Relationship Between Preservice Science Teachers' Technological Pedagogical Content Knowledge and Context-Related Factors

• In Event: Marriott Roundtable Session 3
  In Roundtable Session: Science Teaching and Learning: Educational Technology in Science Education

Abstract

Purposes of this study were to examine pre-service teachers’ technological pedagogical content knowledge while integrating calculator-based laboratory technology into their teaching practices and to look at the possible relationships between context-related factors and their TPCK. This research was based on the transformative model of TPCK. Multiple case study design was undertaken in this research. Both qualitative and quantitative research methods were implemented to collect data. Between and within case analysis were carried out. Correlations between TPCK and context-related factors were calculated to seek statistical relationships. Results conclude that pre-service physics teachers can reflect CBL technology integration into their practices successfully. In addition, there are relationships between instructional philosophy and TPCK as well as awareness of CBL usage and TPCK.

Authors

• Feral Ogan-Bekiroglu, Marmara University

• Ozge Karabuz