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Examining Science Teachers’ Technological Pedagogical Knowledge

In this study, it was aimed to investigate the technological pedagogical content knowledge (TPCK) of science teachers. For this purpose, a mixed methods research was used. The study was carried out in our country in order to reveal the current situation in teaching education and to produce solutions for the deficiencies. A survey was applied to the science teachers who work in seven geographical areas. The survey was applied to 129 females and 77 males, in a total of 206 science teachers participated. In addition, the interviews were made with 3 experienced and 3 inexperienced teachers working in institutions affiliated to Hakkari province Şemdinli district. Analysis of the quantitative data was performed with the SPSS 21.0 program. The Cronbach's Alpha Coefficient of the complete scale was .96. As results, there was no significant difference in science teachers' technological knowledge, content knowledge, pedagogical content knowledge, and technological pedagogical content knowledge according to gender, seniority, educational status, place of work, institution in which they worked. In the case of qualitative data, descriptive and content analysis were used and the results were analyzed by continuous comparative method. According to the results of the qualitative research, opinions of science teachers were found to support the use of technological knowledge, content knowledge and pedagogical knowledge together.

Pedagogical Content Knowledge, Technological Content Knowledge, Technological Pedagogical Content Knowledge, Science Teachers


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