Observable indicators of technological pedagogical content knowledge (TPACK) in science classrooms through video research

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2016
Ocak, Ceren
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The purpose of the study was to examine the observable indicators of science teachers’ technological pedagogical content knowledge (TPACK) through a multiple case study with video research. The study was carried out in a private campus school offering primary and secondary education level of education. Following multiple case study methodology, design and implementation of process of technology- enhanced science instruction among in-service science teachers were investigated in- depth in order to explore observable indicators of science teachers’ TPACK. 4 in- service science teachers, teaching at the private campus school in 2015-2016 spring semester, were the participants of the study. Data sources were semi-structured pre- video interviews, video recordings of classroom teaching and semi-structured post video interviews. Multiple case study methodology in support of video research was conducted in the lessons of four in-service science teachers, embracing an organized and systematic attitude towards the analysis of teaching performance. The results of the study provided rich contextual information of the cases, observable TPACK indicators emerged in the design and implementation processes of technology enhanced science instruction as well as teachers’ motives towards technology integration.
Science, Student teachers, Teachers, Teaching, Educational technology.
http://etd.lib.metu.edu.tr/upload/12620160/index.pdf
https://hdl.handle.net/11511/25803
Graduate School of Social Sciences, Thesis

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Citation Formats
C. Ocak, “Observable indicators of technological pedagogical content knowledge (TPACK) in science classrooms through video research,” M.S. - Master of Science, Middle East Technical University, 2016.
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