Investigation of Science Teachers' Technological Pedagogical Content Knowledge According to Activity Theory

Yıl 2019, Cilt: 9 Sayı: 2, 222 - 243, 31.05.2019

Tuna Gencosman Mustafa Aydoğdu Mustafa Doğru

https://doi.org/10.24315/tred.454360

Cited By: 1

Öz

The
main aim of this research is to determine the efficiency of the Technological
Pedagogical Content Knowledge (TPCK) of science teachers working in public
schools. For this purpose case study which is one of the qualitative research
patterns, was used. The study was conducted with eight science teachers who
were selected from public schools by purposeful sampling method. For analyzing
the qualitative data descriptive analysis and content analysis were used
together with constant comparative method. According to the results obtained
from research findings it was determined that teachers use technology and
teaching applications during their individual teaching processes according to
different subject fields, for different purposes and therefore demonstrate
performance at various levels. The results related with factors effecting TPCK
usages of science teachers in teaching process environments were presented in
detail by handling elements of activity system created depending on activity
theory.

Anahtar Kelimeler

Integration of technology in education, technological pedagogical content knowledge, activity theory, science teachers

Fen Bilimleri Öğretmenlerinin Teknolojik Pedagojik Alan Bilgilerinin Etkinlik Kuramına Göre İncelenmesi

Öz

Bu araştırmanın temel amacı; Etkinlik Kuramı çerçevesinde
devlet okullarında görev yapmakta olan fen bilimleri öğretmenlerinin sahip
oldukları Teknolojik Pedagojik Alan Bilgilerini (TPAB)’nin içinde bulundukları
bağlamla/ortamla ele alınarak, bireysel öğretim süreçlerinde ne ölçüde etkin
olduğunu belirlemektir. Bu amaçla araştırmada, nitel araştırma desenlerinden
durum çalışması kullanılmıştır. Çalışma, amaçlı örnekleme tekniği kullanılarak
seçilen sekiz fen bilimleri öğretmeni ile yürütülmüştür. Veriler, araştırma
problemleri dikkate alınarak gözlem, görüşme ve doküman incelemesi yöntemleri
birlikte kullanılarak toplanmıştır. Elde edilen nitel verilerin analizi için
sürekli karşılaştırmalı metot kullanılmıştır. Araştırmanın bulgularından elde
edilen sonuçlara göre; öğretmenlerin, teknoloji ile öğretim uygulamalarını
farklı konu alanlarına göre, farklı düzeylerde performans gösterdikleri tespit
edilmiştir. Bununla birlikte öğretmenlerin, teknolojinin öğretim sürecinde
kullanımının getirdiği katkılara bağlı olarak, öğretim uygulamalarını
değiştirmek için gönüllü oldukları fakat bu süreçte bazı engellerle
karşılaştıkları belirlenmiştir. Fen bilimleri öğretmenlerinin öğretim süreçleri
ortamlarında, TPAB’ni kullanma düzeylerini etkileyen faktörlere ilişkin
sonuçlar Etkinlik Sistemi’nin öğeleri ele alınarak ayrıntılı olarak
sunulmuştur.

Anahtar Kelimeler

Teknolojinin eğitime entegrasyonu, fen öğretmenleri, teknolojik pedagojik alan bilgisi, etkinlik kuramı

Kaynakça

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