Wen Ling Chen
Student Graduate Institute of Science Education Department of Education and Human Potentials Development National Dong Hwa University
E-mail：tjpmkimo7@gmail.com
Shi Wen Chen
Professor Graduate Institute of Science Education Department of Education and Human Potentials Development National Dong Hwa University
E-mail：shiwen@gms.ndhu.edu.tw
Abstract
In response to the global trend toward digital learning, Technological Pedagogical Content Knowledge (TPACK) has become a critical professional competency for fostering instructional innovation. This study employed a qualitative action research design to investigate the implementation of an interdisciplinary Project-Based Learning (PjBL) curriculum on Climate Change and Smart Agriculture for elementary school students in eastern Taiwan. Multiple sources of qualitative data were collected, including lesson plans, teacher reflective journals, classroom observations, and students’ digital modeling artifacts. Triangulation was employed to enhance the credibility and trustworthiness of the findings.
The results revealed a dynamic developmental trajectory of teachers’ PjBL-TPACK construction throughout the instructional process. Findings demonstrated that teachers’ professional competencies progressed through distinct stages within the reflective cycles of Learning by Design (LBD). During the problem-framing phase, teachers strengthened their Technological Content Knowledge (TCK) by utilizing digital technologies to concretize complex climate change concepts. In the in-depth inquiry phase, the development of sensor-data scaffolds enhanced teachers’ Technological Pedagogical Knowledge (TPK), enabling more effective support for
student investigation and analysis. Finally, during the public presentation phase, teachers integrated technology, pedagogy, and disciplinary content to achieve competency-based assessment and authentic disciplinary practice, reflecting the enactment of comprehensive TPACK.
The study provides empirical evidence that the LBD process effectively facilitates the transformation and advancement of teachers’ TPACK. Furthermore, the findings contribute practical implications for teacher professional development and the design of digitally enhanced interdisciplinary curricula in contemporary educational contexts.
Keywords：Technological Pedagogical Content Knowledge (TPACK), Project-Based Learning (PjBL), Learning by Design (LBD), Action Research, Smart Agriculture