其他摘要：In this current time, instructors should integrate various disciplinaries including technological, pedagogical, and content knowledges for increasing proficiency in learning especially in Science/Mathematics education. This study focused on synthesizing attributes of technological, pedagogical, and content knowledge. Each attribute was synthesized from focus group that included seven experts who shared learning experiences and opinions in Science/Mathematics education. After that, researchers used content validation and confirmatory factor analysis (CFA) to examine model with empirical data. The result showed that 1. Experts expressed opinions and perspectives in learning that teacher students in Science/ Mathematics education should have integrated performance in knowledges in technology, pedagogy, and content; which, they should have fundamental intechnology, pedagogy, and content. As a result of data synthesizing, there were seven competencies that includedsix indicators in each competency; therefore, there were 42indicators in total. 2. Item-Objective Congruence Index (IOC) was on 0.67 – 1.00 3. The result of corrected Item-total correlation was on .237 - .771 4. As a result of corrected item-total correlation verifying, two questions from two indicators that were lower than .200 were eliminated from list. Accordingly, there were 40 indicators on total. 5. The confirmatory factor analysis showedconformed to empirical data: the first order model (c2 =1323.87, df = 708, Relative c2 = 1.95, RMSEA = .040, SRMR = .037, NNFI = .99)as well as the second order model (c2 = 1428.63, df = 722, Relative c2 = 1.98,RMSEA = .042, SRMR = .043, NNFI = .982).
