Pre-service Primary School Teachers’ Technological Pedagogical Content Knowledge Regarding a Science Unit

Akarsu, B. & Güven, E. (2014). Investigation of technological pedagogy content knowledge of pre-service science and technology teachers. Gaziantep University Journal of Social Sciences, 13(2):515-524.

Article  Google Scholar 

Aktaş, İ. & Özmen, H. (2020). Investigating the impact of TPACK development course on pre-service science teachers’ performances. Asia Pacific Education Review, 21, 667–682. https://doi.org/10.1007/s12564-020-09653-x

Article  Google Scholar 

Aktaş, İ., & Özmen, H. (2022). Assessing the performance of Turkish science pre-service teachers in a TPACK-practical course. Education and Information Technologies, 27, 3495–3528. https://doi.org/10.1007/s10639-021-10757-z

Article  Google Scholar 

Akyıldız, S., & Altun, T. (2018). Examining technological pedagogical and content knowledge (TPACK) levels of primary pre-service teachers based on some variables. Trakya University Journal of Education Faculty, 8(2): 318-333.

Google Scholar 

Akyıldız, S. (2020). A conceptual analysis of curriculum literacy concept: A study of scale development. Electronic Journal of Social Sciences, 19(73):315–332. https://doi.org/10.17755/esosder.554205

Alhan, S. S., & Şimşek, Ü. (2020). The effect of blended learning environment on pre-service science teachers’ technological pedagogical content knowledge: Science methods course-II. Kastamonu Education Journal, 28(6): 2305–2318. https://doi.org/10.24106/kefdergi.704381

Appleton, K. (2008). Elementary science teaching. In S. K. Abell, & N. G. Lederman (Eds.), Handbook of research on science education (pp. 493-535). New York, NY: Routledge.

Google Scholar 

Archambault, L., & Crippen, K. (2009). Examining TPACK among K–12 online distance educators in the United States. Contemporary Issues in Technology and Teacher Education, 9(1): 71-88.

Google Scholar 

Bahar, M., Johnstone, A. H., & Sutcliffe, R.G. (1999). Investigation of students’ cognitive structure in elementary genetics through word association tests. Journal of Biological Education, 33(3): 134–141. https://www.tandfonline.com/doi/abs/10.1080/00219266.1999.9655653

Baran, E., & Canbazoğlu-Bilici, S. (2015). A review of the research on technological pedagogical content knowledge: The case of Turkey. Hacettepe University Journal of Education, 30(1): 15-32.

Google Scholar 

Bayrak, N., & Bayrak, G. (2021). The effects of in-service training courses about the use of technology on teachers’ technological pedagogical content knowledge self-confidence. Van Yüzüncü Yıl University Journal of Education Faculty.18(1): 1009–1041. https://doi.org/10.33711/yyuefd.957385

Bilici, C. S. (2012). The pre-service science teachers’ technological pedagogical content knowledge and their self-efficacy (Unpublished master’s thesis). Gazi University, Institute of Educational Sciences, Ankara.

Google Scholar 

Büyüköztürk, Ş. (2020). Sosyal bilimler için veri analizi el kitabı [Handbook of data analysis for social sciences] (28th ed.). Ankara: Pegem Akademi Publications.

Google Scholar 

Çalik, M., & Cobern, W.M. (2017). A cross-cultural study of CKCM efficacy in an undergraduate chemistry classroom. Chemistry Education Research and Practice, 18(4), 691-709. https://doi.org/10.1039/C7RP00016B

Article  Google Scholar 

Çalik, M., Özsevgeç, T., Ebenezer, J., Artun, H. & Küçük, Z. (2014). Effects of ‘environmental chemistry’ elective course via technology-embedded scientific inquiry model on some variables. Journal of Science Education and Technology, 23, 412–430. https://doi.org/10.1007/s10956-013-9473-5

Article  Google Scholar 

Çalık, M., & Aytar, A. (2013). Investigating prospective primary teacher’s pedagogical content knowledge of “effect of human on environment” subject in the process of teaching practive. Educational Sciences: Theory & Practive, 13(3), 1599–1605. https://doi.org/10.12738/estp.2013.3.1649

Chai, S. C., Koh, L. H. J., & Tsai, C. C. (2013). A review of technological pedagogical content knowledge. Educational Technology & Society, 16(2): 31–51.

Google Scholar 

Council of Higher Education (2018). Öğretmen yetiştirme lisans programları [Teacher training undergraduate programmes]. Department of Education and Training.

Dewi, N.R., Rusilowati, A., Saptono, S., Haryani, S., Wiyanto, W., Ridlo, S., Listiaji, P. Atunnisa, R. (2021). Technological, pedagogical, content knowledge (TPACK) research trends: A systematic literature review of publications between 2010 -2020. Journal of Turkish Science Education, 8(4), 589–604. https://doi.org/10.36681/tused.2021.92

Fauth, B., Decristan, J., Decker, A.T., Büttner, G., Hardy, I., Klieme, E. & Kunter, M. (2019). The effects of teacher competence on student outcomes in elementary science education: The mediating role of teaching quality. Teaching and Teacher Education, 86, 1-14. https://doi.org/10.1016/j.tate.2019.102882

Article  Google Scholar 

Gürbüz, E. (2017). An investigation of changes in pre-service science teachers’ technological pedagogical content knowledge and self efficacy beliefs (Unpublished master’s thesis). İstanbul University, İstanbul.

Google Scholar 

Guzey, S. S., & Roehring, H. G. (2009). Teaching science with technology: Case studies of science teachers’ development of technology, pedagogy, and content knowledge. Contemporary Issues in Technology and Teacher Education, 9(1): 25-45.

Google Scholar 

Hair, J. F. Jr., Black, W. C., Babin, B. J., Anderson, R. E., &Tatham, R. L. (2006). Multivariate data analysis (6th ed.). Prentice-Hall International.

Harris, J., & Hofer, M. (2006). Planned improvisations: Technology-supported learning activity design in social studies. In Harris, J., & Hofer, M. (2009). Instructional planning activity types as vehicles for curriculum-based TPACK development (pp. 99–108). William & Mary Scholar Works.

Horzum, B.M. (2013). An investigation of the technological pedagogical content knowledge of preservice teachers, Technology, Pedagogy and Education, 22(3): 303-317. https://doi.org/10.1080/1475939X.2013.795079

Article  Google Scholar 

Huffman, S.N. (2016). Technology and pre-service teacher education: A mixed-methods study of technology integration by arts and sciences faculty into secondary education content courses. Doctor of Philosophy, The University of Alabama, Tuscaloosa/ Alabama.

Google Scholar 

Irmak, M. & Yilmaz-Tüzün, Ö. (2019). Investigating pre-service science teachers’ perceived technological pedagogical content knowledge (TPACK) regarding genetics. Research in Science & Technological Education. 37(2): 1-20. https://doi.org/10.1080/02635143.2018.1466778

Article  Google Scholar 

Jang, J.S. & Chen, C.K. (2010). From PCK to TPACK: Developing a transformative model for pre-service science teachers. Journal of Science Education and Technology, 19(6): 553–564. https://doi.org/10.1007/s10956-010-9222-y

Article  Google Scholar 

Jimoyiannis, A. (2010). Designing and implementing an integrated technological pedagogical science knowledge framework for science teachers’ professional development. Computers & Education, 55, 1259–1269. https://doi.org/10.1016/j.compedu.2010.05.022

Article  Google Scholar 

Joo, J. G., Park, S., & Lim, E. (2018). Factors influencing preservice teachers’ intention to use technology: TPACK, teacher self-efficacy, and technology acceptance model. Educational Technology & Society, 21(3):48-59.

Google Scholar 

Kaleli-Yılmaz, G. (2015). Analysis of technological pedagogical content knowledge studies in Turkey: A meta-synthesis study. Education and Science, 40(178): 103–122. https://doi.org/10.15390/EB.2015.4087

Kaya, Z. (2010). Exploring the pre-service science and technology teachers’ technological pedagogical content knowledge (TPACK) involving the topic of photosynthesis and cellular respiration (Unpublished master’s thesis). Fırat University, Elazığ.

Google Scholar 

Kaya, Z. (2014). The effect of blended learning environment on pre-service science teachers’ technological pedagogical content knowledge and classroom teaching practices in the topic of global warming (Unpublished PhD Dissertation). Fırat University, Elazığ.

Google Scholar 

Kılıç, A. (2011). Exploring pre-service science and technology teachers’ technological pedagogical content knowledge and classroom practices involving the topic of electric current (Unpublished master’s thesis). Fırat University, Elazığ.

Google Scholar 

Kılıçkeser, M. (2019). The relationship between primary school teachers’ technological pedagogical content knowledge (TPACK) and attitudes towards instructional technologies of (Akyazı case) (Unpublished master’s thesis). Bolu Abant İzzet Baysal University, Bolu.

Google Scholar 

Kiryak, Z. & Çalik, M. (2018). Improving grade 7 students’ conceptual understanding of water pollution via common knowledge construction model. International Journal of Science and Mathematics Education, 16, 1025–1046. https://doi.org/10.1007/s10763-017-9820-8

Article  Google Scholar 

Koehler, M.J., & Mishra, P. (2008). Introducing TPACK. In AACTE committee on innovation & technology (Eds.). Handbook of technological pedagogical content knowledge for educators (pp. 3–29). New York, NY: Routledge.

Konokman, Y. G., Yelken, Y. T., & Tokmak, S. H. (2013). An investigation of primary school pre-service teachers’ perception on their TPACK in terms of a variety factors: Mersin university case. Kastamonu Education Journal, 21(2):665-684.

Google Scholar 

Konyalıhatipoğlu, M.E. & Aydoğdu-İskenderoğlu, T. (2022). Thematic content analysis of technological pedagogical content knowledge studies published in the field of primary school teachers and preservice primary school teachers. International Journal of Curriculum and Instruction, 14(3): 2011- 2033.

Google Scholar 

Liu, Q., Zhang, S., & Wang, Q. (2015). Surveying Chinese in-service K12 teachers’ technology, pedagogy, and content knowledge. Journal of Educational Computing Research, 53(1): 55-74. https://doi.org/10.1177/0735633115585929

Article  Google Scholar 

Merriam, S. B. (1998). Qualitative research and case study applications in education. Jossey-Bass.

Google Scholar 

Ministry of National Education (MoNE) (2017). Öğretmenlik mesleği genel yeterlikleri [General competencies for teaching profession]. General Directorate of Teacher Training and Development, Ankara.

Ministry of National Education (MoNE) (2018). Fen bilimleri dersi öğretim programı (İlkokul ve Ortaokul 3, 4, 5, 6, 7 ve 8. Sınıflar) [Science curriculum for grades 3–8]. Ministry of National Education Publications.

Ministry of National Education (MoNE) (2021). 2021 yılı öğretmenlerin hizmetiçi eğitim planı [In-service education plan for 2021]. Department of Professional Development Support.

Mishra, P. (2019). Considering contextual knowledge: The TPACK diagram gets an upgrade. Journal of Digital Learning in Teacher Education, 35(2): 76-78. https://doi.org/10.1080/21532974.2019.1588611

Article  Google Scholar 

Mishra, P. & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6): 1017-1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x

Article  Google Scholar 

Morales, M.P.E., Avilla., R.A., Sarmiento, C. P., Anito J.C., Elipane, L.E., Palisoc, C.P., Palomar, B.C., Ayuste, T.O.D. & Ramos-Butron, B. (2022). Experiences and practices of STEM teachers through the lens of TPACK. Journal of Turkish Science Education, 19(1), 237–256. https://doi.org/10.36681/tused.2022.120

Morrison, G. R., Lowther, D. L., & DeMeulle, L. (1999). Integrating computer technology into the classroom. Merrill.

Google Scholar 

Ocak, C. & Baran, E. (2019). Observing the indicators of technological pedagogical content knowledge in science classrooms: Video-based research. Journal of Research on Technology in Education, 51(1): 43-62. https://doi.org/10.1080/15391523.2018.1550627

Article  Google Scholar 

Ozturk, E., (2013). Prospective classroom teachers’ technological pedagogical content knowledge assessment in terms of some variables (TPCK). Uşak University Journal of Social Sciences. 6(2):223-228.

Google Scholar 

Ozturk, Y., & Gangal, M. (2022). Early childhood student teaching practicum in Turkey through emergency remote teaching during the Covid-19 pandemic. Problems of Education in the 21st Century, 80(3): 438–455. https://doi.org/10.33225/pec/22.80.438

Savaş, M. (2011). Investigating pre-service science teachers’ perceived technological pedagogical content knowledge regarding genetics. (Unpublished Master Thesis), Middle East Technical University, Ankara.

Saykal, A., & Uluçınar-Sağır, Ş. (2021). Teacher competences and technological pedagogical content knowledge researches in Turkey. Gazi Journal of Education Sciences, 7(2): 115–137. https://doi.org/10.30855/gjes.2021.07.02.001

Schmidt A.D., Baran E., Thompson D.A., Mishra P., Koehler J.M. & Shin S.T., (2009). Technological pedagogical content knowledge (TPACK). Journal of Research on Technology in Education, 42(2): 123-149. https://doi.org/10.1080/15391523.2009.10782544

Article  Google Scholar 

Sheffield, R., Dobozy, E., Gibson, D., Mullaney, J., & Camphell, C. (2015). Teacher education students using TPACK in science: A case study. Educational Media International, 52(3): 227-238. https://doi.org/10.1080/09523987.2015.1075104.

Article  Google Scholar 

Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2):4-14.

Article  Google Scholar 

Tokmak, S. H., Incikabi, L.& Ozgelen, S. (2012). An investigation of change in mathematics, science, and literacy education pre-service teachers’ TPACK. Asia-Pacific Education Researcher, 22(4): 407–415. https://doi.org/10.1007/s40299-012-0040-2

Article  Google Scholar 

Tokmak, S. H., Surmeli, H., & Ozgelen, S. (2013). Preservice science teachers’ perceptions of their TPACK development after creating digital stories. International Journal of Environmental & Science Education, 9(3): 247–264. https://doi.org/10.12973/ijese.2014.214a

留言 (0)

沒有登入
gif