A multiple case study of preservice science teachers’ TPACK: Embedded in a comprehensive belief system

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dc.authorid0000-0001-5621-3302
dc.contributor.authorGüneş, Erhan
dc.contributor.authorBahçivan, Eralp
dc.date.accessioned2021-06-23T18:51:49Z
dc.date.available2021-06-23T18:51:49Z
dc.date.issued2016
dc.departmentBAİBÜ, Eğitim Fakültesi, Matematik ve Fen Bilimleri Eğitimien_US
dc.description.abstractIntegrating 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.en_US
dc.identifier.endpage8054en_US
dc.identifier.issn1306-3065
dc.identifier.issue15en_US
dc.identifier.scopus2-s2.0-85032123278en_US
dc.identifier.scopusqualityN/Aen_US
dc.identifier.startpage8040en_US
dc.identifier.urihttps://hdl.handle.net/20.500.12491/4012
dc.identifier.urihttps://www.scopus.com/inward/record.uri?eid=2-s2.0-85032123278&partnerID=40&md5=a315894d906989477553908a2bdf6707
dc.identifier.volume11en_US
dc.indekslendigikaynakScopusen_US
dc.institutionauthorBahçivan, Eralp
dc.language.isoenen_US
dc.publisherIJESEen_US
dc.relation.ispartofInternational Journal of Environmental and Science Educationen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectBelief systemen_US
dc.subjectConfidenceen_US
dc.subjectScience teachersen_US
dc.subjectTechnologyen_US
dc.subjectTPACKen_US
dc.titleA multiple case study of preservice science teachers’ TPACK: Embedded in a comprehensive belief systemen_US
dc.typeArticleen_US

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