The Effects of Reflective and Conceptual Scaffolding on TPACK and Technology Value Beliefs

Nilüfer Atman Uslu; Şemseddin Gündüz

doi:10.54535/rep.1831019

The Effects of Reflective and Conceptual Scaffolding on TPACK and Technology Value Beliefs

Abstract

Higher education institutions need to support pre-service teachers in developing meaningful technology integration practices. This study examined the effects of reflective and conceptual scaffolding on pre-service teachers’ TPACK and technology value beliefs during the lesson planning process. A quasi-experimental design with pretest–posttest procedures and a control group was employed. The sample consisted of 30 teacher candidates from a public university in Türkiye. After a theoretical and applied learning process on technology integration, participants in both experimental and control groups completed a lesson design task using a lesson plan template that included technology-integrated instruction sections and TPACK scaffold questions encouraging reflection on relationships among TPACK domains. In addition, the experimental group received metacognitive questions and conceptual scaffolding materials during lesson plan development. Results revealed significant increases in TPACK scores in both groups, whereas technology value beliefs increased significantly only in the experimental group. These findings suggest that reflective and conceptual scaffolding during lesson planning enhances pre-service teachers’ TPACK development and positive technology value beliefs.

Keywords

References

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Details

Primary Language

English

Subjects

Curriculum Design Instructional Theories

Journal Section

Research Article

Authors

Nilüfer Atman Uslu
0000-0003-2322-4210
Türkiye

Şemseddin Gündüz ^*
0000-0003-1075-0043
Türkiye

Early Pub Date

December 22, 2025

Publication Date

December 22, 2025

Submission Date

November 26, 2025

Acceptance Date

December 21, 2025

Published in Issue

Year 2025 Volume: 9 Number: 2

DOI

https://doi.org/10.54535/rep.1831019

IZ

https://izlik.org/JA74RL46RU

Cite

RIS / Bibtex

APA

Atman Uslu, N., & Gündüz, Ş. (2025). The Effects of Reflective and Conceptual Scaffolding on TPACK and Technology Value Beliefs. Research on Education and Psychology, 9(2), 502-522. https://doi.org/10.54535/rep.1831019

AMA

1.Atman Uslu N, Gündüz Ş. The Effects of Reflective and Conceptual Scaffolding on TPACK and Technology Value Beliefs. Research on Education and Psychology. 2025;9(2):502-522. doi:10.54535/rep.1831019

Chicago

Atman Uslu, Nilüfer, and Şemseddin Gündüz. 2025. “The Effects of Reflective and Conceptual Scaffolding on TPACK and Technology Value Beliefs”. Research on Education and Psychology 9 (2): 502-22. https://doi.org/10.54535/rep.1831019.

EndNote

Atman Uslu N, Gündüz Ş (December 1, 2025) The Effects of Reflective and Conceptual Scaffolding on TPACK and Technology Value Beliefs. Research on Education and Psychology 9 2 502–522.

IEEE

[1]N. Atman Uslu and Ş. Gündüz, “The Effects of Reflective and Conceptual Scaffolding on TPACK and Technology Value Beliefs”, Research on Education and Psychology, vol. 9, no. 2, pp. 502–522, Dec. 2025, doi: 10.54535/rep.1831019.

ISNAD

Atman Uslu, Nilüfer - Gündüz, Şemseddin. “The Effects of Reflective and Conceptual Scaffolding on TPACK and Technology Value Beliefs”. Research on Education and Psychology 9/2 (December 1, 2025): 502-522. https://doi.org/10.54535/rep.1831019.

JAMA

1.Atman Uslu N, Gündüz Ş. The Effects of Reflective and Conceptual Scaffolding on TPACK and Technology Value Beliefs. Research on Education and Psychology. 2025;9:502–522.

MLA

Atman Uslu, Nilüfer, and Şemseddin Gündüz. “The Effects of Reflective and Conceptual Scaffolding on TPACK and Technology Value Beliefs”. Research on Education and Psychology, vol. 9, no. 2, Dec. 2025, pp. 502-2, doi:10.54535/rep.1831019.

Vancouver

1.Nilüfer Atman Uslu, Şemseddin Gündüz. The Effects of Reflective and Conceptual Scaffolding on TPACK and Technology Value Beliefs. Research on Education and Psychology. 2025 Dec. 1;9(2):502-2. doi:10.54535/rep.1831019