Research Information System
Thesis Type: Doctorate
Institution Of The Thesis: Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü, Turkey
Approval Date: 2016
Student: SEMİH AYDIN
Supervisor: MAHMUT SELVİ
Abstract:The purpose of this study was to investigate the technological pedagogical content knowledge (TPACK) of science teachers graduated from different disciplines about the magnetic effects of electricity in the eighth grades. The participants were four science teachers with two women and two men. The research was carried out within the academic year 2010-2011. The participants were selected according their interest and willingness to be volunteer. Participant teachers had teaching experience from 6 to 24 years. One of the participants had bachelor's degree in biology, one had in biology-chemistry teaching and the rest two had in science teaching. Multiple case study design was used in this investigation. To analyze the technological pedagogical content knowledge of the teachers, various assessment tools were used such as face-to-face interviews, video recording, field diary of observations, study of documents and a TPACK questioner. Research findings indicated that all four teachers hold constructivist teaching orientations to teach science. But the teachers who graduated from science teaching disciplinary field hold better orientations to teach science with technology. According to the teachers' knowledge of understanding of students, knowledge of measurement and evaluation in teaching science with technology, and knowledge of technology had varied from teacher to teacher, but no clear findings obtained about this knowledge of teachers according to the field of graduation. All the teachers had used similar type of assessment tools in assessing student's learning and none of them used any kind of digital technological assessment tool. The teachers who graduated from science teaching field were found better than the teachers who graduated from biology and biology-chemistry teaching field in the knowledge of subject matter, knowledge of representations and instructional strategies in teaching science with technology, knowledge of technology integrated science curriculum, knowledge of context, technological content knowledge, technological pedagogical knowledge and technological pedagogical content knowledge. In this research it is also found that, the knowledge of subject matter powerfully effects the technological content knowledge, context knowledge, technological pedagogical knowledge and technological pedagogical content knowledge. To have a well-developed technological pedagogical content knowledge, a well-developed content knowledge is the first. In the light of the findings obtained from the research, implications were made for teacher education and future researchers of TPACK.