Exploring Preservice Science Teachers’ Technological Pedagogical Content Knowledge and Classroom Practices Involving the Topic of Electricity

• In Event: Roundtable Session 71
  In Roundtable Session: Various Perspectives About Science Teaching and Learning

Abstract

The purpose of this study was to explore pre-service science teachers’ (PSTs) Technological Pedagogical Content Knowledge (TPCK) and their teaching practices in real classroom settings involving the topic of electricity. 44 randomly selected PSTs (26 females and 18 males) in their final year in a science teacher education program participated in the study. Findings obtained from the data collected through multiple sources showed that PSTs were lack of sufficient conceptual knowledge and views on nature of science and hold general alternative conceptions. PSTs’ pedagogical knowledge, technological knowledge and teaching practices in the middle school science classrooms showed to be partially satisfactory. Results of the statistical analyses showed significant correlations among the components of PSTs’ TPCK and classroom teaching practices.

Authors

• Aygün Kilic, Firat University

• Zehra Kaya, Firat University

• Selcan Sungur, Firat University

• Didem Karakaya, Firat University

• Selçuk Aydemir, Firat University

• Mine Zorlu, Firat University

• Osman Nafiz Kaya, Firat University