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Yıl 2014, Cilt: 10 Sayı: 2, 352 - 367, 18.03.2014

Gürsoy Meriç

Öz

The aim of this study was to investigate the Science Teacher Education program teacher candidates’ selfreliance on their technological, pedagogical, content knowledge (TPACK). Moreover, the study aimed to examine whether the Science teacher candidates’ TPACK self-reliance with respect to their genders and grade levels. The participants of this survey study were 130 teacher candidates who continued their education at Çanakkale Onsekiz Mart University Faculty of Education Primary education department Science teacher program in their 1st, 2nd, 3rd and 4th grades in the Fall semester, 2013-2014 year. The data were collected through the “Technological, Pedagogical, and Content Knowledge Self-Confidence” scale developed by Graham, Burgoyne, Cantrell, Smith, and Harris (2009), translated into Turkish by Timur and Taşar (2011), and the “Demographic specialties'” determined by the researcher. According to the research study, it was found that the Science teacher program students’ self-reliance on their TPACK was high. Moreover, the results of the study showed that the Science teacher candidates’ self-reliance on their TPACK did not differ with regard to the gender and grade level.

Anahtar Kelimeler

TPACK self-reliance Science Teacher candidates survey study.

Kaynakça

  • 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.
  • Angeli, C., & Valanides, N. (2009). Epistemological and methodological issues for the conceptualization, development, and assessment of ICT–TPCK: advances in technological pedagogical content knowledge (TPCK). Computers & Education, 52, 154–168.
  • Bennett, S., Maton, K., & Lisa, K. (2008). The ‘digital natives’ debate: A critical review of the evidence. British Journal of Educational Technology, 39(5), 775–786.
  • Chai, Ching Sing. Koh, Joyce Hwee Ling. Tsai, Chin-Chung & Tan, Lynde Lee Wee. (2011). Modeling primary school pre-service teachers’ Technological Pedagogical Content Knowledge (TPACK) for meaningful learning with information andcommunication technology (ICT). Computers & Education, 57, 1184–1193.
  • Chuang, H-H. & Ho, C-J. (2011). An investigation of early childhood teachers’ technological pedagogical content knowledge (TPACK) in Taiwan. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 12, 99-117.
  • Doukakis, S., Chionidou-Moskofoglou, M., Mangina-Phelan, E., & Roussos, P. (2010). Researching technological and mathematical knowledge (TCK) of undergraduate primary teachers. International Journal of Technology Enhanced Learning, 2(4), 372-382.
  • 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, Special Issue on TPACK, 53(5), 70-79.
  • Jang, Syh-Jong. (2010). Integrating the interactive whiteboard and peer coaching to develop the TPACK of secondary science teachers. Computers & Education, 55, 1744–1751.
  • Karasar, N. (2012). Bilimsel araştırma yöntemi (23. Baskı). Ankara: Nobel Akademik Yayıncılık.
  • 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, 740–762.
  • Koh, J.H.L., Chai, C.S., & Tsai, C.C. (2010), Examining the technological pedagogical content knowledge of Singapore pre-service teachers with a large-scale survey. Journal of Computer Assisted Learning, 26, 563–573.
  • Landry, Geri A. (2010). Creating and Validating an Instrument to Measure Middle School Mathematics Teachers’ Technological Pedagogical Content Knowledge (TPACK). PhD dissertation., University of Tennessee.
  • 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.
  • Malita, L., & Martin, C. (2010). Digital storytelling as web passport to success in the 21st century. Procedia Social and Behavioral Sciences, 2, 3060–3064.
  • MEB (2008). Öğretmen yeterlikleri: Öğretmenlik mesleği genel ve özel alanyeterlikleri. Ankara: Devlet Kitapları Müdürlüğü.
  • Mishra, P., & Koehler, M. J. (2008).Introducing Technological Pedagogical Content Knowledge. Paper presented at the Annual Meeting of the American Educational Research Association New York City, March 24–28, 2008
  • Ng, W. (2012). Can we teach digital natives digital literacy? Computers & Education, 59, 1065–1078.
  • Niess, M. L. (2005). Preparing teachers to teach science and mathematics with technology: Developing a technology pedagogical content knowledge. Teaching and Teacher Education, 21, 509–523.
  • Niess, M. L. (2008). Guiding pre-service teachers in developing TPCK, In. AACTE Committee on Innovation and Technology (Eds.), Handbook Of Technological Pedagogical Content Knowledge (TPCK) For Educators (pp. 3-29). New York and London: Routledge.
  • Öztürk, E., & Horzum, M.B. (2011). Teknolojik pedagojik içerik bilgisi ölçeği’nin türkçeye uyarlaması. Ahi Evran Üniversitesi Eğitim Fakültesi Dergisi, 12(3), 255-27
  • Park, S., & Oliver, S. (2008). National Board Certification (NBC) as a Catalyst for Teachers’ Learning about Teaching: The Effects of the NBC Process on Candidate Teachers’ PCK Development. Journal of Research in Science Teaching, 45(7), 812–834.
  • Prenksy, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5), 1–6.
  • Schmidt, D. A., Baran E., Thompson A. D., Koehler, M. J., Mishra, P., & Shin, T. (2009). Technological pedagogical content knowledge (TPACK): The development and validation of an assessment instrument for preservice teachers. Journal of Research on Technology in Education, 42(2), 123-149.
  • Shulman, L. (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.
  • Talim Terbiye Kurul Başkanlığı. (2008). Fen ve Teknoloji Öğretmeni Özel AlanYeterlikleri kitapçığı. http://otmg.meb.gov.tr/alanfen.html
  • Uşak, M. (2005) İlköğretim Fen Bilgisi Öğretmen adaylarının Çiçekli Bitkiler konusundaki Pedagojik alan bilgisi, Basılmamış Doktora Tezi, Gazi Üniversitesi, Türkiye.
  • Voogt, J., Fisser, P., Pareja Roblin, N., Tondeur, J., & van Braak, J. (2012). Technological pedagogical content knowledge – a review of the literature. Computer Assissted Learning, doi: 10.1111/j.1365-2729.2012.00487.x

Determining Science Teacher Candidates' Self-Reliance Levels with regard to Their Technological Pedagogical Content Knowledge / Fen ve Teknoloji Öğretmen Adaylarının Teknolojik Pedagojik Alan Bilgisi (TPABGÖ) Konusunda Özgüven Seviyelerinin Belirlenmesi

Yıl 2014, Cilt: 10 Sayı: 2, 352 - 367, 18.03.2014

Gürsoy Meriç

Öz

Bu çalışmanın amacı, Fen Bilgisi Öğretmenliği programı öğretmen adaylarının teknolojik, pedagojik, alan bilgilerine (TPAB) ilişkin özgüvenlerinin incelenmesidir. Ayrıca, çalışma Fen Bilgisi öğretmen adaylarının TPAB özgüven algılarını sınıf düzeyi ve cinsiyet değişkenlerine göre araştırmayı amaçlamaktadır. Tarama (Survey) modeli uygulanan çalışmaya, 2013-2014 yılı güz döneminde Çanakkale Onsekiz Mart Üniversitesi Eğitim Fakültesi İlköğretim Bölümü Fen Bilgisi Öğretmenliği Programı 1. 2., 3. ve 4. sınıflarında öğrenimine devam eden 130 öğretmen adayı katılmıştır. Veriler, Graham, Burgoyne, Cantrell, Smith, ve Harris (2009) tarafından geliştirilen, Timur ve Taşar (2011) tarafından Türkçe'ye uyarlanan “Teknolojik Pedagojik Alan Bilgisi Öz-Güven Ölçeği (TPABÖGÖ)” ve araştırmacı tarafından forma ilave dilen “Demografik bazı özellikler” kullanılarak toplanmıştır. Çalışma sonuçlarına göre,  Fen Bilgisi programı öğretmen adaylarının TPAB öz-güvenlerine ilişkin algılarının yüksek olduğu görülmüştür. Ayrıca, çalışma sonuçları, Fen Bilgisi öğretmen adaylarının TPAB öz-güvenlerine ilişkin algılarında cinsiyete ve sınıf düzeyine göre bir farklılık oluşmadığını göstermiştir. 

Anahtar Kelimeler

TPAB öz-güven Fen Bilgisi öğretmen adayları tarama modeli.

Kaynakça

  • 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.
  • Angeli, C., & Valanides, N. (2009). Epistemological and methodological issues for the conceptualization, development, and assessment of ICT–TPCK: advances in technological pedagogical content knowledge (TPCK). Computers & Education, 52, 154–168.
  • Bennett, S., Maton, K., & Lisa, K. (2008). The ‘digital natives’ debate: A critical review of the evidence. British Journal of Educational Technology, 39(5), 775–786.
  • Chai, Ching Sing. Koh, Joyce Hwee Ling. Tsai, Chin-Chung & Tan, Lynde Lee Wee. (2011). Modeling primary school pre-service teachers’ Technological Pedagogical Content Knowledge (TPACK) for meaningful learning with information andcommunication technology (ICT). Computers & Education, 57, 1184–1193.
  • Chuang, H-H. & Ho, C-J. (2011). An investigation of early childhood teachers’ technological pedagogical content knowledge (TPACK) in Taiwan. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 12, 99-117.
  • Doukakis, S., Chionidou-Moskofoglou, M., Mangina-Phelan, E., & Roussos, P. (2010). Researching technological and mathematical knowledge (TCK) of undergraduate primary teachers. International Journal of Technology Enhanced Learning, 2(4), 372-382.
  • 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, Special Issue on TPACK, 53(5), 70-79.
  • Jang, Syh-Jong. (2010). Integrating the interactive whiteboard and peer coaching to develop the TPACK of secondary science teachers. Computers & Education, 55, 1744–1751.
  • Karasar, N. (2012). Bilimsel araştırma yöntemi (23. Baskı). Ankara: Nobel Akademik Yayıncılık.
  • 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, 740–762.
  • Koh, J.H.L., Chai, C.S., & Tsai, C.C. (2010), Examining the technological pedagogical content knowledge of Singapore pre-service teachers with a large-scale survey. Journal of Computer Assisted Learning, 26, 563–573.
  • Landry, Geri A. (2010). Creating and Validating an Instrument to Measure Middle School Mathematics Teachers’ Technological Pedagogical Content Knowledge (TPACK). PhD dissertation., University of Tennessee.
  • 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.
  • Malita, L., & Martin, C. (2010). Digital storytelling as web passport to success in the 21st century. Procedia Social and Behavioral Sciences, 2, 3060–3064.
  • MEB (2008). Öğretmen yeterlikleri: Öğretmenlik mesleği genel ve özel alanyeterlikleri. Ankara: Devlet Kitapları Müdürlüğü.
  • Mishra, P., & Koehler, M. J. (2008).Introducing Technological Pedagogical Content Knowledge. Paper presented at the Annual Meeting of the American Educational Research Association New York City, March 24–28, 2008
  • Ng, W. (2012). Can we teach digital natives digital literacy? Computers & Education, 59, 1065–1078.
  • Niess, M. L. (2005). Preparing teachers to teach science and mathematics with technology: Developing a technology pedagogical content knowledge. Teaching and Teacher Education, 21, 509–523.
  • Niess, M. L. (2008). Guiding pre-service teachers in developing TPCK, In. AACTE Committee on Innovation and Technology (Eds.), Handbook Of Technological Pedagogical Content Knowledge (TPCK) For Educators (pp. 3-29). New York and London: Routledge.
  • Öztürk, E., & Horzum, M.B. (2011). Teknolojik pedagojik içerik bilgisi ölçeği’nin türkçeye uyarlaması. Ahi Evran Üniversitesi Eğitim Fakültesi Dergisi, 12(3), 255-27
  • Park, S., & Oliver, S. (2008). National Board Certification (NBC) as a Catalyst for Teachers’ Learning about Teaching: The Effects of the NBC Process on Candidate Teachers’ PCK Development. Journal of Research in Science Teaching, 45(7), 812–834.
  • Prenksy, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5), 1–6.
  • Schmidt, D. A., Baran E., Thompson A. D., Koehler, M. J., Mishra, P., & Shin, T. (2009). Technological pedagogical content knowledge (TPACK): The development and validation of an assessment instrument for preservice teachers. Journal of Research on Technology in Education, 42(2), 123-149.
  • Shulman, L. (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.
  • Talim Terbiye Kurul Başkanlığı. (2008). Fen ve Teknoloji Öğretmeni Özel AlanYeterlikleri kitapçığı. http://otmg.meb.gov.tr/alanfen.html
  • Uşak, M. (2005) İlköğretim Fen Bilgisi Öğretmen adaylarının Çiçekli Bitkiler konusundaki Pedagojik alan bilgisi, Basılmamış Doktora Tezi, Gazi Üniversitesi, Türkiye.
  • Voogt, J., Fisser, P., Pareja Roblin, N., Tondeur, J., & van Braak, J. (2012). Technological pedagogical content knowledge – a review of the literature. Computer Assissted Learning, doi: 10.1111/j.1365-2729.2012.00487.x
Toplam 28 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Gürsoy Meriç

Yayımlanma Tarihi 18 Mart 2014
Gönderilme Tarihi 18 Mart 2014
Yayımlandığı Sayı Yıl 2014 Cilt: 10 Sayı: 2

Kaynak Göster

APA Meriç, G. (2014). Determining Science Teacher Candidates’ Self-Reliance Levels with regard to Their Technological Pedagogical Content Knowledge / Fen ve Teknoloji Öğretmen Adaylarının Teknolojik Pedagojik Alan Bilgisi (TPABGÖ) Konusunda Özgüven Seviyelerinin Belirlenmesi. Eğitimde Kuram Ve Uygulama, 10(2), 352-367. https://doi.org/10.17244/eku.08312
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