European Journal of Education Studies
ISSN: 2501 - 1111
ISSN-L: 2501 - 1111
Available on-line at: www.oapub.org/edu
Volume 3 │ Issue 3 │ 2017
doi: 10.5281/zenodo.290617
EXAMINATION OF TECHNOLOGICAL PEDAGOGICAL CONTENT
KNOWLEDGE (TPACK) SELF-EFFICACY FOR PRE-SERVICE
SCIENCE TEACHERS ON MATERIAL DEVELOPMENT
Ferhat Karakaya1i,
Mustafa Yazici2
1,2
Department of Mathematics and Science Education,
Kahramanmaras Sutcu Imam University, Turkey
Abstract:
In this research aimed at determining the TPACK self-efficacy for pre-service science
teachers on material development, the relational screening model was used. The
research was carried out with a total of 141 pre-service science teachers from
Kahramanmaraş S(tc( Imam University in
-2017 fall academic years. The datas
were collected by using the "Technological pedagogical content knowledge (TPACK)
self-efficacy scale for pre-service science teachers on material development" developed
by Balçın and Erg(n (2016). Independent-t test, one way variance analysis (Anova) and
Tukey analysis were used in the statistical evaluation of the obtained data. Also, data
are evaluated on 0.05 level relevance and its percentage, frequency, average and
standard deviation levels are calculated. According to the findings obtained in the
research, it was determined that the variables of grade level and teaching technologies
and material development courses were influenced by TPACK self-efficacy for preservice science teachers on material development (p<0.05). However, it was determined
that gender, level of academic achievement and intensity of technology use did not
affect the TPACK self-efficacy for pre-service science teachers on material development.
Keywords: Technological pedagogical content knowledge (TPACK), self-efficacy, preservice science teacher, material development
Copyright © The Author(s). All Rights Reserved.
© 2015 – 2017 Open Access Publishing Group
252
Ferhat Karakaya, Mustafa Yazici
EXAMINATION OF TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE (TPACK)
SELF-EFFICACY FOR PRE-SERVICE SCIENCE TEACHERS ON MATERIAL DEVELOPMENT
1. Introduction
Teacher competences and the formation of these competencies are a matter of national
and international work Canbazoğlu Bilici,
Erdem,
Eğitimi Genel M(d(rl(ğ(
Seferoğlu,
5YEGM ,
5ğretmen Yetiştirme ve
. Qualification is a
qualification that must be possessed in order to make or develop a profession
accurately and successfully Şişman,
. Skills, and attitudes of the profession in
order to competently perform the profession of a person Alkan & Hacıoğlu,
ÖYEGM, 2008). The Council Higher Education (YÖK) has defined teacher competencies
within the scope of the "National Education Development Project". According to YÖK
(2008), the competences teachers should have;
Competencies related to subject area and field education
Competencies related to the teaching-learning process
Competencies related to monitoring, evaluation and record keeping of learners
Descriptive vocational Competencies are collected under headings (YÖK, 2008,
1-4).
Technological developments in the international arena have affected many
countries' education systems, as well as being in many areas. As a result of the
integration in the education of technological developments, it has caused the change of
the professions in the field of education and training, especially in the institutions that
educate teachers. Technological innovations in education are provided by the
coexistence of pedagogy, human and performance fields (Ferdig, 2006). It is not enough
that technological improvements alone contribute to education (Koehler and Mishra,
2005). It has been seen that teachers can use this technology in education (Carr,
Jonassen, Litzinger & Marra, 1998). Pedagogical knowledge in teacher competences is
very important (Shulman, 1987). Koehler and Mishra (2005) provided the framework of
technological pedagogical content knowledge by including the expression of
technology in the pedagogical content knowledge. Technological pedagogical content
knowledge (TPACK); Technological Knowledge (TK), pedagogical knowledge (PK),
and content knowledge (CK) are the information that makes up a more meaningful
whole in the center (Dikmen & Demirer, 2016; Koehler & Mishra, 2005). The theoretical
framework established by technological pedagogical content knowledge (TPACK)
reveals the characteristics of teachers for the effective integration of instructional
technology (Övez & Akyüz, 2013). Technological Knowledge (TK) is information about
advanced technologies (computer, digital technology, word processors) besides
standard course technologies chalk, book, board Canbazoğlu Bilici,
. A teacher
who has a technological knowledge can easily perform the operation of technological
devices, the loading of programs and the storage of data (Mishra and Koehler, 2006).
Content knowledge (CK) is information about the subject matter that teachers need to
European Journal of Education Studies - Volume 3 │ Issue 3 │ 2017
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Ferhat Karakaya, Mustafa Yazici
EXAMINATION OF TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE (TPACK)
SELF-EFFICACY FOR PRE-SERVICE SCIENCE TEACHERS ON MATERIAL DEVELOPMENT
teach (Mishra & Koehler, 2006; Wetzel, Foulger & Williams, 2008-2009; Baran, Chuang
& Thompson, 2011). Pedagogical Knowledge is the knowledge that the teacher should
have for teaching the subject area (Wetzel & et al., 2008-2009). Technological content
knowledge (TCK) is the appropriate technology decision making information for
teaching teachers' subject area knowledge (Koehler & Mishra, 2008). Teachers who have
technological content knowledge (TCK) benefit students by using technology
Canbazoğlu Bilici,
Koehler, Mishra & Yahya,
. Technological pedagogical
knowledge (TPK) is the information about the limitations and benefits of the
technological tools used in teaching (Koehler & Mishra, 2009). Teachers who have
technological pedagogical knowledge (TPK) can prepare digital presentations in the
classroom environment according to the level of students taught in the subject area
(Graham, Burgoyne, Cantrell, Smith, Clair & Harris, 2009). Pedagogical content
knowledge (PCK) is information about the methods and techniques teachers use to
teach the subject area (Shulman, 1986). According to Mishra and Koehler (2006), who
are active in the conceptualization and the formation of the theoretical framework of
TPACK, Technological pedagogical content knowledge is a combination of the subject
knowledge that an expert will possess, the technological content knowledge that a
technical individual will possess and the pedagogical knowledge more advanced
knowledge. The framework of TPACK, which is formed by Koehler & Mishra (2009)
and other types of information that was interacted, is given in Figure 1.
Figure 1: TPACK Model formed by Koehler & Mishra (2009)
European Journal of Education Studies - Volume 3 │ Issue 3 │ 2017
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Ferhat Karakaya, Mustafa Yazici
EXAMINATION OF TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE (TPACK)
SELF-EFFICACY FOR PRE-SERVICE SCIENCE TEACHERS ON MATERIAL DEVELOPMENT
This conceptual framework of TPACK and the types of information it interacts
with enables teachers to establish relationships between concepts (Dikmen et al., 2016).
Due to the contribution of technological pedagogical content knowledge to teacher
competencies, it is seen that many national and international studies have been made
until now.
It has been determined that the scale works for TPACK in the literature (Koehler
and Mishra, 2005, Archambault & Crippen, 2009, Schmidt, Baran, Thompson, Mihra,
Koehler & Shin, 2009, Burgoyne, Graham & Sudweeks, 2010; MaKinster, Boone &
Trautmann,
Doğan,
, Şahin,
, Canbazoğlu-Bilici, Yamak, Kavak & Guzey,
, Pamuk, Ergun, Çakır, Yılmaz & Ayas,
, Balçın & Erg(n,
. Studies in
which the scales for TPACK are adapted to Turkish have been determined (Timur &
Taşar,
Altun,
Bal & Kandemir,
5zt(rk & Horzum,
. North and
Noyes (2002) examined the change in attitudes towards computers and components of
children in Malaysia and Jordanian children, according to the gender. Chai, Koh, Tsai
and Tan (2011) stated that the relevance of pedagogical approaches to the 12 week ICT
course in TPACK framework of Singapore primary school teacher candidates and the
construct validity of a TPACK scale. Chai, Koh and Tsai (2013) stated that the issues
related to BIT integration, which was published in the 74th edition of the TPAB
framework. Kaya, Özdemir, Emre and Kaya (2011) studied the self-efficacy of IT and
technology teacher candidates on TPACK. Canbazoğlu Bilici
studied the selfefficacy of science teacher candidates' technological pedagogical content knowledge
(TPACK) in their doctoral thesis study. 5zgen, Narlı and Alkan
studies.
Mathematics teacher candidates' perceptions of technological pedagogical content
knowledge and technology usage frequency were investigated. Yavuz Konakman & et
al. (2013) investigated the perceptions of TPACKs of classroom teachers who are
studying at Mersin University according to various variables. Sancar Tokmak,
Konakman and Yelken (2013) investigated the TPACK self-perceptions of preschool
teacher candidates studying at Mersin University. Övez and Akyüz (2013) have
modeled the TPACK structures of primary school mathematics teachers in their work.
In the study of Honey and Karademir (2013), the self-evaluation levels of social studies
teachers on TPACK were determined. In the study of Meriç (2014), science and
technology teacher candidates searched for self-confidence in the level of technological
pedagogical content knowledge. Açıkg(l and Aslaner
investigated the
perceptions of confidence in the TPACK for elementary school mathematics teacher
candidates. Önal and Çakir (2015) examined self-confidence perceptions of
technological pedagogical content knowledge of teaching faculty members. Karakaya
and Avgın
examined the TPACK self-efficacy of teachers in different fields
(Physics, Chemistry, Biology, and Science).
European Journal of Education Studies - Volume 3 │ Issue 3 │ 2017
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Ferhat Karakaya, Mustafa Yazici
EXAMINATION OF TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE (TPACK)
SELF-EFFICACY FOR PRE-SERVICE SCIENCE TEACHERS ON MATERIAL DEVELOPMENT
Technological infrastructure is established in the projects implemented in Turkey
and education integration of technology is ensured. Using technological sub-constructs
that are created, teachers have great responsibilities to improve teaching quality
through new methods and techniques. The use of materials in education facilitates both
learning in a multidisciplinary environment and making it easier for students to
remember individual information in an individual way and to learn abstract and
complex concepts Akçay, Feyzioğlu ve Tüysüz, 2003). A human being learns by seeing
83%, hearing 11%, smelling 3.5%, touching 1.5% and tasting 1% (Kaya, 2006, s:28).
Therefore, the teacher has to research and develop new materials to increase the
learning capacities and learning quality of the students. In order to use technology
successfully in education, it is necessary to carry out studies for teachers of the future.
The first step is to determine the TPACK self-efficacy of pre-service teachers on material
development. However, it has been determined that the studies on this subject are not
sufficient G(lbahar,
Devecioğlu & Akdeniz,
Akdeniz & Akbulut,
Birişçi & Metin,
. It is thought that the research can contribute to the field
development in the determining the TPACK self-efficacy for pre-service science
teachers on material development.
1.1. The aim of the research
In this research aimed at determining the TPACK self-efficacy for pre-service science
teachers on material development for these purposes, the following research questions
were determined:
1. Technological pedagogical content knowledge (TPACK) self-efficacy scale for
pre-service science teachers on material development differs is in terms of
gender?
2. Technological pedagogical content knowledge (TPACK) self-efficacy scale for
pre-service science teachers on material development differs is in terms of grade
level?
3. Technological pedagogical content knowledge (TPACK) self-efficacy scale for
pre-service science teachers on material development differs is in terms of
academic achievement level?
4. Technological pedagogical content knowledge (TPACK) self-efficacy scale for
pre-service science teachers on material development differs is in terms of
technology usage frequency?
European Journal of Education Studies - Volume 3 │ Issue 3 │ 2017
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Ferhat Karakaya, Mustafa Yazici
EXAMINATION OF TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE (TPACK)
SELF-EFFICACY FOR PRE-SERVICE SCIENCE TEACHERS ON MATERIAL DEVELOPMENT
5. Technological pedagogical content knowledge (TPACK) self-efficacy scale for
pre-service science teachers on material development differs is in terms of
participating in technology course?
6. Technological pedagogical content knowledge (TPACK) self-efficacy scale for
pre-service science teachers on material development differs is in terms of
acquiring instructional technology and material development lesson?
2. Methodology of Research
2.1. Research model
In this research, a relational screening model, which is a descriptive research model for
determining the relationship between TPACK self-efficacy and material development
skills of pre-service science teachers, is used. The screening model is a method aimed at
achieving generalized opinion on a sample selected from the universe or universe
consisting of many elements (Karasar, 2006). The relational screening model is a
screening model that examines the relationship of two or more variable variables
(Karasar, 2006, 81).
2.2. Data collection tool
In the research, "Technological pedagogical content knowledge (TPACK) self-efficacy scale for
pre-service science teachers on material development" developed by Balçın and Erg(n
was used. The scale was prepared with a 5-point likert type consisting of 40 questions
with 8 factors. In the scale, 1 = I do not agree completely, 2 = I disagree, 3 = Unstable, 4 =
I agree,
= I agree completely. Balçın and Erg(n
determined the Cronbach alpha
reliability coefficient of the scale to be 0.93. In this study, the Cronbach alpha reliability
coefficient was set at 0.95.
2.3. Working group
The study group of the research constitutes 2nd, 3rd and 4th grade pre-service science
teachers who are studying at Kahramanmaras Sütcü Imam University. The research
was conducted during the fall semester of the 2016-2017 academic years. The
distribution of the demographic information of pre-service science teachers
participating in the research is given in Table 1.
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Ferhat Karakaya, Mustafa Yazici
EXAMINATION OF TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE (TPACK)
SELF-EFFICACY FOR PRE-SERVICE SCIENCE TEACHERS ON MATERIAL DEVELOPMENT
Table 1: Demographic information distribution of pre-service science teachers
f
%
129
91.5
Male
12
8.5
Female
Gender
Grade level
Academic achievement level
Technology usage frequency
Participating in technology course
Acquiring instructional technology and material development lesson
2
nd
grade
46
32.6
3
rd
grade
49
34.8
4
th
grade
46
32.6
Other
15
10.6
2.50-2.99
86
61.0
3.00-3.44
37
26.2
3.50-4.00
3
2.1
Sometimes
12
8.5
Moderate
64
45.4
Very often
65
46.1
Yes
22
15.6
No
119
84.4
Yes
89
63.1
No
52
36.9
141
100.0
All
2.4. Analysis of data
The data obtained in the research were analyzed using the IBM SPSS 21 statistical
program. Independent-t test and one way analysis of variance (ANOVA) were used to
evaluate the data obtained from the research. In addition, percentages, frequencies,
mean and standard deviation values were also determined in the study by evaluating
the 0.05 significance level. Technological pedagogical content knowledge (TPCK) selfefficacy scale for pre-service science teachers on material development
3. Findings
In the research, the question "Technological pedagogical content knowledge (TPACK) selfefficacy scale for pre-service science teachers on material development differs is in terms of
gender?" was searched. The independent t-test results obtained are given in Table 2.
Table 2: The results of t-test for gender variable
Scale
̅
Gender
N
Female
129
3.87
Male
12
3.86
sd
t
p
139
0.98
.92
*p<0.05
European Journal of Education Studies - Volume 3 │ Issue 3 │ 2017
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Ferhat Karakaya, Mustafa Yazici
EXAMINATION OF TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE (TPACK)
SELF-EFFICACY FOR PRE-SERVICE SCIENCE TEACHERS ON MATERIAL DEVELOPMENT
According to Table 2, there was no significant difference in pre-service science teachers’
scores in terms of gender (t(139) =0.98; p>0.05). It can be said that gender is not an
effective factor in Technological pedagogical content knowledge (TPACK) self-efficacy
for pre-service science teachers on material development.
In the research, the question "Technological pedagogical content knowledge (TPACK)
self-efficacy scale for pre-service science teachers on material development differs is in terms of
grade level?" was searched. The obtained one-way analysis of variance (ANOVA) results
are given in Table 3 and Table 4.
Table 3: Frequency, mean score and standard deviation according to grade level
46
̅
3.70
.47
49
4.00
.39
4th grade
46
3.91
.56
All
141
3.87
.49
Grade level
N
2nd grade
3rd grade
ss
Table 4: The results of one-way ANOVA test for grade level
Sum of
squares
Scale
Mean of
sd
squares
Between Groups
2.184
2
Within Groups
32.128
138
Total
34.312
140
F
P
Tukey
1.092
.233
4.690
.011*
3>2
*p<0.05
According to Table 3 and Table 4, there was significant difference in pre-service science
teachers’ scores in terms of grade level F ,
= .
p< .
. According to the Tukey
analysis, it was determined that the pre-service science teachers who are studying in the
third grade are higher than the pre-service science teachers who are studying in the
second grade. It can be said that grade level is an effective factor in Technological
pedagogical content knowledge (TPACK) self-efficacy for pre-service science teachers
on material development.
In the research, the question "Technological pedagogical content knowledge (TPACK)
self-efficacy scale for pre-service science teachers on material development differs is in terms of
academic achievement level?" was searched. The obtained one-way analysis of variance
(ANOVA) results are given in Table 5 and Table 6.
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Ferhat Karakaya, Mustafa Yazici
EXAMINATION OF TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE (TPACK)
SELF-EFFICACY FOR PRE-SERVICE SCIENCE TEACHERS ON MATERIAL DEVELOPMENT
Table 5: Frequency, mean score and standard deviation according
to academic achievement
15
̅
3.85
.63
2.50-2.99
86
3.83
.52
3.00-3.49
37
4.00
.35
3
3.70
.12
141
3.87
.49
Academic achievement level
N
Other
3.50-4.00
ss
Table 6: The results of one-way ANOVA test for academic achievement level
Sum of
squares
.840
3
Within Groups
33.472
137
Total
34.312
140
Between Groups
Scale
Mean of
sd
squares
F
P
1.146
.333
.280
.244
*p<0.05
According to Table 5 and Table 6, there was no significant difference in pre-service
science teachers’ scores in terms of academic achievement level F ,
= .
p> .
.
It can be said that academic achievement level is not an effective factor in technological
pedagogical content knowledge (TPACK) self-efficacy for pre-service science teachers
on material development. However, according to the average results, it was seen that
the academic achievement (3.00-3.49) pre-service teachers was higher than in the other
academic achievement level pre-service teachers.
In the research, the question "Technological pedagogical content knowledge (TPACK)
self-efficacy scale for pre-service science teachers on material development differs is in terms of
technology usage frequency?" was searched. The obtained one-way analysis of variance
(ANOVA) results are given in Table 7 and Table 8.
Table 7: Frequency, mean score and standard deviation according to
technology usage frequency
12
̅
3.72
.33
64
3.84
.50
Very often
65
3.93
.50
All
141
3.87
.49
Technology usage frequency
N
Sometimes
Moderate
European Journal of Education Studies - Volume 3 │ Issue 3 │ 2017
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Ferhat Karakaya, Mustafa Yazici
EXAMINATION OF TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE (TPACK)
SELF-EFFICACY FOR PRE-SERVICE SCIENCE TEACHERS ON MATERIAL DEVELOPMENT
Table 8: The results of one-way ANOVA test for technology usage frequency
Sum of
squares
.589
2
Within Groups
33.723
138
Total
34.312
140
Between Groups
Scale
Mean of
sd
squares
F
P
1.206
.303
.295
.244
*p<0.05
According to Table 7 and Table 8, there was no significant difference in pre-service
science teachers’ scores in terms of technology usage frequency F ,
= .
p>.
.
It can be said that technology usage frequency is not an effective factor in technological
pedagogical content knowledge (TPACK) self-efficacy for pre-service science teachers
on material development. However, according to the average scores, it has been
determined that the increase of the frequency of technological use leads to increase in
technological pedagogical content knowledge (TPACK) self-efficacy for pre-service
science teachers on material development.
In the research, the question "Technological pedagogical content knowledge (TPACK)
self-efficacy scale for pre-service science teachers on material development differs is in terms of
participating in technology course?" was searched. The independent t-test results obtained
are given in Table 9.
Table 9: The results of t-test for participating in technology course variable
̅
Participating in technology course
N
Yes
22
3.97
No
119
3.85
Scale
sd
t
p
139
1.011
.314
*p<0.05
According to Table 2, there was no significant difference in pre-service science teachers’
scores in terms of participating in technology course (t(139) =1.011; p>0.05). It can be
said that participating in technology course is not an effective factor in technological
pedagogical content knowledge (TPACK) self-efficacy for pre-service science teachers
on material development. However, according to the average results, it was seen that
the participating in technology course pre-service teachers was higher than not
involved in technology course pre-service teachers.
In the research, the question "Technological pedagogical content knowledge (TPACK)
self-efficacy scale for pre-service science teachers on material development differs is in terms of
acquiring instructional technology and material development lesson?" was searched. The
independent t-test results obtained are given in Table 10.
European Journal of Education Studies - Volume 3 │ Issue 3 │ 2017
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Ferhat Karakaya, Mustafa Yazici
EXAMINATION OF TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE (TPACK)
SELF-EFFICACY FOR PRE-SERVICE SCIENCE TEACHERS ON MATERIAL DEVELOPMENT
Table 10: The results of t-test for acquiring instructional technology and
material development lesson variable
Scale
̅
Lesson taking status
N
Yes
89
3.96
No
52
3.72
sd
t
p
139
2.759
.007*
*p<0.05
According to Table 2, there was significant difference in pre-service science teachers’
scores in terms of acquiring instructional technology and material development lesson
(t(139) =2.759; p<0.05). According to the average results, it was seen that the acquiring
instructional technology and material development lesson pre-service teachers was
higher than not involved in acquiring instructional technology and material
development lesson pre-service teachers. It can be said that acquiring instructional
technology and material development lesson is an effective factor in technological
pedagogical content knowledge (TPACK) self-efficacy for pre-service science teachers
on material development.
4. Conclusıon and Discussıon
In this research aimed at determining the TPACK self-efficacy for pre-service science
teachers on material development. When the findings were examined, gender is not an
effective factor in Technological pedagogical content knowledge (TPACK) self-efficacy
for pre-service science teachers on material development. Studies on self-efficacy of
teacher candidates on TPACK are included in the literature according to gender.
Açıkg(l and et al.
, Kula
, Meriç
, Sancar Tokmak and et al.
,
Kaya and et al. (2011), Öztürk (2013), Koh and Chai (2011), North and et al. (2002) also
found similar results and these also support the finding of this research. In addition,
Karakaya and Avgın
, a similar result was found. However, Chai and et al. 2010)
found that gender gore was significant in the study. This result differs with the findings
of the research.
When the findings were examined, It has been determined that grade level is an
effective factor in technological pedagogical content knowledge (TPACK) self-efficacy
for pre-service science teachers on material development. According to the Tukey
analysis, it was determined that the pre-service science teachers who are studying in the
third grade are higher than the pre-service science teachers who are studying in the
second grade. The results of the research support the idea of proficiency in the
technological integration issues expected from teacher training institutions (Ertmer,
1999; Mishra and Koehler, 2006).
European Journal of Education Studies - Volume 3 │ Issue 3 │ 2017
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Ferhat Karakaya, Mustafa Yazici
EXAMINATION OF TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE (TPACK)
SELF-EFFICACY FOR PRE-SERVICE SCIENCE TEACHERS ON MATERIAL DEVELOPMENT
When the findings were examined, It has been determined that academic achievement
level is not an effective factor in technological pedagogical content knowledge (TPACK)
self-efficacy for pre-service science teachers on material development. However, the
increase in the level of academic achievement has been shown to lead to the increase of
technological pedagogical content knowledge (TPACK) self-efficacy for pre-service
science teachers on material development. According to Soong and Tan (2010), it is
thought that the activity of TPACK and material development in the curriculums
should have a positive effect on the self-efficacy of pre-service science teachers. The
findings of the study were published by Karakaya and Avgın
are similar to the
results of their study.
When the findings were examined, It has been determined that technology usage
frequency is not an effective factor in technological pedagogical content knowledge
(TPACK) self-efficacy for pre-service science teachers on material development.
When the findings were examined, It has been determined that participating in
technology course is not an effective factor in technological pedagogical content
knowledge (TPACK) self-efficacy for pre-service science teachers on material
development. This result is similar to the results of Öztürk (2013), Devecioglu, (2004),
Devecioglu and Akdeniz (2007) studies.
When the findings were examined, It has been determined the acquiring
instructional technology and material development lesson pre-service teachers was
higher than not involved in acquiring instructional technology and material
development lesson pre-service teachers. It can be said that acquiring instructional
technology and material development lesson is an effective factor in technological
pedagogical content knowledge (TPACK) self-efficacy for pre-service science teachers
on material development.
As a result, training and adaptation of technology should be implemented in
projects and applications. It is necessary for teachers of your future to be more
competent in developing TPACK and materials. It is important that the applications
that combine science and pedagogical knowledge of science teacher candidates are
deceived.
About the Authors
Research Assist. Ferhat Karakaya is currently working at Kahramanmaras Sutcu Imam
University. He received his master degree in Department of Biology Education at the
Gazi University, Turkey. His contact information is as follows: KSU Faculty of
Education, Department of Mathematics and Science Education, Avsar Campus,
Kahramanmaraş,
Turkey, Office e-mail: ferhatk26@gmail.com
European Journal of Education Studies - Volume 3 │ Issue 3 │ 2017
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Ferhat Karakaya, Mustafa Yazici
EXAMINATION OF TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE (TPACK)
SELF-EFFICACY FOR PRE-SERVICE SCIENCE TEACHERS ON MATERIAL DEVELOPMENT
Assoc. Prof. Dr. Mustafa Yazıcı is currently working at Kahramanmaras Sutcu Imam
University, Faculty of Education, Department of Mathematics and Science Education.
His contact information is as follows:
KSU Faculty of Education, Department of
Mathematics and Science Education, Avsar Campus, Kahramanmaraş,
Turkey,
Office e-mail: yazici@ksu.edu.tr
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Ferhat Karakaya, Mustafa Yazici
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SELF-EFFICACY FOR PRE-SERVICE SCIENCE TEACHERS ON MATERIAL DEVELOPMENT
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