A multiple case study of preservice science teachers’ TPACK: Embedded in a comprehensive belief system
Küçük Resim Yok
Tarih
2016
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
IJESE
Erişim Hakkı
info:eu-repo/semantics/closedAccess
Özet
Integrating technology into science education provides opportunities to foster students’ meaningful learning. This study focused on technological pedagogical content knowledge (TPACK) and its connections to belief system in a science teaching context. The purpose of this study was to investigate the effects of preservice science teachers’ (PST) beliefs on their TPACK level. Multiple case study method was implemented. Multiple cases of the study were: low, medium and high confidence of TPACK. Purposive sampling was adapted to select cases. Data was collected through individual semi-structured interviews and lesson plans of PSTs. Content analysis was used in order to analyze the data. Holistic and embedded analyses were implemented to grasp each case entirely and comparing specific aspects and relations of the cases. According to findings there was a positive relationship between PST’s TPACK confidence and TPACK level. The PSTs’ belief systems consistently related to their TPACK levels in terms of several respects. When epistemological beliefs were not taken into consideration, relationships among other variables of the study showed consistency with previous research findings related to relationship between self and conceptions of teaching and learning. Implicational suggestions for future research and science teacher education programs were presented. © 2016 Günes and Bahçivan.
Açıklama
Anahtar Kelimeler
Belief system, Confidence, Science teachers, Technology, TPACK
Kaynak
International Journal of Environmental and Science Education
WoS Q Değeri
Scopus Q Değeri
N/A
Cilt
11
Sayı
15
