scholarly journals An Investigation of Science Teachers’ Web Pedagogical Content Knowledge / Istraživanje poznavanja mrežnoga pedagoškog sadržaja nastavnika prirodnih predmeta

2021 ◽  
Vol 23 (1) ◽  
Author(s):  
Abdullah Balcı ◽  
Bülent Aydoğdu ◽  
Fatih Özdinç
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Science Teachers ◽  
Work Experience ◽  
Self Efficacy ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Structured Interview ◽  
Pedagogical Content ◽  
The Web

The purpose of this study was to investigate the web pedagogical content knowledge of science teachers. As a mixed method design, this study was carried out with science teachers. A total of 229 science teachers participated in the quantitative part of the study and 17 science teachers with different year experience took part in the qualitative part. Quantitative data in the study were collected through the Web Pedagogical Content Knowledge Scale and the qualitative data were collected by a semi-structured interview. The obtained quantitative data were analyzed using descriptive statistics, Mann-Whitney U test and Kruskal-Wallis H test. The content analysis was used on the qualitative data. The quantitative results of the research indicated that the levels of teachers’ self-efficacy perceptions regarding web pedagogical content knowledge were very high. Moreover, the scores obtained from the overall scale and its sub-dimensions significantly differed with regards to work experience of science teachers. The qualitative findings of the study revealed that science teachers made use of the Web for lectures, experiments, practice, visual support, videos, and compensating the lack of materials. It was also emphasized that teachers should be educated to use the Web in their teaching practices.Key words: science teachers; web-based teaching; web pedagogical content knowledge; self-efficacy. --- Cilj ovoga istraživanja bio je ispitati poznavanje mrežnoga pedagoškog sadržaja nastavnika prirodnih predmeta. Istraživanje je zasnovano na dizajnu miješanih metoda i provedeno je s uzorkom nastavnika prirodnih predmeta, koji je obuhvatio ukupno 229 nastavnika u kvalitativnom dijelu studije i 17 nastavnika prirodnih predmeta, s različitim iskustvom, u kvalitativnom dijelu istraživanja. Kvantitativni podatci u istraživanju sakupljeni su upotrebom Skale poznavanja mrežnoga pedagoškog sadržaja, a kvalitativni podatci sakupljeni su polustrukturiranim intervjuom. Deskriptivne statistika, Mann-Whitney U test i Kruskal-Wallis H test upotrijebljeni su za analizu kvantitativnih podataka, a metodom analize sadržaja obrađeni su kvalitativni podatci. Kvantitativni rezultati istraživanja pokazuju vrlo visoke razine percepcije samoučinkovitosti vezane za poznavanje mrežnoga pedagoškog sadržaja nastavnika prirodnih predmeta. Osim toga, rezultati dobiveni primjenom sveukupne Skale i njezinih poddimenzija značajno se razlikuju s obzirom na iskustvo nastavnika. Kvalitativni rezultati studije otkrili su da nastavnici prirodnih predmeta koriste mrežu za predavanja, eksperimente, praksu, vizualnu podršku, videozapise i kompenzaciju manjka materijala. Također je naglašeno da nastavnici trebaju biti obrazovani kako bi koristili mrežu u svojim praksama poučavanja.Ključne riječi: nastavnici prirodnih predmeta, mrežno potpomognuto poučavanje; poznavanje mrežnoga pedagoškog sadržaja; samoučinkovitost.

scholarly journals THE ANALYSIS OF PEDAGOGICAL CONTENT KNOWLEDGE (PCK) SUBSTANCE IN PRE-SERVICE SCIENCE TEACHERS' SKILLS TO ANALYZE ESSENTIAL MATERIAL OF SCIENCE

2018 ◽  
Vol 5 (2) ◽  
pp. 128
Author(s):  
Aris Rudi Purnomo ◽  
Siti Nurul Hidayati
Keyword(s):  
Pedagogical Content Knowledge ◽  
Concept Mapping ◽  
Content Knowledge ◽  
Science Teachers ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Service Science ◽  
Observational Research ◽  
Pedagogical Content ◽  
Science Material

<p><em>Skills to analyze essential material are compulsory for pre-service science teachers, especially by the substance of PCK (elements for the professionalism of science teachers). Therefore, this study aimed at describing the ability of pre-service science teachers in analyzing the essential material of science regarding PCK substance, namely organizing science material. This observational research used a rubric to record quantitative data and research note for qualitative data. The data then analyzed descriptively. As a result, the competence of pre-service science teachers in analyzing the essential material of science is good enough. However, there are only some shortcomings related to the use of propositions in the concept mapping, the connection between concept domain, and extracting learning indicators that can suffice basic of competence.</em></p>

scholarly journals The relationship between technological pedagogical content knowledge (TPACK) self-efficacy belief levels and the usage of Web 2.0 applications of pre-service science teachers

2018 ◽  
Vol 10 (1) ◽  
pp. 70 ◽  
Author(s):  
Belgin Wright ◽  
Devrim Akgunduz
Keyword(s):  
Web 2.0 ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Science Teachers ◽  
Self Efficacy ◽  
Technological Pedagogical Content Knowledge ◽  
Service Science ◽  
Study Group ◽  
Pedagogical Content ◽  
Efficacy Belief

The purpose of this study is to determine the technological pedagogical content knowledge (TPACK) self-efficacy levels of pre-service science teachers with respect to variables in their use of Web 2.0 applications. A survey model has been conducted on a study group consisting of 344 final year pre-service science teachers at six different state universities in Turkey during the academic year of 2017–2018. The ‘personal information form’, the ‘Web 2.0 applications usage situation survey’ and the ‘TPACK self-efficacy belief scale’ were employed. Data obtained from the study group have been analysed with the ‘SPSS Statistics 23’ software, a t-test and the ANOVA test have been carried out, a Pearson correlation analysis and a Tamhane test has been conducted. The results show a significant relationship between TPACK self-efficacy belief levels and the variables involved in pre-service science teachers use of Web 2.0 applications.

scholarly journals The relationship between technological pedagogical content knowledge (TPACK) self-efficacy belief levels and the usage of Web 2.0 applications of pre-service science teachers

2018 ◽  
Vol 10 (1) ◽  
pp. 52-69 ◽  
Author(s):  
Belgin Wright ◽  
Devrim Akgunduz
Keyword(s):  
Web 2.0 ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Science Teachers ◽  
Self Efficacy ◽  
Technological Pedagogical Content Knowledge ◽  
Service Science ◽  
Study Group ◽  
Pedagogical Content ◽  
Efficacy Belief

AbstractThe purpose of this study is to determine the technological pedagogical content knowledge (TPACK) self-efficacy levels ofpre-service science teachers with respect to variables in their use of Web 2.0 applications. A survey model has beenconducted on a study group consisting of 344 final year pre-service science teachers at six different state universities inTurkey during the academic year of 2017–2018. The ‘personal information form’, the ‘Web 2.0 applications usage situationsurvey’ and the ‘TPACK self-efficacy belief scale’ were employed. Data obtained from the study group have been analysedwith the ‘SPSS Statistics 23’ software, a t-test and the ANOVA test have been carried out, a Pearson correlation analysis and aTamhane test has been conducted. The results show a significant relationship between TPACK self-efficacy belief levels andthe variables involved in pre-service science teachers use of Web 2.0 applications.Keywords: Science education, pre-service science teacher, technological pedagogical content knowledge (TPACK), selfefficacybeliefs, Web 2.0 applications.

The relationship between technological pedagogical content knowledge (TPACK) self-efficacy belief levels and the usage of Web 2.0 applications of pre-service science teachers

2018 ◽  
Vol 10 (1) ◽  
pp. 52-69
Author(s):  
Belgin Wright ◽  
Devrim Akgunduz
Keyword(s):  
Web 2.0 ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Science Teachers ◽  
Self Efficacy ◽  
Technological Pedagogical Content Knowledge ◽  
Service Science ◽  
Study Group ◽  
Pedagogical Content ◽  
Efficacy Belief

AbstractThe purpose of this study is to determine the technological pedagogical content knowledge (TPACK) self-efficacy levels of pre-service science teachers with respect to variables in their use of Web 2.0 applications. A survey model has been conducted on a study group consisting of 344 final year pre-service science teachers at six different state universities in Turkey during the academic year of 2017–2018. The ‘personal information form’, the ‘Web 2.0 applications usage situation survey’ and the ‘TPACK self-efficacy belief scale’ were employed. Data obtained from the study group have been analysed with the ‘SPSS Statistics 23’ software, a t-test and the ANOVA test have been carried out, a Pearson correlation analysis and a Tamhane test has been conducted. The results show a significant relationship between TPACK self-efficacy belief levels and the variables involved in pre-service science teachers use of Web 2.0 applications.Keywords: Science education, pre-service science teacher, technological pedagogical content knowledge (TPACK), self-efficacy beliefs, Web 2.0 applications.

scholarly journals The effect of contemporary approaches education on prospective teachers' self efficacy towards science teaching and technological pedagogical content knowledge self confidence

2020 ◽  
Vol 10 (1) ◽  
pp. 01-28
Author(s):  
Ümmühan Ormancı ◽  
Sevinç Kaçar ◽  
Erkan Özcan ◽  
Ali Günay Balım
Keyword(s):  
Pedagogical Content Knowledge ◽  
Science Teaching ◽  
Content Knowledge ◽  
Science Teachers ◽  
Self Efficacy ◽  
Technological Pedagogical Content Knowledge ◽  
Pedagogical Content ◽  
Self Confidence ◽  
Significant Difference ◽  
Prospective Science Teachers

It was aimed to investigate the effect of teacher candidates' self-efficacy towards science teaching and technological pedagogical content knowledge on their self-confidence. In this study, pre-experimental design method was used. Thirty prospective science teachers from different universities participated. The trainings were given by faculty members and continued for eight days. Two different scales were used as data collection tools. While there was no significant difference in self efficacy towards science teaching scores of prospective science teachers of contemporary approaches education, there was a significant difference in TPACK self confidence in favor of post-test. It is considered that more importance should be given to the integration of technology during university education.

scholarly journals Impact of Technological Pedagogical Content Knowledge Based Education Applications on Prospective Teachers’ Self-Efficacy Belief Levels Toward Science Education

2018 ◽  
Vol 6 (10) ◽  
pp. 29 ◽  
Author(s):  
Onder Sensoy ◽  
Halil Ibrahim Yildirim
Keyword(s):  
Science Education ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Science Teachers ◽  
Self Efficacy ◽  
Technological Pedagogical Content Knowledge ◽  
Control Group ◽  
Pedagogical Content ◽  
Efficacy Belief ◽  
Experimental Group

The purpose of this study is to examine the impact of technological pedagogical content knowledge-based education applications on prospective teachers’ self-efficacy belief levels toward science education. The study was conducted on the 3rd year prospective science teachers of a public university and continued for 14 weeks. In the study, quasi -experimental method, pretest-posttest experimental design with a control group. The research was performed in the Instructional Technologies and Material Design courses during the education year of 2015-2016. In the research, one of the classes of the 3rd years was determined as a control and another one as an experimental group. There were 65 students (control=33, experiment=32) in the study group. As the instrument of data collection, the self-efficacy belief levels toward science education scale was used and the scale was applied as pretest, posttest and follow-up test. Cronbach Alpha (a) consistency coefficient of the scale is 0.82. To the students in the experimental group, the education applications based on Technological Pedagogical Content Knowledge were introduced by the researcher; the courses were made with these applications and they were requested to use these applications that they learned in the materials that they were making. As for the control group, the courses were made with the current curriculum. The research results show that the self-efficacy belief levels of prospective science teachers toward science education design is higher in the experimental group than the students in the control group.

Primary Science Teachers’ Perceptions of Technological Pedagogical and Content Knowledge (TPACK) In Malaysia

2016 ◽  
Vol 6 (2) ◽  
pp. 167 ◽  
Author(s):  
Mohammed Yousef Mai ◽  
Mahizer Hamzah
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Science Teachers ◽  
Technological Knowledge ◽  
Pedagogical Knowledge ◽  
Information And Communications Technology ◽  
Primary Science ◽  
Pedagogical Content ◽  
Technology Application ◽  
Teachers Perceptions

The integration of Information and Communications Technology (ICT) in classrooms has been a challenge for the educational systems that aim to cope with the needs and the demands of the 21st century. The TPACK framework represents the knowledge needed by teachers bringing together content knowledge, technological knowledge and pedagogical knowledge with the aim of integrating ICTs into teaching-learning processes. The aim of this study is to determine the primary science teachers’ perceptions of technological pedagogical content knowledge (TPACK) addressing teachers’ perceptions of the affordances of technology application in instruction. A total of 133 prımary science teachers in Malaysia were surveyed (Female= 67, Male= 66). Data were collected through “Technological Pedagogical and Content Knowledge” (TPACK) scale. The questionnaire consisted of 47 questions about TPACK and is based on the survey instrument developed by Schmidt et al. (2009). TPACK involving the seven factors of technological knowledge (TK), pedagogical knowledge (PK), content knowledge (CK), technological content knowledge (TCK), technological pedagogical knowledge (TPK), pedagogical content knowledge (PCK), as well as synthesized knowledge of technology, pedagogy, and content (TPC). The findings indicate that primary science teachers perceive higher self-confidence in pedagogical knowledge in general. Further, no differences between science teachers’ perceptions according to thier gender, while there are diferences between the teachers perceptions of PK, CK, and PCK accordıng to their age

scholarly journals Technological Pedagogical Content Knowledge (TPACK) and the Teaching of Science: Determiners for Professional Development

2021 ◽  
Vol 39 (1) ◽  
Author(s):  
Fitri Suraya Mohamad
Keyword(s):  
Professional Development ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Science Teachers ◽  
Teaching Experience ◽  
Technological Pedagogical Content Knowledge ◽  
Pedagogical Knowledge ◽  
Science Content ◽  
Extensive Experience ◽  
Pedagogical Content

The study investigates how Science teachers articulate their self-confidence in teaching Science with technology. Technological Pedagogical Content Knowledge (TPACK) is used as the primary tool to describe their practice. Using a quantitative approach, with an initial survey of 408 science teachers from 59 secondary schools in a state in East Malaysia, descriptive and inferential statistics were conducted to assess science teachers’ level of TPACK and discriminate differences between perceptions on TPACK related to their teaching experience. Findings revealed that the level of Content Knowledge (CK), Pedagogical Knowledge (PK), Technological Knowledge (TK) and Pedagogical Content Knowledge (PCK) are high, in comparison to their Technological Content Knowledge (TCK), Technological Pedagogical Knowledge (TPK) and Technological Pedagogical Content Knowledge (TPACK) which were recorded at a moderate level. The study also found how teachers with more extensive experience teaching reported higher confidence with their CK, PK and PCK. Novice teachers indicated slightly higher confidence in their TK. The study provides a set of determiners for professional development opportunities for Sarawak Science teachers to upskill their knowledge to integrate science content, pedagogy, and technology.

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