There are several specific digital tools now that have transformed the way science is taught. Correspondingly, teacher education programs have changed, and now they increasingly address the development of technology-related professional content knowledge (TPACK). Owing to the use of technology in specific domains of science teaching, there is an emergent need for domain-specific TPACK questionnaires. The present study investigates the development and application of a domain-specific TPACK questionnaire for teaching human biology using digital tools in a university-based teacher education program. A quasi-experimental between-subject design was applied for 13 weeks in the four study groups (n = 155). The intervention groups worked with digital tools in human biology, while the control groups participated without specific consideration of digital tools throughout the program. We succeeded in developing a questionnaire comprising seven reliable scales. The questionnaire development procedure described herein may be applicable to other science education disciplines. By the means of linear mixed modeling, we found that all students gained professional knowledge; however, treatment × time interactions revealed that belonging to the intervention group was the main driver of TPACK progression. Comparing the treatments, we found that at post-test, the intervention group reported higher levels of TPCK, TPK, and TCK, but not CK, PK, TK, and PCK. Sequential analyses of the longitudinal data highlighted that working with digital tools on a regular basis constitutes a TPACK boost effect. This study contributes to the literature on technology integration from the perspective of biology education, where specific tools that can be assessed using a domain-specific questionnaire are used.

现在有几种特定的数字工具已经改变了科学的教学方式。相应地，教师教育计划也发生了变化，现在越来越注重技术相关专业内容知识（TPACK）的发展。由于科学教学特定领域中技术的使用，迫切需要针对特定​​领域的 TPACK 问卷。本研究调查了特定领域 TPACK 问卷的开发和应用，该问卷用于在大学教师教育项目中使用数字工具教授人类生物学。四个研究组（ n  = 155）采用了为期 13 周的准实验受试者间设计。干预组使用人类生物学中的数字工具，而对照组则在整个项目中没有具体考虑数字工具。我们成功地开发了一份包含七个可靠量表的调查问卷。本文描述的问卷开发程序可适用于其他科学教育学科。通过线性混合建模的方式，我们发现所有学生都获得了专业知识；然而，治疗×时间的相互作用表明，属于干预组是 TPACK 进展的主要驱动因素。比较治疗组，我们发现在测试后，干预组报告了较高水平的 TPCK、TPK 和 TCK，但没有 CK、PK、TK 和 PCK。对纵向数据的顺序分析强调，定期使用数字工具可以产生 TPACK 提升效应。这项研究从生物学教育的角度为技术集成的文献做出了贡献，其中使用了可以使用特定领域问卷进行评估的特定工具。