TY  - JOUR
T1  - Investigation of Science Teachers' Technological Pedagogical Content Knowledge According to Activity Theory
TT  - Fen Bilimleri Öğretmenlerinin Teknolojik Pedagojik Alan Bilgilerinin Etkinlik Kuramına Göre İncelenmesi
AU  - Aydoğdu, Mustafa
AU  - Gencosman, Tuna
AU  - Doğru, Mustafa
PY  - 2019
DA  - May
DO  - 10.24315/tred.454360
JF  - Trakya Eğitim Dergisi
JO  - TRED
PB  - Trakya Üniversitesi
WT  - DergiPark
SN  - 2630-6301
SP  - 222
EP  - 243
VL  - 9
IS  - 2
LA  - en
AB  - Themain aim of this research is to determine the efficiency of the TechnologicalPedagogical Content Knowledge (TPCK) of science teachers working in publicschools. For this purpose case study which is one of the qualitative researchpatterns, was used. The study was conducted with eight science teachers whowere selected from public schools by purposeful sampling method. For analyzingthe qualitative data descriptive analysis and content analysis were usedtogether with constant comparative method. According to the results obtainedfrom research findings it was determined that teachers use technology andteaching applications during their individual teaching processes according todifferent subject fields, for different purposes and therefore demonstrateperformance at various levels. The results related with factors effecting TPCKusages of science teachers in teaching process environments were presented indetail by handling elements of activity system created depending on activitytheory.
KW  - Integration of technology in education
KW  - technological pedagogical content knowledge
KW  - activity theory
KW  - science teachers
N2  - Bu araştırmanın temel amacı; Etkinlik Kuramı çerçevesindedevlet okullarında görev yapmakta olan fen bilimleri öğretmenlerinin sahipoldukları Teknolojik Pedagojik Alan Bilgilerini (TPAB)’nin içinde bulunduklarıbağlamla/ortamla ele alınarak, bireysel öğretim süreçlerinde ne ölçüde etkinolduğunu belirlemektir. Bu amaçla araştırmada, nitel araştırma desenlerindendurum çalışması kullanılmıştır. Çalışma, amaçlı örnekleme tekniği kullanılarakseçilen sekiz fen bilimleri öğretmeni ile yürütülmüştür. Veriler, araştırmaproblemleri dikkate alınarak gözlem, görüşme ve doküman incelemesi yöntemleribirlikte kullanılarak toplanmıştır. Elde edilen nitel verilerin analizi içinsürekli karşılaştırmalı metot kullanılmıştır. Araştırmanın bulgularından eldeedilen sonuçlara göre; öğretmenlerin, teknoloji ile öğretim uygulamalarınıfarklı konu alanlarına göre, farklı düzeylerde performans gösterdikleri tespitedilmiştir. Bununla birlikte öğretmenlerin, teknolojinin öğretim sürecindekullanımının getirdiği katkılara bağlı olarak, öğretim uygulamalarınıdeğiştirmek için gönüllü oldukları fakat bu süreçte bazı engellerlekarşılaştıkları belirlenmiştir. Fen bilimleri öğretmenlerinin öğretim süreçleriortamlarında, TPAB’ni kullanma düzeylerini etkileyen faktörlere ilişkinsonuçlar Etkinlik Sistemi’nin öğeleri ele alınarak ayrıntılı olaraksunulmuştur.
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UR  - https://doi.org/10.24315/tred.454360
L1  - http://dergipark.org.tr/tr/download/article-file/727176
ER  -