TY  - JOUR
TT  - Teknolojik Pedagojik Alan Bilgisi (TPAB) Kavramının Yakından İncelenmesi: İlköğretim Fen Bilgisi Öğretmen Adaylarının TPAB’ ının Modellemesi
AU  - Aydın Günbatar, Sevgi
AU  - Yerdelen Damar, Sevda
AU  - Boz, Yezdan
PY  - 2017
DA  - April
DO  - 10.17051/ilkonline.2017.330232
JF  - İlköğretim Online
JO  - İOO
PB  - Sinan OLKUN
WT  - DergiPark
SN  - 1305-3515
SP  - 917
EP  - 934
VL  - 16
IS  - 3
KW  - TPACK- SE
KW  - Structural Equational Modeling
KW  - Pre-service Science Teachers
N2  - Teknolojik pedagojik alan bilgisi (TPAB) anlamlı öğrenmenin gerçekleşmesi için teknolojinin öğretime entegrasyonunu sağlamada kullanılan yararlı bir teorik çerçevedir. Mishra ve Kohler’ in 2006 yılında TPAB kavramını alan yazına tanıtmasından bu yana TPAB’ ın yapısını konu alan çalışmalar yapılmıştır. Diğer taraftan, bu çalışmalarda, TPAB’ ın yapısı ile ilgili ortak görüşe tam olarak varılmamıştır. .Bu noktadan hareketle, bu çalışma TPAB’ ın faktör yapısının geçerliliğini araştırmak ve TPAB bileşenlerinin birbirleriyle olan ilişkilerini ortaya koymak amacıyla yapılmıştır. Çalışmada, LISREL 8.8. paket programı ile, TPAB alan yazına bağlı olarak oluşturulan Yapısal Eşitlik Modeli (YEM) test edilmiştir. Yedi farklı üniversitenin Eğitim Fakülteleri’nde öğrenim görmekte olan 665 son sınıf Fen Bilgisi öğretmen adayı (467 bayan, 198 bay) çalışmaya katılmıştır. Önerilen model, YEM sonuçlarına göre verilere iyi bir uyum göstermiştir. TPAB alan yazını ışığında oluşturulan modelde, temel bileşenlerin (pedagoji bilgisi (PB), teknoloji bilgisi (TB), vb. ) TPAB ‘ a doğrudan katkısına yer verilmemiştir. Aksine, modelde bu bileşenlerin TPAB’ a dolaylı katkılarının, ikincil bileşenler (örneğin pedagojik alan bilgisi, PAB, vb.) üzerinden olduğu ortaya konulmuştur. Modellemede ortaya atılan tüm ilişki hipotezleri istatistiksel olarak anlamlı bulunmuştur. İkinci olarak, TB, PB, ve Alan Bilgisinin (AB) dolaylı katkılarının da anlamlı olduğu görülmüştür.. Tüm bağımlı değişkenlerin TPAB’ da açıklayabildiği varyans (R2)(PB, AB, TB, PAB, vb.) %87’dir. Çalışmanın sonunda, Fen öğretmen eğitimine teknolojinin nasıl entegre edilmesi noktasında öneriler sunulmuştur.
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UR  - https://doi.org/10.17051/ilkonline.2017.330232
L1  - http://dergipark.org.tr/tr/download/article-file/330531
ER  -