Teknolojik Pedagojik Alan Bilgisi (TPAB) Kavramının Yakından İncelenmesi: İlköğretim Fen Bilgisi Öğretmen Adaylarının TPAB’ ının Modellemesi

Abstract

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. 

Kaynakça

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