A Study on TPACK of Science Teachers at the Higher Secondary Level in Chengalpattu District

Technology has become an essential component of modern education. In science education, effective teaching requires not only subject knowledge and pedagogical skills but also the ability to integrate technology meaningfully into classroom instruction. Technological Pedagogical Content
Knowledge (TPACK) refers to the understanding teachers need to combine technology, pedagogy, and subject content effectively for improved teaching and learning outcomes.
Science teachers at the higher secondary stage play a vital role in developing scientific thinking, problem-solving ability, and practical knowledge among students. Therefore, it is important to examine their level of TPACK and identify factors influencing its development and implementation in classrooms. This study aimed to analyze the Technological Pedagogical Content Knowledge (TPACK) of science
teachers at the higher secondary stage. A descriptive survey method was employed for collecting data
from higher secondary stage science teachers from the Chengalpattu district.