Development of pre-service chemistry teachers' technological pedagogical content knowledge

Boz, Yezdan
Sonmez, Demet Yildiran
Celep, Nilgun Demirci
In this study, a mixed-method design was employed to investigate pre-service chemistry teachers' Technological Pedagogical Content Knowledge (TPACK) development. For effective technology integration in instruction, knowledge about technology is not enough; teachers should have different knowledge types which are content, pedagogical, and technological. The 17 pre-service chemistry teachers who enrolled in the Instructional Technology and Material Development course participated in the study for one semester. The purpose of this course was to learn how to integrate simulations, animations, instructional games, data-logging, virtual labs and virtual field trips into chemistry instruction considering factors such as chemistry subjects and students' possible alternative conceptions or their previous chemistry knowledge. A survey and interviews were used to gather data on the pre-service chemistry teachers' TPACK framework both before and after the semester. A mixed between-within subjects analysis of variance was conducted to examine the differences in the pre-service teachers' TPACK at two time periods considering also the gender factor. For the qualitative data, deductive analysis based on existing codes and categories was applied. The quantitative and qualitative findings of this study revealed that the pre-service chemistry teachers' TPACK improved partially on some components. In addition, based on these findings, gender was not found to be a significant variable in technology integration. For further development in the TPACK framework, more context related technology applications in a learning and teaching environment are needed.


Implementation of conceptual change oriented instruction using hands on activities on tenth grade students' understanding of gases concepts
İpek, İnciser; Kondakçı, Esen; Department of Secondary Science and Mathematics Education (2007)
The purpose of this study was to compare the effectiveness of the conceptual change oriented instruction using hands-on activities and traditionally designed chemistry instruction on 10th grade students’ understanding of gases concept. Also, the effect of instruction on students’ attitude toward chemistry as a school subject was investigated. The sample of the study consisted of 59 tenth grade students from two chemistry classes in a public high school. This study was conducted during the 2006-2007 fall sem...
Investigating the impact of teacher education strategies on preservice teachers' TPACK
Baran, Evrim; BİLİCİ, SEDEF CANBAZOĞLU; ALBAYRAK SARI, AYLİN; Tondeur, Jo (Wiley, 2019-01-01)
The purpose of this study was to examine preservice teachers' perceptions of the support their teacher education programs provide for developing their technological pedagogical content knowledge (TPACK). The research was conducted with 215 preservice teachers in the last year of teacher education programs and teaching certificate programs in three universities in Turkey. Data sources were the synthesis of qualitative evidence (SQD) scale that was validated in the Turkish context as part of this study and th...
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...
Interactions between the science teaching orientations and components of pedagogical content knowledge of in-service chemistry teachers
Ekiz Kıran, Betül; Boz, Yezdan (Royal Society of Chemistry (RSC), 2020-01-16)
The purpose of this study was to examine the interactions between in-service chemistry teachers' science teaching orientations and other components of their pedagogical content knowledge (PCK). Two experienced chemistry teachers participated in this study. Data were collected through interviews, classroom observations, and field notes as the participants taught the mixtures unit. The results indicated that the participants held solid foundation purposes, in which students use science to be successful in the...
Development of instructional design model for drama course offered in faculty of education
Özbek, Gökçen; Kiraz, Ercan; Department of Educational Sciences (2009)
The main aim of this study is to develop an instructional design model of drama course for preservice teachers in Faculty of Education. Firstly, to reach this aim the models in the literature were reviewed and the model was created as synthesis of them. In addition of this, the drama courses at universities were examined and the last version of this model was shaped. Secondly, the effectiveness of the model was tested through developing a drama instruction to the preservice English Language teachers. The sa...
Citation Formats
A. Ç. DİNDAR, Y. Boz, D. Y. Sonmez, and N. D. Celep, “Development of pre-service chemistry teachers’ technological pedagogical content knowledge,” CHEMISTRY EDUCATION RESEARCH AND PRACTICE, pp. 167–183, 2018, Accessed: 00, 2020. [Online]. Available: