An Analysis of Prospective Chemistry Teachers’ Attitudes towards Information and Communication Technologies, and of Their Confidence in Technological and Pedagogical Content Knowledge

Yıl 2016, Special Issue 2016 II, 1 - 10, 01.02.2016

Şenol Şen Senar Temel

https://doi.org/10.17275/per.16.spi.2.1

Öz

This
study aims to analyse prospective chemistry teachers’ attitudes towards
Information and Communication Technologies (ICT) as well as their confidence in
Technological and Pedagogical Content Knowledge (TPACK). Information and Communication
Technology Attitude Scale (ICTAS) developed by Günbatar (2014), and the
Technological Pedagogical Content Knowledge Confidence Survey (TPCKCS)
developed by Graham et al (2009) and adapted into Turkish by Timur and Taşar
(2011) were used in this research as the tools of data collection.
The study was performed in the survey model, one of the quantitative research
methods. 53 prospective chemistry teachers participated in this research. The
TPCKCS consists of four dimensions: technological pedagogical content
knowledge, technological pedagogical knowledge, technological content
knowledge, and technological knowledge. The ICTAS, on the other hand, consists
of such dimensions as general tendency of ICT, access to information in virtual
environments, computer hardware, use of software and communication in virtual
environments. The correlations of the sub-dimensions of both scales were
analysed through correlation analysis. In addition to that, a correlation
analysis was performed in order to determine the relations between the total
scores of both scales. At the end of the study, the correlation coefficients
for the scores that prospective chemistry teachers have received from the
sub-dimensions of both scales are presented

Anahtar Kelimeler

Attitude, Confidence, Information and Communication Technology, Technological Pedagogical Content Knowledge

Kaynakça

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