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<p>Digital visualisation tools hold strong potential for supporting physics teaching, yet little is known about how early‑stage preservice teachers begin to integrate such tools in authentic planning tasks. This qualitative single‑case study examines how one pair of first‑semester preservice physics teachers worked with GeoGebra while planning a lesson on motion on an inclined plane. The participants were enrolled in the introductory physics course with a didactic focus on the upper-secondary teacher programme during the autumn semesters of 2023 and 2024. Video recordings from a workshop were analysed using a theory‑informed qualitative content analysis grounded in the technology‑related TPACK domains (TCK, TPK, TPACK). The case showed how the participants demonstrated emerging Technological Content Knowledge when they interpret and modify vector representations, Technological Pedagogical Knowledge when they reason about static and dynamic visualisations for instruction, and Technological Pedagogical Content Knowledge when they structure simulations to support conceptual understanding in mechanics. The analysis also revealed moments of uncertainty, including ambiguous interpretation of unlabelled or overlapping vectors. While based on a limited empirical scope, the case provides nuanced insight into how preservice physics teachers begin to develop integrated, technology‑supported reasoning during early physics teacher education.</p>

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Preservice Physics Teachers’ Expression of TPACK in Lesson Planning – Using Geogebra Simulations in Physics Teaching

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年7月23日

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  • Lorena Solvang,
  • Jesper Haglund

摘要

Digital visualisation tools hold strong potential for supporting physics teaching, yet little is known about how early‑stage preservice teachers begin to integrate such tools in authentic planning tasks. This qualitative single‑case study examines how one pair of first‑semester preservice physics teachers worked with GeoGebra while planning a lesson on motion on an inclined plane. The participants were enrolled in the introductory physics course with a didactic focus on the upper-secondary teacher programme during the autumn semesters of 2023 and 2024. Video recordings from a workshop were analysed using a theory‑informed qualitative content analysis grounded in the technology‑related TPACK domains (TCK, TPK, TPACK). The case showed how the participants demonstrated emerging Technological Content Knowledge when they interpret and modify vector representations, Technological Pedagogical Knowledge when they reason about static and dynamic visualisations for instruction, and Technological Pedagogical Content Knowledge when they structure simulations to support conceptual understanding in mechanics. The analysis also revealed moments of uncertainty, including ambiguous interpretation of unlabelled or overlapping vectors. While based on a limited empirical scope, the case provides nuanced insight into how preservice physics teachers begin to develop integrated, technology‑supported reasoning during early physics teacher education.