Araştırma Makalesi
BibTex RIS Kaynak Göster
Yıl 2021, Cilt: 7 Sayı: 4, 339 - 353, 01.10.2021
https://doi.org/10.21891/jeseh.994458

Öz

Kaynakça

  • Agyei, D. D., & Keengwe, J. (2014). Using technology pedagogical content knowledge development to enhance learning outcomes. Education and Information Technologies, 19(1), 155-171.
  • Agyei, D., & Voogt, J. (2012). Preservice teachers’ competencies for technology integration: Insights from a mathematics-specific instructional technology course. In P. Resta (Ed.), Proceedings of SITE 2012-Society for Information Technology & Teacher Education International Conference (pp. 1094–1099). Austin, Texas, USA: Association for the Advancement of Computing in Education (AACE).
  • Alayyar, G. M., Fisser, P., & Voogt, J. (2012). Developing technological pedagogical content knowledge in preservice science teachers: Support from blended learning. Australasian journal of educational technology, 28(8), 1298-1316.
  • Bransford, J. D., Brown, A. L., & Cocking, R. R. (2000). Technology to Support Learning (Eds). How people learn: Brain, mind, experience, and school (Exp. Ed.). Washington, DC: National Academy Press.
  • Buss, R. R., Foulger, T. S., Wetzel, K., & Lindsey, L. (2018). Preparing teachers to integrate technology into K–12 instruction II: Examining the effects of technology-infused methods courses and student teaching. Journal of Digital Learning in Teacher Education, 34(3), 134-150.
  • Chai, C. S., Koh, J. H. L., & Tsai, C. (2010). Facilitating Preservice Teachers’ Development of Technological, Pedagogical, and Content Knowledge (TPACK). Educational Technology & Society, 13(4), 63-67.
  • Chai, C. S., Koh, J. H. L., & Tsai, C. C. (2013). A review of technological pedagogical content knowledge. Journal of Educational Technology & Society, 16(2), 31-51.
  • Chen, F., Looi, C., & Chen, W. (2009). Integrating technology in the classroom: A visual conceptualization of teachers’ knowledge, goals and beliefs. Journal of Computer Assisted Learning, 25(5), 470-488.
  • Chien, Y. T., Chang, C. Y., Yeh, T. K. & Chang, K. E. (2012). Engaging preservice science teachers to act as active designers of technology integration: A MAGDAIRE framework. Teaching and Teacher Education, 28(4), 578-588.
  • Christensen, R. (2002). Effect of technology integration education on the attitudes of teachers and students. Journal of Research on Technology in Education, 34 (4), 411-433.
  • Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd Ed.). Hillsdale, NJ: Erlbaum.
  • Cox, S., & Graham C. R. (2009). Diagramming TPACK in practice: using and elaborated model of the TPACK framework to analyze and depict teacher knowledge. TechTrends, 53(5), 60-69.
  • Figg, C., & Jaipal, K. (2009). Unpacking TPACK: TPK Characteristics Supporting Successful Implementation. In I. Gibson, R. Weber, K. McFerrin, R. Carlsen & D. Willis (Eds.), Proceedings of SITE 2009--Society for Information Technology & Teacher Education International Conference (pp. 4069-4073). Charleston, SC, USA: Association for the Advancement of Computing in Education (AACE). Retrieved from https://www.learntechlib.org/primary/p/31295/
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to Design and Evaluate Research in Education (8th Ed.). McGraw–Hill Companies: New York, NY.
  • Goktas, Y., Yıldırım, Z., & Yıldırım, S. (2008). A review of ICT related courses in preservice teacher education programs. Asia Pacific Education Review, 9(2), 168-179.
  • Graham, C., Burgoyne, N., Cantrell, P., Smith, L., Clair, L., & Harris, R. (2009). TPACK development in science teaching: Measuring the TPACK confidence of in-service science teachers. TechTrends, 53(5), 70-79.
  • Habowski, T., & Mouza, C. (2014). Preservice teachers’ development of technological pedagogical content knowledge (TPACK) in the context of a secondary science teacher education program. Journal of Technology & Teacher Education, 22(4), 471-495.
  • Harris, J. B., & Hofer, M. J. (2011). Technological pedagogical content knowledge (TPACK) in action: A descriptive study of secondary teachers’ curriculum-based, technology-related instructional planning. Journal of Research on Technology in Education, 43(3), 211-229.
  • Harris, J. B., Mishra, P., & Koehler, M. (2009). Teachers’ technological pedagogical content knowledge: Curriculum-based technology integration reframed. Journal of Research on Technology in Education, 41(4), 393-416.
  • Hilton, J. T. (2016). A case study of the application of SAMR and TPACK for reflection on technology integration into two social studies classrooms. The Social Studies, 107(2), 68-73.
  • Hofer, M., & Grandgenett, N. (2012). TPACK development in teacher education: A longitudinal study of preservice teachers in a secondary MA Ed. program. Journal of Research on Technology in Education, 45(1), 83-106.
  • Inan, F. A., & Lowther, D. (2010). Laptops in the K-12 classrooms: Exploring factors impacting instructional use. Computers & Education, 55(3), 937–944.
  • International Society for Technology in Education [ISTE]. (2016). National educational technology standards for students: Connecting curriculum and technology. Eugene, OR: Author.
  • International Society for Technology in Education [ISTE]. (2017). ISTE Standards for Educators: A guide for teachers and other professionals. Retrieved from https://www.iste.org/standards/for-educators
  • Jaipal, K., & Figg, C. (2010). Unpacking the “Total PACKage”: Emergent TPACK characteristics from a study of preservice teachers teaching with technology. Journal of Technology and Teacher Education, 18(3), 415-441.
  • Jang, S. J. (2010). Integrating the interactive whiteboard and peer coaching to develop the TPACK of secondary science teachers. Computers & Education, 55(4), 1744-1751.
  • Kafyulilo, A., Fisser, P., Pieters, J., & Voogt, J. (2015). ICT use in science and mathematics teacher education in Tanzania: Developing technological pedagogical content knowledge. Australasian Journal of Educational Technology, 31(4), 381-399.
  • Kaplon-Schilis, A., & Lyublinskaya, I. (2015). Exploring Changes in Technological Knowledge (TK), Pedagogical Knowledge (PK), Content Knowledge (CK) and TPACK of Pre-service, Special Education Teachers Taking Technology-based Pedagogical Course. In D. Rutledge & D. Slykhuis (Eds.), Proceedings of SITE 2015--Society for Information Technology & Teacher Education International Conference (pp. 3296-3303). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE).
  • Kartal, B. (2020). Teknoloji Temelli Öğrenme-Öğretme Yaklaşımı: Teknolojik Pedagojik Alan Bilgisi. G. Ekici, (Ed.), Etkinlik Örnekleriyle Güncel Öğrenme-Öğretme Yaklaşımları-IV (pp. 353-403). Ankara: Pegem Akademi.
  • Kartal, B., & Çınar, C. (2018). Examining Preservice Mathematics Teachers’ Beliefs of TPACK during a Method Course and Field Experience. Malaysian Online Journal of Educational Technology, 6(3), 11-37.
  • Kartal, B., & Taşdemir, A. (2021). Preservice teachers’ attitudes towards STEM: Differences based on multiple variables and the relationship with academic achievement. International Journal of Technology in Education (IJTE), 4(2), 200-228.
  • Kartal, T. (2017). Fen Eğitiminde Teknoloji Entegrasyonu. M. P. Demirci Güler, (Ed.), Fen Bilimleri Öğretimi: Yaklaşımlar ve Kazanımlar Doğrultusunda Uygulama Örnekleri. Ankara: Pegem Akademi.
  • Kartal, T., & Afacan, Ö. (2017). Examining Turkish Pre-service Science Teachers’ Technological Pedagogical Content Knowledge (TPACK) Based on Demographic Variables. Turkish Journal of Science Education, 14(1), 1-22.
  • Kartal, T., Kartal, B., & Uluay, G. (2016). Technological pedagogical content knowledge self-assessment scale (TPACK-SAS) for preservice teachers: Development, validity and reliability. International Journal of Eurasia Social Sciences, 7(23), 1-36.
  • Kleiner, B., Thomas, N., & Lewis, L. (2007). Educational Technology in Teacher Education Programs for Initial Licensure (NCES 2008–040). National Center for Education Statistics, Institute of Education Sciences, US Department of Education. Washington, DC.
  • Koehler, M. J., & Mishra, P. (2005). What happens when teachers design educational technology? The development of Technological Pedagogical Content Knowledge. Journal of Educational Computing Research. 32(2), 131-152.
  • Koehler, M., & Mishra, P. (2008). Introducing TPACK. In AACTE Committee on Innovation and Technology (Eds.). Handbook of technological pedagogical content knowledge for educators (pp. 3-29). New York, NY: Routledge.
  • Koehler, M., & Mishra, P. (2009). What is technological pedagogical content knowledge (TPACK)?. Contemporary issues in technology and teacher education, 9(1), 60-70.
  • Koh, J. H., & Divaharan, H. (2011). Developing preservice teachers’ technology integration expertise through the TPACK-developing instructional model. Journal of Educational Computing Research, 44(1), 35-58.
  • Lambert, J., & Gong, Y. (2010). 21st century paradigms for preservice teacher technology preparation. Computers in the Schools, 27(1), 54-70.
  • Lehtinen, A., Nieminen, P., & Viiri, J. (2016). Preservice teachers’ TPACK beliefs and attitudes toward simulations. Contemporary Issues in Technology and Teacher Education, 16(2), 151-171.
  • Lin, T. C., Tsai, C. C., Chai, C. S., & Lee, M. H. (2013). Identifying science teachers’ perceptions of technological pedagogical and content knowledge (TPACK). Journal of Science Education and Technology, 22(3), 325-336.
  • Maeng, J. L., Mulvey, B. K., Smetana, L. K., & Bell, R. L. (2013). Preservice teachers’ TPACK: Using technology to support inquiry instruction. Journal of Science Education and Technology, 22(6), 838-857.
  • Margerum-Leys, J., & Marx, R. (2002). Teacher knowledge of educational technology: A study of student teacher/mentor teacher pairs. Journal of Educational Computing Research, 26(4), 427-462.
  • McCrory, R. (2008). Science, technology, and teaching: The topic-specific challenges of TPCK in science. In M. C. Herring, M. J. Koehler, & P. Mishra (Eds). Handbook of technological pedagogical content knowledge (TPCK) for educators (pp. 193-206). AACTE Committee on Innovation and Technology. New York: Routledge for the American Association of Colleges for Teacher Education.
  • McLeod, S., & Richardson, J. (2013). Supporting effective technology integration and implementation. In M. Militello, & J. I. Friend (Eds.), Principal 2.0: Technology and Educational Leadership (pp. 249–272). Charlotte, NC: Information Age Publishing.
  • Metz, K. E. (2009). Elementary school teachers as “targets and agents of change”: Teachers’ learning in interaction with reform science curriculum. Science Education, 93(5), 915-954.
  • Mishra, P., & Koehler, M. (2006). Technological pedagogical content knowledge: A framework for integrating technology in teacher knowledge. Teacher College Record, 108(6), 1017-1054.
  • Mishra, P., & Koehler, M. (2009). Too cool for school? No way! Using the TPACK framework: You can have your hot tools and teach them, too. Learning & Leading with Technology, 36(7), 14-18.
  • Morine-Dershimer, G., & Kent, T. (1999). The Complex Nature and Sources of Teachers’ Pedagogical Knowledge. In J. Gess-Newsome, & N. G. Lederman (Eds). Examining Pedagogical Content Knowledge: The Construct and Its Implications for Science Education. New York: Kluwer Academic Publishers.
  • Mouza, C., Karchmer-Klein, R., Nandakumar, R., Ozden, S. Y., & Hu, L. (2014). Investigating the impact of an integrated approach to the development of preservice teachers’ technological pedagogical content knowledge (TPACK). Computers & Education, 71, 206-221.
  • Mouza, C., Nandakumar, R., Yilmaz Ozden, S., & Karchmer-Klein, R. (2017). A longitudinal examination of preservice teachers’ technological pedagogical content knowledge in the context of undergraduate teacher education. Action in Teacher Education, 39(2), 153-171.
  • Niess, M. L. (2005). Preparing teachers to teach science and mathematics with technology: Developing a technology pedagogical content knowledge. Teaching and Teacher Education, 21(5), 509-523.
  • Niess, M. L. (2008). Guiding preservice teachers in developing TPCK. In M. C. Herring, M. J. Koehler, & P. Mishra (Eds). Handbook of technological pedagogical content knowledge (TPCK) for educators (pp. 223-250). AACTE Committee on Innovation and Technology. New York: Routledge for the American Association of Colleges for Teacher Education.
  • Niess, M. L., Van Zee, E. H., & Gillow-Wiles, H. (2010). Knowledge growth in teaching Mathematics/Science with Spreadsheets: Moving PCK to TPACK through online professional development. Journal of Digital Learning in Teacher Education, 27(2), 42-52.
  • Padmavathi, M. (2017). Preparing teachers for technology based teaching-learning using TPACK. İ-managers Journal of School Educational Technology, 12(3), 1-10.
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  • Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-23.
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  • Tondeur, J., van Braak, J., Sang, G., Voogt, J., Fisser, P., & Ottenbreit-Leftwich, A. (2012). Preparing preservice teachers to integrate technology in education: A synthesis of qualitative evidence. Computers & Education, 59(1), 134-144.
  • U.S. Department of Education, Office of Educational Technology. (2017). Reimagining the role of technology in education: 2017 national education technology plan update. Retrieved from https://tech.ed.gov/files/2017/01/NETP17.pdf
  • Wachira, P., & Keengwe, J. (2011). Technology integration barriers: Urban school mathematics teachers’ perspectives. Journal of Science Education and Technology, 20(1), 17-25.
  • Zhan, Y., Quan, J., & Ren, Y. (2013). An empirical study on the technological pedagogical content knowledge development of preservice mathematics teachers in China. International Journal of Social Media and Interactive Learning Environments, 1(2), 199-212.

Preservice Science Teachers’ TPACK Development in a Technology-Enhanced Science Teaching Method Course

Yıl 2021, Cilt: 7 Sayı: 4, 339 - 353, 01.10.2021
https://doi.org/10.21891/jeseh.994458

Öz

This study investigated preservice elementary science teachers’ TPACK development throughout a science teaching method course. The pretest-posttest control group was used in the study. At the end of the study, a self-reported TPACK measure was administered to the experimental (n=26) and control (n=23) groups. The experimental group learned about instructional technologies that can be used in science teaching; prepared technology-based science activities, shared these activities with their peers; planned and taught a mini technology-based lesson, evaluated the lesson, and replanned and retaught the lessons. The results showed that the experimental group had positive gains about how to integrate technologies into science teaching. Participants in the experimental group comprehended that teaching science with technology requires more than technical knowledge and skills and that it is essential to realize the interactions between science, technology, and pedagogy. Besides, the experimental group’s TPACK significantly differed from the control group. The implications and suggestions were given based on the results.

Kaynakça

  • Agyei, D. D., & Keengwe, J. (2014). Using technology pedagogical content knowledge development to enhance learning outcomes. Education and Information Technologies, 19(1), 155-171.
  • Agyei, D., & Voogt, J. (2012). Preservice teachers’ competencies for technology integration: Insights from a mathematics-specific instructional technology course. In P. Resta (Ed.), Proceedings of SITE 2012-Society for Information Technology & Teacher Education International Conference (pp. 1094–1099). Austin, Texas, USA: Association for the Advancement of Computing in Education (AACE).
  • Alayyar, G. M., Fisser, P., & Voogt, J. (2012). Developing technological pedagogical content knowledge in preservice science teachers: Support from blended learning. Australasian journal of educational technology, 28(8), 1298-1316.
  • Bransford, J. D., Brown, A. L., & Cocking, R. R. (2000). Technology to Support Learning (Eds). How people learn: Brain, mind, experience, and school (Exp. Ed.). Washington, DC: National Academy Press.
  • Buss, R. R., Foulger, T. S., Wetzel, K., & Lindsey, L. (2018). Preparing teachers to integrate technology into K–12 instruction II: Examining the effects of technology-infused methods courses and student teaching. Journal of Digital Learning in Teacher Education, 34(3), 134-150.
  • Chai, C. S., Koh, J. H. L., & Tsai, C. (2010). Facilitating Preservice Teachers’ Development of Technological, Pedagogical, and Content Knowledge (TPACK). Educational Technology & Society, 13(4), 63-67.
  • Chai, C. S., Koh, J. H. L., & Tsai, C. C. (2013). A review of technological pedagogical content knowledge. Journal of Educational Technology & Society, 16(2), 31-51.
  • Chen, F., Looi, C., & Chen, W. (2009). Integrating technology in the classroom: A visual conceptualization of teachers’ knowledge, goals and beliefs. Journal of Computer Assisted Learning, 25(5), 470-488.
  • Chien, Y. T., Chang, C. Y., Yeh, T. K. & Chang, K. E. (2012). Engaging preservice science teachers to act as active designers of technology integration: A MAGDAIRE framework. Teaching and Teacher Education, 28(4), 578-588.
  • Christensen, R. (2002). Effect of technology integration education on the attitudes of teachers and students. Journal of Research on Technology in Education, 34 (4), 411-433.
  • Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd Ed.). Hillsdale, NJ: Erlbaum.
  • Cox, S., & Graham C. R. (2009). Diagramming TPACK in practice: using and elaborated model of the TPACK framework to analyze and depict teacher knowledge. TechTrends, 53(5), 60-69.
  • Figg, C., & Jaipal, K. (2009). Unpacking TPACK: TPK Characteristics Supporting Successful Implementation. In I. Gibson, R. Weber, K. McFerrin, R. Carlsen & D. Willis (Eds.), Proceedings of SITE 2009--Society for Information Technology & Teacher Education International Conference (pp. 4069-4073). Charleston, SC, USA: Association for the Advancement of Computing in Education (AACE). Retrieved from https://www.learntechlib.org/primary/p/31295/
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to Design and Evaluate Research in Education (8th Ed.). McGraw–Hill Companies: New York, NY.
  • Goktas, Y., Yıldırım, Z., & Yıldırım, S. (2008). A review of ICT related courses in preservice teacher education programs. Asia Pacific Education Review, 9(2), 168-179.
  • Graham, C., Burgoyne, N., Cantrell, P., Smith, L., Clair, L., & Harris, R. (2009). TPACK development in science teaching: Measuring the TPACK confidence of in-service science teachers. TechTrends, 53(5), 70-79.
  • Habowski, T., & Mouza, C. (2014). Preservice teachers’ development of technological pedagogical content knowledge (TPACK) in the context of a secondary science teacher education program. Journal of Technology & Teacher Education, 22(4), 471-495.
  • Harris, J. B., & Hofer, M. J. (2011). Technological pedagogical content knowledge (TPACK) in action: A descriptive study of secondary teachers’ curriculum-based, technology-related instructional planning. Journal of Research on Technology in Education, 43(3), 211-229.
  • Harris, J. B., Mishra, P., & Koehler, M. (2009). Teachers’ technological pedagogical content knowledge: Curriculum-based technology integration reframed. Journal of Research on Technology in Education, 41(4), 393-416.
  • Hilton, J. T. (2016). A case study of the application of SAMR and TPACK for reflection on technology integration into two social studies classrooms. The Social Studies, 107(2), 68-73.
  • Hofer, M., & Grandgenett, N. (2012). TPACK development in teacher education: A longitudinal study of preservice teachers in a secondary MA Ed. program. Journal of Research on Technology in Education, 45(1), 83-106.
  • Inan, F. A., & Lowther, D. (2010). Laptops in the K-12 classrooms: Exploring factors impacting instructional use. Computers & Education, 55(3), 937–944.
  • International Society for Technology in Education [ISTE]. (2016). National educational technology standards for students: Connecting curriculum and technology. Eugene, OR: Author.
  • International Society for Technology in Education [ISTE]. (2017). ISTE Standards for Educators: A guide for teachers and other professionals. Retrieved from https://www.iste.org/standards/for-educators
  • Jaipal, K., & Figg, C. (2010). Unpacking the “Total PACKage”: Emergent TPACK characteristics from a study of preservice teachers teaching with technology. Journal of Technology and Teacher Education, 18(3), 415-441.
  • Jang, S. J. (2010). Integrating the interactive whiteboard and peer coaching to develop the TPACK of secondary science teachers. Computers & Education, 55(4), 1744-1751.
  • Kafyulilo, A., Fisser, P., Pieters, J., & Voogt, J. (2015). ICT use in science and mathematics teacher education in Tanzania: Developing technological pedagogical content knowledge. Australasian Journal of Educational Technology, 31(4), 381-399.
  • Kaplon-Schilis, A., & Lyublinskaya, I. (2015). Exploring Changes in Technological Knowledge (TK), Pedagogical Knowledge (PK), Content Knowledge (CK) and TPACK of Pre-service, Special Education Teachers Taking Technology-based Pedagogical Course. In D. Rutledge & D. Slykhuis (Eds.), Proceedings of SITE 2015--Society for Information Technology & Teacher Education International Conference (pp. 3296-3303). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE).
  • Kartal, B. (2020). Teknoloji Temelli Öğrenme-Öğretme Yaklaşımı: Teknolojik Pedagojik Alan Bilgisi. G. Ekici, (Ed.), Etkinlik Örnekleriyle Güncel Öğrenme-Öğretme Yaklaşımları-IV (pp. 353-403). Ankara: Pegem Akademi.
  • Kartal, B., & Çınar, C. (2018). Examining Preservice Mathematics Teachers’ Beliefs of TPACK during a Method Course and Field Experience. Malaysian Online Journal of Educational Technology, 6(3), 11-37.
  • Kartal, B., & Taşdemir, A. (2021). Preservice teachers’ attitudes towards STEM: Differences based on multiple variables and the relationship with academic achievement. International Journal of Technology in Education (IJTE), 4(2), 200-228.
  • Kartal, T. (2017). Fen Eğitiminde Teknoloji Entegrasyonu. M. P. Demirci Güler, (Ed.), Fen Bilimleri Öğretimi: Yaklaşımlar ve Kazanımlar Doğrultusunda Uygulama Örnekleri. Ankara: Pegem Akademi.
  • Kartal, T., & Afacan, Ö. (2017). Examining Turkish Pre-service Science Teachers’ Technological Pedagogical Content Knowledge (TPACK) Based on Demographic Variables. Turkish Journal of Science Education, 14(1), 1-22.
  • Kartal, T., Kartal, B., & Uluay, G. (2016). Technological pedagogical content knowledge self-assessment scale (TPACK-SAS) for preservice teachers: Development, validity and reliability. International Journal of Eurasia Social Sciences, 7(23), 1-36.
  • Kleiner, B., Thomas, N., & Lewis, L. (2007). Educational Technology in Teacher Education Programs for Initial Licensure (NCES 2008–040). National Center for Education Statistics, Institute of Education Sciences, US Department of Education. Washington, DC.
  • Koehler, M. J., & Mishra, P. (2005). What happens when teachers design educational technology? The development of Technological Pedagogical Content Knowledge. Journal of Educational Computing Research. 32(2), 131-152.
  • Koehler, M., & Mishra, P. (2008). Introducing TPACK. In AACTE Committee on Innovation and Technology (Eds.). Handbook of technological pedagogical content knowledge for educators (pp. 3-29). New York, NY: Routledge.
  • Koehler, M., & Mishra, P. (2009). What is technological pedagogical content knowledge (TPACK)?. Contemporary issues in technology and teacher education, 9(1), 60-70.
  • Koh, J. H., & Divaharan, H. (2011). Developing preservice teachers’ technology integration expertise through the TPACK-developing instructional model. Journal of Educational Computing Research, 44(1), 35-58.
  • Lambert, J., & Gong, Y. (2010). 21st century paradigms for preservice teacher technology preparation. Computers in the Schools, 27(1), 54-70.
  • Lehtinen, A., Nieminen, P., & Viiri, J. (2016). Preservice teachers’ TPACK beliefs and attitudes toward simulations. Contemporary Issues in Technology and Teacher Education, 16(2), 151-171.
  • Lin, T. C., Tsai, C. C., Chai, C. S., & Lee, M. H. (2013). Identifying science teachers’ perceptions of technological pedagogical and content knowledge (TPACK). Journal of Science Education and Technology, 22(3), 325-336.
  • Maeng, J. L., Mulvey, B. K., Smetana, L. K., & Bell, R. L. (2013). Preservice teachers’ TPACK: Using technology to support inquiry instruction. Journal of Science Education and Technology, 22(6), 838-857.
  • Margerum-Leys, J., & Marx, R. (2002). Teacher knowledge of educational technology: A study of student teacher/mentor teacher pairs. Journal of Educational Computing Research, 26(4), 427-462.
  • McCrory, R. (2008). Science, technology, and teaching: The topic-specific challenges of TPCK in science. In M. C. Herring, M. J. Koehler, & P. Mishra (Eds). Handbook of technological pedagogical content knowledge (TPCK) for educators (pp. 193-206). AACTE Committee on Innovation and Technology. New York: Routledge for the American Association of Colleges for Teacher Education.
  • McLeod, S., & Richardson, J. (2013). Supporting effective technology integration and implementation. In M. Militello, & J. I. Friend (Eds.), Principal 2.0: Technology and Educational Leadership (pp. 249–272). Charlotte, NC: Information Age Publishing.
  • Metz, K. E. (2009). Elementary school teachers as “targets and agents of change”: Teachers’ learning in interaction with reform science curriculum. Science Education, 93(5), 915-954.
  • Mishra, P., & Koehler, M. (2006). Technological pedagogical content knowledge: A framework for integrating technology in teacher knowledge. Teacher College Record, 108(6), 1017-1054.
  • Mishra, P., & Koehler, M. (2009). Too cool for school? No way! Using the TPACK framework: You can have your hot tools and teach them, too. Learning & Leading with Technology, 36(7), 14-18.
  • Morine-Dershimer, G., & Kent, T. (1999). The Complex Nature and Sources of Teachers’ Pedagogical Knowledge. In J. Gess-Newsome, & N. G. Lederman (Eds). Examining Pedagogical Content Knowledge: The Construct and Its Implications for Science Education. New York: Kluwer Academic Publishers.
  • Mouza, C., Karchmer-Klein, R., Nandakumar, R., Ozden, S. Y., & Hu, L. (2014). Investigating the impact of an integrated approach to the development of preservice teachers’ technological pedagogical content knowledge (TPACK). Computers & Education, 71, 206-221.
  • Mouza, C., Nandakumar, R., Yilmaz Ozden, S., & Karchmer-Klein, R. (2017). A longitudinal examination of preservice teachers’ technological pedagogical content knowledge in the context of undergraduate teacher education. Action in Teacher Education, 39(2), 153-171.
  • Niess, M. L. (2005). Preparing teachers to teach science and mathematics with technology: Developing a technology pedagogical content knowledge. Teaching and Teacher Education, 21(5), 509-523.
  • Niess, M. L. (2008). Guiding preservice teachers in developing TPCK. In M. C. Herring, M. J. Koehler, & P. Mishra (Eds). Handbook of technological pedagogical content knowledge (TPCK) for educators (pp. 223-250). AACTE Committee on Innovation and Technology. New York: Routledge for the American Association of Colleges for Teacher Education.
  • Niess, M. L., Van Zee, E. H., & Gillow-Wiles, H. (2010). Knowledge growth in teaching Mathematics/Science with Spreadsheets: Moving PCK to TPACK through online professional development. Journal of Digital Learning in Teacher Education, 27(2), 42-52.
  • Padmavathi, M. (2017). Preparing teachers for technology based teaching-learning using TPACK. İ-managers Journal of School Educational Technology, 12(3), 1-10.
  • Pamuk, S. (2012). Understanding preservice teachers’ technology use through TPACK framework. Journal of Computer Assisted Learning, 28(5), 425-439.
  • Polly, D., Mims, C., Shepherd, C., & Inan, F. (2010). Evidence of impact: Transforming teacher education with preparing tomorrow’s teachers to teach with technology (PT3) grants. Teaching and Teacher Education 26(4) 863-870.
  • Rehmat, A. P., & Bailey, J. M. (2014). Technology integration in a science classroom: Preservice teachers’ perceptions. Journal of Science Education and Technology, 23(6), 744-755.
  • Richardson-Kemp, C., & Yan, W. (2003). Urban school teachers’ self-efficacy beliefs and practices, innovation practices, and related factors in integrating technology. In Society for Information Technology & Teacher Education International Conference (pp. 1073-1076). Chesapeake, VA: Association for the Advancement of Computing in Education.
  • Schmidt, D. A., Baran, E., Thompson, A. D., Mishra, P., Koehler, M. J., & Shin, T. S. (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.
  • Shin, T., Koehler, M., Mishra, P., Schmidt, D., Baran, E., & Thompson, A. (2009). Changing technological pedagogical content knowledge (TPACK) through course experiences. In C. Crawford et al. (Eds.), Proceedings of Society for Information Technology and Teacher Education International Conference (pp. 4152-4159). Chesapeake, VA: AACE.
  • Shulman, L. S. (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), 1-23.
  • Tabachnick, B. G., & Fidel, L. S. (2019). Using multivariate statistics (Seventh Edition). Boston: Pearson.
  • Thorndike, R. M. (2005). Measurement and evaluation in psychology and education. Upper Saddle River, NJ: Pearson Prentice Hall.
  • Tondeur, J., van Braak, J., Sang, G., Voogt, J., Fisser, P., & Ottenbreit-Leftwich, A. (2012). Preparing preservice teachers to integrate technology in education: A synthesis of qualitative evidence. Computers & Education, 59(1), 134-144.
  • U.S. Department of Education, Office of Educational Technology. (2017). Reimagining the role of technology in education: 2017 national education technology plan update. Retrieved from https://tech.ed.gov/files/2017/01/NETP17.pdf
  • Wachira, P., & Keengwe, J. (2011). Technology integration barriers: Urban school mathematics teachers’ perspectives. Journal of Science Education and Technology, 20(1), 17-25.
  • Zhan, Y., Quan, J., & Ren, Y. (2013). An empirical study on the technological pedagogical content knowledge development of preservice mathematics teachers in China. International Journal of Social Media and Interactive Learning Environments, 1(2), 199-212.
Toplam 70 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Özel Eğitim ve Engelli Eğitimi
Bölüm Articles
Yazarlar

Tezcan Kartal

İrem Dilek Bu kişi benim 0000-0002-5177-9291

Yayımlanma Tarihi 1 Ekim 2021
Yayımlandığı Sayı Yıl 2021 Cilt: 7 Sayı: 4

Kaynak Göster

APA Kartal, T., & Dilek, İ. (2021). Preservice Science Teachers’ TPACK Development in a Technology-Enhanced Science Teaching Method Course. Journal of Education in Science Environment and Health, 7(4), 339-353. https://doi.org/10.21891/jeseh.994458