Technological pedagogical content knowledge (TPACK) is important for teaching science during
the COVID-19 pandemic. This paper investigates the TPACK of Finnish and Thai primary school
teachers in the context of teaching science through blended learning (BL) during the COVID-19.
11 teachers from Finland and Thailand were interviewed. The interview data were examined using
deductive content analysis. The analysis revealed that all teachers used educational technology in
their online classes in terms of providing the lesson content, learning activities, and the students’
learning assessment. Zoom and MS Teams were the tools used for online teaching in both
countries. The main teaching method used in both types of instruction was experimentation. For
online instruction, most teachers considered educational technology in every step of the teaching
process to enhance students’ learning of science as much as possible. Many types of direct and
technology-mediated interaction appeared during BL, especially during online teaching, which
could be designed and analyzed in the context of the TPACK model.
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