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

Date

2018-01-01

Author

DİNDAR, AYLA ÇETİN
Boz, Yezdan
Sonmez, Demet Yildiran
Celep, Nilgun Demirci

Metadata

Show full item record

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Item Usage Stats

281
views

0
downloads

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.

Subject Keywords

Integrating Technology, Tpack, Science, Framework, Education, Inquiry, Support, Design

URI

https://hdl.handle.net/11511/36500

Journal

CHEMISTRY EDUCATION RESEARCH AND PRACTICE

DOI

https://doi.org/10.1039/c7rp00175d

Collections

Department of Mathematics and Science Education, Article

Suggestions

OpenMETU
Core

Development of Preservice Science Teachers' Pedagogical Content Knowledge for Science, Technology, Engineering and Mathematics in the context of Lesson Study Güler Nalbantoğlu, Fulden; Çakıroğlu, Jale; Yılmaz Tüzün, Özgül; Department of Elementary Education (2023-2) The purpose of the present study was to investigate the development of preservice science teachers’ pedagogical content knowledge for science, technology, engineering, and mathematics (STEM) education in the context of lesson study. The lesson study was integrated into the Practice Teaching in Science course, and there were four lesson study cycles throughout the study. Each lesson study cycle consisted of planning, teaching, reflecting, re-teaching, and re-reflecting phases. The design of the study was a m...
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...
THE EFFECT OF ENGINEERING DESIGN-BASED SCIENCE INSTRUCTION ON 6TH-GRADE STUDENTS’ ASTRONOMY UNDERSTANDINGS AND ENGINEER CAREER INTERESTS Başpınar, Pınar; Çakıroğlu, JAle; Department of Science Education (2022-12-01) The aim of this study was to investigate the effects of engineering design-based science education on 6th-grade students' understanding of astronomy concepts and engineer career interests. The study was administered to 6th-grade students (N=37) in a public school which is located in Kilis, Merkez. Using the convenient sampling method, a school was determined among the public schools in the Merkez district of Kilis, which was determined as the sample of the study. The study was operated as a one group pre-te...
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...

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: https://hdl.handle.net/11511/36500.