Investigation of Science Teachers' Technological Pedagogical Content Knowledge According to Activity Theory

Abstract

The main aim of this research is to determine the efficiency of the Technological Pedagogical Content Knowledge (TPCK) of science teachers working in public schools. For this purpose case study which is one of the qualitative research patterns, was used. The study was conducted with eight science teachers who were selected from public schools by purposeful sampling method. For analyzing the qualitative data descriptive analysis and content analysis were used together with constant comparative method. According to the results obtained from research findings it was determined that teachers use technology and teaching applications during their individual teaching processes according to different subject fields, for different purposes and therefore demonstrate performance at various levels. The results related with factors effecting TPCK usages of science teachers in teaching process environments were presented in detail by handling elements of activity system created depending on activity theory.

Keywords

• Integration of technology in education,technological pedagogical content knowledge,activity theory,science teachers

Fen Bilimleri Öğretmenlerinin Teknolojik Pedagojik Alan Bilgilerinin Etkinlik Kuramına Göre İncelenmesi

Abstract

Bu araştırmanın temel amacı; Etkinlik Kuramı çerçevesinde devlet okullarında görev yapmakta olan fen bilimleri öğretmenlerinin sahip oldukları Teknolojik Pedagojik Alan Bilgilerini (TPAB)’nin içinde bulundukları bağlamla/ortamla ele alınarak, bireysel öğretim süreçlerinde ne ölçüde etkin olduğunu belirlemektir. Bu amaçla araştırmada, nitel araştırma desenlerinden durum çalışması kullanılmıştır. Çalışma, amaçlı örnekleme tekniği kullanılarak seçilen sekiz fen bilimleri öğretmeni ile yürütülmüştür. Veriler, araştırma problemleri dikkate alınarak gözlem, görüşme ve doküman incelemesi yöntemleri birlikte kullanılarak toplanmıştır. Elde edilen nitel verilerin analizi için sürekli karşılaştırmalı metot kullanılmıştır. Araştırmanın bulgularından elde edilen sonuçlara göre; öğretmenlerin, teknoloji ile öğretim uygulamalarını farklı konu alanlarına göre, farklı düzeylerde performans gösterdikleri tespit edilmiştir. Bununla birlikte öğretmenlerin, teknolojinin öğretim sürecinde kullanımının getirdiği katkılara bağlı olarak, öğretim uygulamalarını değiştirmek için gönüllü oldukları fakat bu süreçte bazı engellerle karşılaştıkları belirlenmiştir. Fen bilimleri öğretmenlerinin öğretim süreçleri ortamlarında, TPAB’ni kullanma düzeylerini etkileyen faktörlere ilişkin sonuçlar Etkinlik Sistemi’nin öğeleri ele alınarak ayrıntılı olarak sunulmuştur.

Keywords

• Teknolojinin eğitime entegrasyonu,fen öğretmenleri,teknolojik pedagojik alan bilgisi,etkinlik kuramı

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