Research Article
BibTex RIS Cite

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

Year 2019, Volume: 9 Issue: 2, 222 - 243, 31.05.2019
https://doi.org/10.24315/tred.454360

Abstract

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.

References

  • Abell, S. K. (1990). A case for the elementary science specialist. School Science and Mathematics, 90(4), 291-301. Angeli, C., & Valanides, N. (2005). Preservice elementary teachers as information and communication technology designers: An instructional systems design model based on an expanded view of pedagogical content knowledge. Journal of Computer Assisted Learning, 21(4), 293-302.Aydın, S., & Boz, Y. (2012). Review of studies related to pedagogical content knowledge in the context of science teacher education: Turkish case. Educational Sciences: Theory & Practice, 12(1), 479-505.Böke, K. (2009). Sosyal bilimlerde araştırma yöntemleri. İstanbul: Alfa.Canbazoğlu Bilici, S. (2012). The pre-servıce scıence teachers’ technologıcal pedagogıcal content knowledge and theır self-effıcacy (Unpublished doctoral dissertation). Gazi University, Ankara.Demiraslan, Y. (2005). Analyzing the integration of information and communication Technologies into teaching-learning process according to activity theory (Unpublished master’s thesis). Hacettepe Universtiy, Ankara.Engeström, Y. (1987). Learning by expanding: An activity-theoretical approach to developmental research. Helsinki: Orienta-Konsultit. Engeström, Y. (2001). Expansive learning at work: Toward an activity theoretical reconceptualization. Journal of Education and Work, 14(1), 133-156.Hashweh, M. Z. (1987). Effects of subject-matter knowledge in the teaching of biology and physics. Teaching and Teacher Education, 3(2), 109-120.Hew, K. F., & Brush, T. (2007). Integrating technology into K-12 teaching and learning: current knowledge gaps and recommendations for future research. Educational Technology Research and Development, 55(3), 223–252.ISTE International Society for Tecnology in Education (2008). Standarts for Teachers. Retrieved from http://www.iste.org/docs/pdfs/20-14_ISTE_Standards-T_PDF.pdf Jang, S. J., & Chen, K. C. (2010). From PCK to TPACK: Developing a transformative model for pre-service science teachers. Journal of Science Education and Technology, 19(6), 553–564.Jonassen, D. H., & Murphy, L. R. (1999). Activity theory as a framework for designing constructivist learning environments. Educational Technology Research and Development, 47(1), 61-79.Koehler, M. J., & Mishra, P. (2005). What happens when teachers design educational technology? The development of technological pedagogical content knowledge. Journal of Educational Computing Research, 32(2), 131–152.Lankford, D. (2010). Examıning the pedagogical content knowledge and practice of experienced secondary biology teachers for teaching diffussion and osmosis (Unpublished doctoral dissertation). University of Missouri, Missouri.Magnusson, S., Krajcik, J., & Borko, H. (1999). Nature, sources and development of pedagogical content knowledge for science teaching. In. J. Gess-Newsome, & N. G. Lederman (Eds.), Examining Pedagogical Content Knowledge (pp. 95-132). Dordrecht, Netherlands: Kluwer Academic.McCrory, R. (2006). Technology and science teaching: A new kind of knowledge. In E. A. Ashburn, & R. E. Floden (Eds.), Meaningful learning using technology: What educators need to know and do (pp. 141-160). New York: Teachers College.Merriam, S. B. (2013). Nitel araştırma: Desen ve uygulama için bir rehber (S. Turan, Trans.). Ankara: Nobel.Mishra, P., & Koehler, M. J. (2006). Technological pedagocical content knowledge: A framework for teacher knowledge. Teacher College Record, 108(6), 1017–1054.Mitchener, C. A., & Anderson, C. W. (1989). Teachers’ perspective: developing and implementing an STS curriculum. Journal of Research in Science Teaching, 26(4), 351-369.Niess, M. L. (2005). Preparing teachers to teach science and mathematics with technology: Developing a technology pedagogical content knowledge. Teaching and Teacher Education, 21(5), 509 -523.Pirpiroğlu, İ. (2014). Investigation of pedagogical content knowledge of science and technology teachers, who have different occupational and contextual knowledge (Unpublished master’s thesis). Gazi Univesity, Ankara.Sanders, L. R., Borko, H., & Lockard, J. D. (1993). Secondary science teachers’ knowledge base when teaching science courses in and out of their area of certification. Journal of Research in Science Teaching, 30(7), 723-736.Simmons, P. E., Emory, A., Carter, T., Coker, T., Finnegan, B., Crockett, D., et al. (1999). Beginning teachers: beliefs and classroom actions. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 36(8), 930-954.Staley, K. N. (2004) Tracing the development of understanding rate of change: A case study of changes in a pre-service teacher’s pedagogical content knowledge (Unpublished doctoral dissertation). North Carolina State University, ABD.Strauss, A., & Corbin, J. (1990). Basics of qualitative research: Grounded theory procedures and techniques. Newbury Park, CA: Sage.Şahin, İ. (2011). Development of survey of technological pedagogical and content knowledge (TPACK). Turkish Online Journal of Educational Technology, 10(1), 97–105.Terpstra, M. A. (2010). Developing technological pedagogical content knowledge: preservice teachers' perceptions of how they learn to use educational technology in their teaching. (Unpublished doctoral dissertation). Michigan State University, USA.Wakwinji, J. (2011). Exploring how a workshop approach helps mathematics teachers start to develop technological pedagogical content knowledge (Unpublished master’s thesis). Faculty of Science Universiteit van Amsterdam, The Netherlands.Yamagata-Lynch, L. C. (2003). Using activity theory as an analytical lens for examining technology professional development in schools. Mind, Culture, And Activity, 10(2), 100–119.Yıldırım, A., & Şimşek, H. (2005). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin.

Fen Bilimleri Öğretmenlerinin Teknolojik Pedagojik Alan Bilgilerinin Etkinlik Kuramına Göre İncelenmesi

Year 2019, Volume: 9 Issue: 2, 222 - 243, 31.05.2019
https://doi.org/10.24315/tred.454360

Abstract

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.

References

  • Abell, S. K. (1990). A case for the elementary science specialist. School Science and Mathematics, 90(4), 291-301. Angeli, C., & Valanides, N. (2005). Preservice elementary teachers as information and communication technology designers: An instructional systems design model based on an expanded view of pedagogical content knowledge. Journal of Computer Assisted Learning, 21(4), 293-302.Aydın, S., & Boz, Y. (2012). Review of studies related to pedagogical content knowledge in the context of science teacher education: Turkish case. Educational Sciences: Theory & Practice, 12(1), 479-505.Böke, K. (2009). Sosyal bilimlerde araştırma yöntemleri. İstanbul: Alfa.Canbazoğlu Bilici, S. (2012). The pre-servıce scıence teachers’ technologıcal pedagogıcal content knowledge and theır self-effıcacy (Unpublished doctoral dissertation). Gazi University, Ankara.Demiraslan, Y. (2005). Analyzing the integration of information and communication Technologies into teaching-learning process according to activity theory (Unpublished master’s thesis). Hacettepe Universtiy, Ankara.Engeström, Y. (1987). Learning by expanding: An activity-theoretical approach to developmental research. Helsinki: Orienta-Konsultit. Engeström, Y. (2001). Expansive learning at work: Toward an activity theoretical reconceptualization. Journal of Education and Work, 14(1), 133-156.Hashweh, M. Z. (1987). Effects of subject-matter knowledge in the teaching of biology and physics. Teaching and Teacher Education, 3(2), 109-120.Hew, K. F., & Brush, T. (2007). Integrating technology into K-12 teaching and learning: current knowledge gaps and recommendations for future research. Educational Technology Research and Development, 55(3), 223–252.ISTE International Society for Tecnology in Education (2008). Standarts for Teachers. Retrieved from http://www.iste.org/docs/pdfs/20-14_ISTE_Standards-T_PDF.pdf Jang, S. J., & Chen, K. C. (2010). From PCK to TPACK: Developing a transformative model for pre-service science teachers. Journal of Science Education and Technology, 19(6), 553–564.Jonassen, D. H., & Murphy, L. R. (1999). Activity theory as a framework for designing constructivist learning environments. Educational Technology Research and Development, 47(1), 61-79.Koehler, M. J., & Mishra, P. (2005). What happens when teachers design educational technology? The development of technological pedagogical content knowledge. Journal of Educational Computing Research, 32(2), 131–152.Lankford, D. (2010). Examıning the pedagogical content knowledge and practice of experienced secondary biology teachers for teaching diffussion and osmosis (Unpublished doctoral dissertation). University of Missouri, Missouri.Magnusson, S., Krajcik, J., & Borko, H. (1999). Nature, sources and development of pedagogical content knowledge for science teaching. In. J. Gess-Newsome, & N. G. Lederman (Eds.), Examining Pedagogical Content Knowledge (pp. 95-132). Dordrecht, Netherlands: Kluwer Academic.McCrory, R. (2006). Technology and science teaching: A new kind of knowledge. In E. A. Ashburn, & R. E. Floden (Eds.), Meaningful learning using technology: What educators need to know and do (pp. 141-160). New York: Teachers College.Merriam, S. B. (2013). Nitel araştırma: Desen ve uygulama için bir rehber (S. Turan, Trans.). Ankara: Nobel.Mishra, P., & Koehler, M. J. (2006). Technological pedagocical content knowledge: A framework for teacher knowledge. Teacher College Record, 108(6), 1017–1054.Mitchener, C. A., & Anderson, C. W. (1989). Teachers’ perspective: developing and implementing an STS curriculum. Journal of Research in Science Teaching, 26(4), 351-369.Niess, M. L. (2005). Preparing teachers to teach science and mathematics with technology: Developing a technology pedagogical content knowledge. Teaching and Teacher Education, 21(5), 509 -523.Pirpiroğlu, İ. (2014). Investigation of pedagogical content knowledge of science and technology teachers, who have different occupational and contextual knowledge (Unpublished master’s thesis). Gazi Univesity, Ankara.Sanders, L. R., Borko, H., & Lockard, J. D. (1993). Secondary science teachers’ knowledge base when teaching science courses in and out of their area of certification. Journal of Research in Science Teaching, 30(7), 723-736.Simmons, P. E., Emory, A., Carter, T., Coker, T., Finnegan, B., Crockett, D., et al. (1999). Beginning teachers: beliefs and classroom actions. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 36(8), 930-954.Staley, K. N. (2004) Tracing the development of understanding rate of change: A case study of changes in a pre-service teacher’s pedagogical content knowledge (Unpublished doctoral dissertation). North Carolina State University, ABD.Strauss, A., & Corbin, J. (1990). Basics of qualitative research: Grounded theory procedures and techniques. Newbury Park, CA: Sage.Şahin, İ. (2011). Development of survey of technological pedagogical and content knowledge (TPACK). Turkish Online Journal of Educational Technology, 10(1), 97–105.Terpstra, M. A. (2010). Developing technological pedagogical content knowledge: preservice teachers' perceptions of how they learn to use educational technology in their teaching. (Unpublished doctoral dissertation). Michigan State University, USA.Wakwinji, J. (2011). Exploring how a workshop approach helps mathematics teachers start to develop technological pedagogical content knowledge (Unpublished master’s thesis). Faculty of Science Universiteit van Amsterdam, The Netherlands.Yamagata-Lynch, L. C. (2003). Using activity theory as an analytical lens for examining technology professional development in schools. Mind, Culture, And Activity, 10(2), 100–119.Yıldırım, A., & Şimşek, H. (2005). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin.
There are 1 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Articles
Authors

Tuna Gencosman 0000-0003-1556-301X

Mustafa Aydoğdu 0000-0003-1475-5925

Mustafa Doğru 0000-0003-0405-4789

Publication Date May 31, 2019
Published in Issue Year 2019 Volume: 9 Issue: 2

Cite

APA Gencosman, T., Aydoğdu, M., & Doğru, M. (2019). Investigation of Science Teachers’ Technological Pedagogical Content Knowledge According to Activity Theory. Trakya Eğitim Dergisi, 9(2), 222-243. https://doi.org/10.24315/tred.454360