E‐PCK‐Multiple means of engagement, M‐TPK‐Multiple means of representation, STEM‐TPACK‐Multiple means of action and expression). A panel of six experts tested the first draft that focused on item content and construction. A second draft was piloted on 50 chemistry teachers randomly selected and volunteered to fill out the scale. Data were analyzed using the partial least square method to assess the scale's validity and reliability. After several stages of testing, 48 items were declared valid with a Cronbach's Alpha value > 0.8, rho_(A) value > 0.8, and composite reliability > 0.9. These values indicate that the TPACK‐UDL‐STEM Scale is valid and reliable for measuring teachers' knowledge in designing inclusive chemistry lessons. Therefore, this scale is suitable for applied research and further studies to support the development of inclusive chemistry learning.
Publisher
Wiley
Subject
