Technological Pedagogical Content Knowledge of Pre-Service Biology Teachers on Protein Synthesis
Abstract
In this study, it is examined that the Technological Pedagogical Content Knowledge (TPACK) of pre-service biology teachers on protein synthesis. The study was carried out with 8 pre-service biology teachers. This research used a semi-structured interview form, open-ended content knowledge test, lesson plan, and lesson plan evaluation form as data collection tools. Data were analyzed simultaneously within the scope of TPACK components and evaluated together. Data were analyzed with MAXqda, a qualitative data analysis program and evaluated by the content analysis method. As a result of the research, it is defined that pedagogical, technological and technological pedagogical knowledge of pre-service biology teachers is partially sufficient. Also, it is determined that their content knowledge of protein synthesis is insufficient, and there are essential knowledge deficiencies and misconceptions. Since their content knowledge of protein synthesis is insufficient, they could not explain how to use their pedagogical knowledge to teach the topic.
Nonetheless, despite their technological and pedagogical knowledge being sufficient separately, they have difficulty integrating technological knowledge with teaching content. Therefore, it is thought that it would be beneficial to refer more about which technologies, at which stages of the teaching process, for what purposes, and how they can be used in the content of the education courses in the biology teaching program and to enable pre-service teachers to practice on this subject. In addition, there is a need to eliminate the misconceptions of pre-service teachers from secondary education and before and to improve their content knowledge. For this reason, it is recommended to add courses to the teacher education program as applications of the related field courses, in which pre-service teachers will be able to explain the knowledge they have learned in the classroom to their other friends. Thus, it is thought that the information they have learned will be more permanent, and they will be aware of their own and their friends' deficiencies and misconceptions while explaining.
Keywords
Biology teaching , Protein synthesis , Technological pedagogical content knowledge , Content analysis
Kaynakça
- Akarsu, B. ve Güven, E. (2014). Fen ve teknoloji öğretmen adaylarının teknolojik pedagojik alan bilgilerinin incelenmesi. Gaziantep University Journal of Social Sciences, 13(2), 515-524.
- Aksu, M. B. ve Demirtaş, H. (2006). Öğretmen Adaylarının Okul deneyimi II dersine ilişkin görüşleri (İnönü Üniversitesi Eğitim Fakültesi Örneği). Eğitim Fakültesi Dergisi, 7, 3-21.
- 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.
- 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.
- Avcı, T. ve Ateş, Ö. (2017). Fen bilimleri öğretmenlerinin teknolojik pedagojik alan bilgilerine yönelik algıları üzerine bir araştırma. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 30(1), 19-42.
- Canbazoğlu Bilici, S. (2012). Fen bilgisi öğretmen adaylarının teknolojik pedagojik alan bilgisi ve özyeterlikleri (Doktora tezi). Gazi Üniversitesi, Ankara.
- Crook, C. (1998). Children as computer users: The case of collaborative learning. Computers and Education, 30, 237-247.
- Çelik, M. (2015). Dördüncü sınıf öğretmenlerinin yaşamımızdaki elektrik ünitesi kapsamında teknolojik pedagojik alan bilgisi seviyelerinin belirlenmesi (Yüksek lisans tezi). Fırat Üniversitesi Eğitim Bilimleri Enstitüsü, Erzurum.
- Doyle, W. (1986). Classroom organization and management. In Merlin C. Wittrock (4th Edition.) Handbook of research on teaching. New York: MacMillan Publishing.
- Feiman-Nemser, S., & Buchman, M. (1987). When is student teaching teacher education? Teaching and Teacher Education, 3, 255-273.