Investigating pre-service science teachers’ perceived technological pedagogical content knowledge regarding genetics

Download

index.pdf

Date

2011

Author

Savaş, Meltem

Metadata

Show full item record

Item Usage Stats

301
views

138
downloads

The purpose of this study was to investigate the preservice science teachers’ perceived technological pedagogical content knowledge (TPACK) on genetics. More specifically, the purpose was to examine the relationships among the components of TPACK and genetics knowledge of the preservice science teachers. Moreover, findings the effect of the demographic information on perceived TPACK was also aimed. This study was conducted with preservice science teachers who were enrolled in elementary science education department of Education Faculties of eight public universities located in Central Anatolia. 1530 preservice science teachers participated to the study. There were two instruments used in this research which were perceived TPACK questionnaire, which was later adopted by the researcher as perceived TPACK on genetics, and genetic concepts test. v Data were analyzed by using descriptive and inferential statistics. In order to answer the first research question, descriptive information about the components of TPACK was given. Correlational analyses were used to identify the relationship between each component of the perceived TPACK on genetics and their genetic knowledge. Another correlational analysis was conducted for the third research question which seeks the relationships among the components of the TPACK. Moreover, MANOVA was conducted to investigate the impact of gender and year of enrollment on perceived TPACK on genetics of preservice science teachers. The results revealed that genetic knowledge was correlated with each component except the perceived project specific technology knowledge. Moreover, there were positive significant correlations among the components of the TPACK. According to the MANOVA results, the mean scores of male and female preservice science teachers differ in five components of TPACK, namely project specific technology knowledge, pedagogical knowledge, pedagogical content knowledge, technological content knowledge and technological pedagogical content knowledge. The results of MANOVA for year of enrollment revealed that the mean ETK, GTK, PSTK, and CK scores of participants with different year of enrollment differ significantly.

Subject Keywords

Science

URI

http://etd.lib.metu.edu.tr/upload/12613819/index.pdf
https://hdl.handle.net/11511/20792

Collections

Graduate School of Natural and Applied Sciences, Thesis

Suggestions

OpenMETU
Core

Student and school characteristics related to elementary students’ nature of science views Hacıeminoğlu, Esme; Ertepınar, Hamide; Yılmaz Tüzün, Özgül; Department of Elementary Education (2010) The purposes of this study were to explain the development and validation of a new instrument for assessing elementary students’ views of the Nature of Science (NOS) and to investigate student and school level factors that help to explain the difference in NOS views. The sample included 3,062 elementary students elementary schools located in Çankaya. Different from these students, 782 elementary students were the sample for the first focus of this study. The Nature of Science Instrument, Learning Approach Q...
Investigation of the relationship between pre-service science teachers' understandings of nature of science and their personal characteristics Çetinkaya, Gamze; Çakıroğlu, Jale; Department of Elementary Science and Mathematics Education (2012) The purpose of this study was to investigate the possible relationships between pre-service science teachers' understanding of nature of science (NOS) and their personal characteristics; understanding of nature of scientific inquiry (NOSI), epistemological world views, self-efficacy beliefs regarding science teaching, attitudes towards science teaching, metacognitive awareness level and faith/worldview schemas. The sample of the present study were 60 PSTs that are 3rd year students at elementary science edu...
Investigating Science Teachers' Technological Pedagogical Content Knowledge (TPACK) Competencies: A Mixed Method Study Tanrısevdi, Mine; Çakıroğlu, Jale; Canbazoğlu Bilici, Sedef; Department of Science Education (2021-7-12) The purpose of the present study was to investigate science teachers’ technological pedagogical content knowledge (TPACK) in terms of different variables. Specifically, the purpose was to examine science teachers’ TPACK competency levels according to their gender, experience years and determine their TPACK indicators based on TPACK-Deep factors, namely design, exertion, ethics, and proficiency. The current study was followed by explanatory sequential mixed methodology and composed of two stages: survey rese...
The effect of conceptual change instruction on understanding of ecology concepts Çetin, Gülcan; Ertepınar, Hamide; Nakiboğlu, Canan; Department of Secondary Science and Mathematics Education (2003) The purpose of this study was to investigate the effects of conceptual change text oriented instruction accompanied by demonstrations in small groups (CCTI) on ninth grade students̕ achievement and understanding levels of ecology, attitudes towards biology, and attitudes towards environment. The instruments used in this study were the Test of Ecological Concepts (TEC), the Attitude Scale towards Biology (ASB), the Attitude Scale towards Environment (ASE), and the Test of Logical Thinking (TOLT). All data we...
Assessing pre-service science teachers’ systems thinking skills using real life scenarios Öztaş, Melike; Öztekin, Ceren; Teksöz, Gaye; Department of Elementary Science and Mathematics Education (2018) The main purpose of this study is to investigate pre-service science teachers’ systems thinking skills with using a real-life scenario as an assessment tool. The nine systems thinking skills defined in this research were discussed in terms of sustainable development. Participants were expected to comprehend integrated nature of environmental, economic and social aspects of this concept in a systemic perspective. Therefore, the real-life scenario used for assessment was selected related with sustainable deve...

Citation Formats

M. Savaş, “Investigating pre-service science teachers’ perceived technological pedagogical content knowledge regarding genetics,” M.S. - Master of Science, Middle East Technical University, 2011.