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Year 2015, Volume: 35 Issue: 2, 285 - 306, 27.05.2015

Sedef Canbazoğlu Bilici , Evrim Baran

Abstract

The purpose of this study was to investigate the impact of in-service teacher training program, designed with technological pedagogical content knowledge (TPACK) framework, on science teachers’ self-efficacy. This is a longitudinal study in nature. The TPACK training was implemented between 18-25 August 2013 with 24 science teachers from 18 different cities of Turkey. The program included 19 hands-on TPACK activities. Teachers’ efficacy of TPACK was measured with TPACK-efficacy Scale (TPACK-SeS) on the first and last day of the training, also six months and one year after the training. Data was analysed using one-way ANOVA for repeated measures. The analysis revealed that teachers’ technological content knowledge, technological pedagogical knowledge, context knowledge, and TPACK knowledge was increased the most as a result of attending the training program. However, teachers’ TPACK-SeS scores did not show a significant change six months and one year after the training

Keywords

Technological Pedagogical Content Knowledge (TPACK) Science teachers Selfefficacy

References

  • Abbitt, J. (2011). An investigation of the relationship between self-efficacy beliefs about technology integration and technological pedagogical content knowledge (TPACK) among preservice teachers. Journal of Digital Learning in Teacher Education. 24(4), 134–143.
  • Angeli, C., & Valanides, N. (2005). Preservice elementary teachers as information and communication technology designers: An instructional systems design model based on an expanded view of pedagogical content knowledge. Journal of Computer Assisted Learning, 21, 293–302.
  • Ansyari, M. (2012). The development and evaluation of a professional development arrangement for technology integration to enhance communicative approach in English language teaching. (A master thesis). Faculty of Behavioural Science, University of Twente.
  • Archambault, L., & Crippen, K. (2009). Examining TPACK among k–12 online distance educators in the United States. Contemporary Issues in Technology and Teacher Education, 9(1), 71–88.
  • Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavior change. Psychological Review, 84(2), 191–215.
  • Baran, E., & Canbazoğlu Bilici, S. (2015). Teknolojik pedagojik alan bilgisi (TPAB) üzerine alanyazın incelemesi: Türkiye örneği. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 30(1), 15–32.
  • Baran, E., Canbazoglu Bilici, S., & Uygun, E. (in press). Investigating the impact of a Technological Pedagogical Content Knowledge (TPACK)-based professional development program on science teachers’ TPACK. In M. Herring, M. J. Koehler, & P. Mishra (Eds.), Handbook of technological pedagogical content knowledge (2nd ed.).
  • Bell, R.L., & Bull, G. (2008). Technology’s greatest value. In R.L., Bell, J. Gess-Newsome, & J. Luft, (Eds.), Technology in the secondary science classroom. (pp.91-97). Arlington, VA: NSTA Press.
  • Büyüköztürk, S. (2007). Sosyal bilimler için veri analizi el (8. baskı). Ankara: Pegem A Yayıncılık
  • Büyüköztürk, Ş., Kılıç Çakmak, E., Erkan Akgün, Ö., Karadeniz, Ş., & Demirel F.(2008) . Bilimsel araştırma yöntemleri. Ankara: Pegem Akademi.
  • Canbazoğlu Bilici, S., Yamak, H., Kavak, N., S., & Guzey, S. (2013) Technological pedagogical content knowledge self-efficacy scale (TPACK-SeS) for pre-service science teachers: Construction, validation and reliability. Eurasian Journal of Education Research, 52, 37–60.
  • Cengiz, D. (2013). Eğitimde BİT’in betimleyici ve kuralcı yönleri- Fatih projesi örneği. XVIII. Türkiye’de İnternet Konferansı, 9-11 Aralık 2013, İstanbul.
  • Çakıroğlu, J., Çakıroğlu, E., & Boone, W. J. (2005). Pre-service teacher self-efficacy beliefs regarding science teaching: A comparison of pre-service teachers in Turkey and the USA. Science Educator, 14, 31–40.
  • Doering, A., Veletsianos, G., Scharber, C., & Miller, C. (2009). Using the technological, pedagogical, and content knowledge framework to design online learning environments and professional development. Journal of Educational Computing Research, 41(3), 319–346.
  • Ekici, E. & Ekici, F. (2011). Fen eğitiminde bilişim teknolojilerinden faydalanmanın yeni ve etkili bir yolu: “Yavaş geçişli animasyonlar”. İlköğretim Online, 10(2), 1–9.
  • Ertmer, P.A., Addison, P., Lane, M., Ross, E., & Woods, D. (1999). Examining teacher beliefs about the role of technology in the elementary classroom. Journal of Research on Computing in Education, 32(1), 54–72.
  • Ertmer, P. A., & Ottenbreit-Leftwich, A. T. (2010). Teacher technology change: How knowledge, beliefs, and culture intersect. Journal of Research on Technology in Education, 42(3), 255–284.
  • Graham, C. R., Burgoyne, N., Cantrell, P., Smith, L., St. Clair, L., & Harris, R. (2009). TPACK development in science teaching: Measuring the TPACK confidence of inservice science teachers. TechTrends, 53(5), 70–79.
  • Grossman, P. L. (1988). A study in contrast: Sources of pedagogical content knowledge for secondary English. (Unpublished doctoral dissertation). Stanford University, USA.
  • Guzey, S.S. (2010). Science, technology, and pedagogy: exploring secondary science teachers’ effective uses of technology. (Unpublished doctoral dissertation). The University of Minnesota.
  • Guzey, S.S., & Roehrig, G.H. (2009). Teaching science with technology: Case studies of science teachers’ development of technology, pedagogy, and content knowledge. Contemporary Issues in Technology and Teacher Education, 9(1), 25–45.
  • Harris, J.B., & Hofer, M.J. (2011). Technological pedagogical content knowledge (TPACK) in action: A descriptive study of secondary teachers' curriculum-based, technology-related instructional planning. Journal of Research on Technology in Education, 43(3), 211–229.
  • Higgins, T. E., & Spitulnik, M. W. (2008). Supporting teachers’ use of technology in science instruction through professional development: A Literature Review. Journal of Science Education & Technology, 17(5), 511–521.
  • Jang, S. J., & Chen, K. C. (2010). From PCK to TPACK: Developing a transformative model for pre-service science teachers. Journal of Science Education and Technology, 19(6), 553–564.
  • Jimoyiannis, A. (2010). Designing and implementing an integrated technological pedagogical science knowledge framework for science teachers professional development. Computers & Education 55, 1259 – 1269.
  • Kafyulilo, A., Fisser, P., & Voogt, J.M. (2014). Determinants of the sustainability of teacher design teams as a professional development arrangement for developing technology integration knowledge and skills. In M Searson & M Ochoa (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2014 (pp. 2130-2136). Chesapeake, VA: AACE.
  • Karasar. N. (2005). Bilimsel araştırma yöntemi (15. Baskı). Nobel Yayın Dağıtım.
  • Kaya, Z. (2013). Öğretmen eğitiminde teknoloji entegresyonu modelleri ve teknolojik pedagojik alan bilgisi. Batı Anadolu Eğitim Dergisi, 4(8), 57–83.
  • Kelly, M.A. (2008). Bridging digital and culturel divides TPCK for equity of access to technology. In AACTE (Eds.). The handbook of technological pedagogical content knowledge for educators (p.31-58). New York: Routledge.
  • Koehler, M. J., & Mishra, P. (2008). Introducing Technological Pedagogical Knowledge. In AACTE (Eds.). The handbook of technological pedagogical content knowledge for educators (p.3-30). New York: Routledge.
  • Koehler M. J, Mishra, P., & Yahya,K (2007) Tracing the development of teacher knowledge in a design seminar: Integrating content, pedagogy, and technology. Computers & Education, 49(3), 740–762.
  • Koehler, M.J., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1), 60–70.
  • Koh, J. H. L., Chai, C. S., & Tay, L. Y. (2014). TPACK-in-action: Unpacking the contextual influences of teachers’ construction of technological pedagogical content knowledge (TPACK). Computers & Education, 78, 20–29.
  • Lee, M. H., & Tsai, C. C. (2010). Exploring teachers’ perceived self efficacy and technological pedagogical content knowledge with respect to educational use of the World Wide Web. Instructional Science, 38, 1–21.
  • Magnusson, S., Krajcik, J., & Borko, H. (1999). Nature, sources and development of pedagogical content knowledge for science teaching. In J. Gess-Newsome and N.G. Lederman (Eds.), Examining pedagogical content knowledge (p. 95–132). Dordrecht, The Netherlands: Kluwer Academic Publishers.
  • Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054.
  • Ottenbreit-Leftwich, A., Glazewski, K. D., Newby, T. J., & Ertmer, P. A. (2010). Teacher value beliefs associated with using technology: Addressing professional and student needs. Computers & Education, 55, 1321–1335.
  • Sahin, I., Akturk, A., & Schmidt, D. (2009). Relationship of preservice teachers’ technological pedagogical content knowledge with their vocational self-efficacy beliefs. In C. D. Maddux (Ed.), Research highlights in technology and teacher education 2009, (pp. 293–301). Chesapeake, VA: AACE.
  • Shulman, L.S. (1986). Those who understand; knowledge growth in teaching. Educational Researcher, 15(2), 4–14.
  • Shulman, L.S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1–22.
  • Tantrarungroj, P. & Suwannatthachote, P. (2013). Enhancing pre-service teacher’s self-efficacy and technological pedagogical content knowledge in designing digital media with self-regulated learning instructional support in online project-based learning. Creative Education, 3(8), 77–81.
  • Tschannen-Moran, M., & Woolfolk Hoy, A. (2007). The differential antecedents of self-efficacy beliefs of novice and experienced teachers. Teaching and Teacher Education, 23, 944–956.
  • Uluyol, Ç. (2011). Web destekli örnek olay yönteminde çoklu bakış açısı ve yüz yüze etkileşimin öğrencilerin eleştirel düşünme becerilerine etkisi. (Yayınlanmamış doktora tezi). Gazi üniversitesi, Eğitim Bilimleri Enstitüsü.
  • Wang, L., Ertmer, P. A., & Newby, T. J. (2004). Increasing preservice teachers’ self-efficacy beliefs for technology integration. Journal of Research on Teaching in Education, 36(3), 231–250.
  • Valanides, N., & Angeli, C. (2008). Professional development for computer- enhanced learning: A case study with science teachers. Research in Science and Technological Education, 26(1), 3–12.

Fen Bilimleri Öğretmenlerinin Teknolojik Pedagojik Alan Bilgisine Yönelik Öz-yeterlik Düzeylerinin İncelenmesi: Boylamsal Bir Araştırma

Year 2015, Volume: 35 Issue: 2, 285 - 306, 27.05.2015

Sedef Canbazoğlu Bilici , Evrim Baran

Abstract

Bu çalışmanın amacı Teknolojik Pedagojik Alan Bilgisi (TPAB) kuramsal çerçevesi doğrultusunda yapılandırılan TPAB kazandırma amaçlı eğitim uygulamaları programının fen bilimleri öğretmenlerinin TPAB’a yönelik öz-yeterlik düzeyleri üzerindeki etkisini boylamsal olarak incelemektir. 18-25 Ağustos 2013 tarihleri arasında Türkiye’nin 18 farklı ilinden katılan 24 fen bilimleri öğretmeni ile gerçekleştirilen eğitim programı kapsamında 19 farklı uygulamalı etkinlik gerçekleştirilmiştir. Araştırma verileri eğitimin ilk ve son günü, eğitimden 6 hafta ve 1 yıl olmak üzere proje katılımcılarına uygulanan Teknolojik Pedagojik Alan Bilgisi Öz-Yeterlik İnanç Ölçeği (TPAB-ÖyÖ)ile toplanmıştır. Araştırma sonucunda proje sonrasında öğretmenlerin teknolojik alan bilgisi, teknolojik pedagojik bilgi, bağlam bilgisi ve TPAB’a yönelik öz-yeterlik puanlarında en fazla artış meydana geldiği ve projeden sonra da (6 hafta, 1 yıl) son test puanlarına göre öz-yeterlik düzeylerinde anlamlı bir farklılık olmadığı tespit edilmiştir.

Keywords

Teknolojik Pedagojik Alan Bilgisi (TPAB) Fen bilimleri öğretmenleri Özyeterlik

References

  • Abbitt, J. (2011). An investigation of the relationship between self-efficacy beliefs about technology integration and technological pedagogical content knowledge (TPACK) among preservice teachers. Journal of Digital Learning in Teacher Education. 24(4), 134–143.
  • Angeli, C., & Valanides, N. (2005). Preservice elementary teachers as information and communication technology designers: An instructional systems design model based on an expanded view of pedagogical content knowledge. Journal of Computer Assisted Learning, 21, 293–302.
  • Ansyari, M. (2012). The development and evaluation of a professional development arrangement for technology integration to enhance communicative approach in English language teaching. (A master thesis). Faculty of Behavioural Science, University of Twente.
  • Archambault, L., & Crippen, K. (2009). Examining TPACK among k–12 online distance educators in the United States. Contemporary Issues in Technology and Teacher Education, 9(1), 71–88.
  • Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavior change. Psychological Review, 84(2), 191–215.
  • Baran, E., & Canbazoğlu Bilici, S. (2015). Teknolojik pedagojik alan bilgisi (TPAB) üzerine alanyazın incelemesi: Türkiye örneği. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 30(1), 15–32.
  • Baran, E., Canbazoglu Bilici, S., & Uygun, E. (in press). Investigating the impact of a Technological Pedagogical Content Knowledge (TPACK)-based professional development program on science teachers’ TPACK. In M. Herring, M. J. Koehler, & P. Mishra (Eds.), Handbook of technological pedagogical content knowledge (2nd ed.).
  • Bell, R.L., & Bull, G. (2008). Technology’s greatest value. In R.L., Bell, J. Gess-Newsome, & J. Luft, (Eds.), Technology in the secondary science classroom. (pp.91-97). Arlington, VA: NSTA Press.
  • Büyüköztürk, S. (2007). Sosyal bilimler için veri analizi el (8. baskı). Ankara: Pegem A Yayıncılık
  • Büyüköztürk, Ş., Kılıç Çakmak, E., Erkan Akgün, Ö., Karadeniz, Ş., & Demirel F.(2008) . Bilimsel araştırma yöntemleri. Ankara: Pegem Akademi.
  • Canbazoğlu Bilici, S., Yamak, H., Kavak, N., S., & Guzey, S. (2013) Technological pedagogical content knowledge self-efficacy scale (TPACK-SeS) for pre-service science teachers: Construction, validation and reliability. Eurasian Journal of Education Research, 52, 37–60.
  • Cengiz, D. (2013). Eğitimde BİT’in betimleyici ve kuralcı yönleri- Fatih projesi örneği. XVIII. Türkiye’de İnternet Konferansı, 9-11 Aralık 2013, İstanbul.
  • Çakıroğlu, J., Çakıroğlu, E., & Boone, W. J. (2005). Pre-service teacher self-efficacy beliefs regarding science teaching: A comparison of pre-service teachers in Turkey and the USA. Science Educator, 14, 31–40.
  • Doering, A., Veletsianos, G., Scharber, C., & Miller, C. (2009). Using the technological, pedagogical, and content knowledge framework to design online learning environments and professional development. Journal of Educational Computing Research, 41(3), 319–346.
  • Ekici, E. & Ekici, F. (2011). Fen eğitiminde bilişim teknolojilerinden faydalanmanın yeni ve etkili bir yolu: “Yavaş geçişli animasyonlar”. İlköğretim Online, 10(2), 1–9.
  • Ertmer, P.A., Addison, P., Lane, M., Ross, E., & Woods, D. (1999). Examining teacher beliefs about the role of technology in the elementary classroom. Journal of Research on Computing in Education, 32(1), 54–72.
  • Ertmer, P. A., & Ottenbreit-Leftwich, A. T. (2010). Teacher technology change: How knowledge, beliefs, and culture intersect. Journal of Research on Technology in Education, 42(3), 255–284.
  • Graham, C. R., Burgoyne, N., Cantrell, P., Smith, L., St. Clair, L., & Harris, R. (2009). TPACK development in science teaching: Measuring the TPACK confidence of inservice science teachers. TechTrends, 53(5), 70–79.
  • Grossman, P. L. (1988). A study in contrast: Sources of pedagogical content knowledge for secondary English. (Unpublished doctoral dissertation). Stanford University, USA.
  • Guzey, S.S. (2010). Science, technology, and pedagogy: exploring secondary science teachers’ effective uses of technology. (Unpublished doctoral dissertation). The University of Minnesota.
  • Guzey, S.S., & Roehrig, G.H. (2009). Teaching science with technology: Case studies of science teachers’ development of technology, pedagogy, and content knowledge. Contemporary Issues in Technology and Teacher Education, 9(1), 25–45.
  • Harris, J.B., & Hofer, M.J. (2011). Technological pedagogical content knowledge (TPACK) in action: A descriptive study of secondary teachers' curriculum-based, technology-related instructional planning. Journal of Research on Technology in Education, 43(3), 211–229.
  • Higgins, T. E., & Spitulnik, M. W. (2008). Supporting teachers’ use of technology in science instruction through professional development: A Literature Review. Journal of Science Education & Technology, 17(5), 511–521.
  • Jang, S. J., & Chen, K. C. (2010). From PCK to TPACK: Developing a transformative model for pre-service science teachers. Journal of Science Education and Technology, 19(6), 553–564.
  • Jimoyiannis, A. (2010). Designing and implementing an integrated technological pedagogical science knowledge framework for science teachers professional development. Computers & Education 55, 1259 – 1269.
  • Kafyulilo, A., Fisser, P., & Voogt, J.M. (2014). Determinants of the sustainability of teacher design teams as a professional development arrangement for developing technology integration knowledge and skills. In M Searson & M Ochoa (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2014 (pp. 2130-2136). Chesapeake, VA: AACE.
  • Karasar. N. (2005). Bilimsel araştırma yöntemi (15. Baskı). Nobel Yayın Dağıtım.
  • Kaya, Z. (2013). Öğretmen eğitiminde teknoloji entegresyonu modelleri ve teknolojik pedagojik alan bilgisi. Batı Anadolu Eğitim Dergisi, 4(8), 57–83.
  • Kelly, M.A. (2008). Bridging digital and culturel divides TPCK for equity of access to technology. In AACTE (Eds.). The handbook of technological pedagogical content knowledge for educators (p.31-58). New York: Routledge.
  • Koehler, M. J., & Mishra, P. (2008). Introducing Technological Pedagogical Knowledge. In AACTE (Eds.). The handbook of technological pedagogical content knowledge for educators (p.3-30). New York: Routledge.
  • Koehler M. J, Mishra, P., & Yahya,K (2007) Tracing the development of teacher knowledge in a design seminar: Integrating content, pedagogy, and technology. Computers & Education, 49(3), 740–762.
  • Koehler, M.J., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1), 60–70.
  • Koh, J. H. L., Chai, C. S., & Tay, L. Y. (2014). TPACK-in-action: Unpacking the contextual influences of teachers’ construction of technological pedagogical content knowledge (TPACK). Computers & Education, 78, 20–29.
  • Lee, M. H., & Tsai, C. C. (2010). Exploring teachers’ perceived self efficacy and technological pedagogical content knowledge with respect to educational use of the World Wide Web. Instructional Science, 38, 1–21.
  • Magnusson, S., Krajcik, J., & Borko, H. (1999). Nature, sources and development of pedagogical content knowledge for science teaching. In J. Gess-Newsome and N.G. Lederman (Eds.), Examining pedagogical content knowledge (p. 95–132). Dordrecht, The Netherlands: Kluwer Academic Publishers.
  • Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054.
  • Ottenbreit-Leftwich, A., Glazewski, K. D., Newby, T. J., & Ertmer, P. A. (2010). Teacher value beliefs associated with using technology: Addressing professional and student needs. Computers & Education, 55, 1321–1335.
  • Sahin, I., Akturk, A., & Schmidt, D. (2009). Relationship of preservice teachers’ technological pedagogical content knowledge with their vocational self-efficacy beliefs. In C. D. Maddux (Ed.), Research highlights in technology and teacher education 2009, (pp. 293–301). Chesapeake, VA: AACE.
  • Shulman, L.S. (1986). Those who understand; knowledge growth in teaching. Educational Researcher, 15(2), 4–14.
  • Shulman, L.S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1–22.
  • Tantrarungroj, P. & Suwannatthachote, P. (2013). Enhancing pre-service teacher’s self-efficacy and technological pedagogical content knowledge in designing digital media with self-regulated learning instructional support in online project-based learning. Creative Education, 3(8), 77–81.
  • Tschannen-Moran, M., & Woolfolk Hoy, A. (2007). The differential antecedents of self-efficacy beliefs of novice and experienced teachers. Teaching and Teacher Education, 23, 944–956.
  • Uluyol, Ç. (2011). Web destekli örnek olay yönteminde çoklu bakış açısı ve yüz yüze etkileşimin öğrencilerin eleştirel düşünme becerilerine etkisi. (Yayınlanmamış doktora tezi). Gazi üniversitesi, Eğitim Bilimleri Enstitüsü.
  • Wang, L., Ertmer, P. A., & Newby, T. J. (2004). Increasing preservice teachers’ self-efficacy beliefs for technology integration. Journal of Research on Teaching in Education, 36(3), 231–250.
  • Valanides, N., & Angeli, C. (2008). Professional development for computer- enhanced learning: A case study with science teachers. Research in Science and Technological Education, 26(1), 3–12.
There are 45 citations in total.

Details

Primary Language Turkish
Journal Section Articles
Authors

Sedef Canbazoğlu Bilici

Evrim Baran

Publication Date May 27, 2015
Published in Issue Year 2015 Volume: 35 Issue: 2

Cite

APA Canbazoğlu Bilici, S., & Baran, E. (2015). Fen Bilimleri Öğretmenlerinin Teknolojik Pedagojik Alan Bilgisine Yönelik Öz-yeterlik Düzeylerinin İncelenmesi: Boylamsal Bir Araştırma. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 35(2), 285-306.
AMA Canbazoğlu Bilici S, Baran E. Fen Bilimleri Öğretmenlerinin Teknolojik Pedagojik Alan Bilgisine Yönelik Öz-yeterlik Düzeylerinin İncelenmesi: Boylamsal Bir Araştırma. GEFAD. September 2015;35(2):285-306.
Chicago Canbazoğlu Bilici, Sedef, and Evrim Baran. “Fen Bilimleri Öğretmenlerinin Teknolojik Pedagojik Alan Bilgisine Yönelik Öz-Yeterlik Düzeylerinin İncelenmesi: Boylamsal Bir Araştırma”. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi 35, no. 2 (September 2015): 285-306.
EndNote Canbazoğlu Bilici S, Baran E (September 1, 2015) Fen Bilimleri Öğretmenlerinin Teknolojik Pedagojik Alan Bilgisine Yönelik Öz-yeterlik Düzeylerinin İncelenmesi: Boylamsal Bir Araştırma. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi 35 2 285–306.
IEEE S. Canbazoğlu Bilici and E. Baran, “Fen Bilimleri Öğretmenlerinin Teknolojik Pedagojik Alan Bilgisine Yönelik Öz-yeterlik Düzeylerinin İncelenmesi: Boylamsal Bir Araştırma”, GEFAD, vol. 35, no. 2, pp. 285–306, 2015.
ISNAD Canbazoğlu Bilici, Sedef - Baran, Evrim. “Fen Bilimleri Öğretmenlerinin Teknolojik Pedagojik Alan Bilgisine Yönelik Öz-Yeterlik Düzeylerinin İncelenmesi: Boylamsal Bir Araştırma”. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi 35/2 (September 2015), 285-306.
JAMA Canbazoğlu Bilici S, Baran E. Fen Bilimleri Öğretmenlerinin Teknolojik Pedagojik Alan Bilgisine Yönelik Öz-yeterlik Düzeylerinin İncelenmesi: Boylamsal Bir Araştırma. GEFAD. 2015;35:285–306.
MLA Canbazoğlu Bilici, Sedef and Evrim Baran. “Fen Bilimleri Öğretmenlerinin Teknolojik Pedagojik Alan Bilgisine Yönelik Öz-Yeterlik Düzeylerinin İncelenmesi: Boylamsal Bir Araştırma”. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, vol. 35, no. 2, 2015, pp. 285-06.
Vancouver Canbazoğlu Bilici S, Baran E. Fen Bilimleri Öğretmenlerinin Teknolojik Pedagojik Alan Bilgisine Yönelik Öz-yeterlik Düzeylerinin İncelenmesi: Boylamsal Bir Araştırma. GEFAD. 2015;35(2):285-306.