Investigating Pre-service Science Teachers' Content Knowledge And Perceived TPACK Regarding Genetics


Savaş M., Yılmaz Tüzün Ö.

The National Association for Research in Science Teaching (NARST), Indiana, United States Of America, 25 - 28 March 2012, pp.234

  • Publication Type: Conference Paper / Summary Text
  • City: Indiana
  • Country: United States Of America
  • Page Numbers: pp.234

Abstract

 The purposes of this study were to investigate the relationship between genetic knowledge and perceived technological pedagogical content knowledge (TPACK) of pre-service science teachers and explore relationships among the components of TPACK. A total of 1530 pre-service science teachers who are enrolled in elementary science education department of Education Faculties of 8 public universities located in the central part of the country participated to the study. The perceived TPACK questionnaire developed by MaKinster, Boone, and Trautmann, (2010) and genetic concept test developed by Sadler and Zeidler (2005) were used. Results revealed that most of the subscales of TPACK were correlated with genetic concept test and the highest correlation was obtained with perception of content knowledge. Correlations among the TPACK subscales revealed high correlations and the highest correlation was obtained between perceived technological content knowledge and perceived technological pedagogical content knowledge. This study supported that both content knowledge in science and each knowledge sources of TPACK are vital in developing competency in technological pedagogical content knowledge.