FEN BİLGİSİ ÖĞRETMENLERİNİN TEKNOLOJİK PEDAGOJİK ALAN BİLGİSİ YETERLİKLERİNİN İNCELENMESİ

Abstract

In this study, it was aimed to determine the technological pedagogical content knowledge competencies of science teachers. Mixed method was used in the study. Technological Pedagogical Content Knowledge Self-Assessment Scale, questionnaire questions on the use of Information Communication Technologies and semi-structured interview form were used as data collection tools. The population of the study consisted of science teachers working in public schools affiliated to the Ministry of National Education in Ankara province in the 2023-2024 academic year, and the sample consisted of 104 science teachers working in Keçiören district of Ankara province. Kruskal-Wallis test, Mann-Whitney test and ANOVA test were used to analyze quantitative data. Content analysis method was used to analyze qualitative data. Content analysis method was used to analyze qualitative data. As a result of the study, a significant difference was found in favor of those with less years of service in TPACK self-efficacy of the participants, but no significant difference was found between years of service and ICT use competencies and ICT-based skills development. No significant difference was found between teachers' age ranges and TPACK' self-efficacy and no significant difference was found between age ranges and ICT competencies and ICT-based skills development. There was no significant difference between gender groups in terms of TPACK, and there was no significant difference between genders in terms of ICT use competence and ICT-based skills development. In the qualitative data, it was concluded that teachers considered themselves adequate in terms of content knowledge and pedagogical knowledge, while they considered themselves partially adequate in the types of knowledge involving technology. The findings of the study provide concrete evidence for the development of science teachers' technological pedagogical content knowledge competencies.