Development of Pre-Service Chemistry Teachers' Technological Pedagogical Content Knowledge

Autor/inn/en	Cetin-Dindar, Ayla; Boz, Yezdan; Sonmez, Demet Yildiran; Celep, Nilgun Demirci
Titel	Development of Pre-Service Chemistry Teachers' Technological Pedagogical Content Knowledge
Quelle	In: Chemistry Education Research and Practice, 19 (2018) 1, S.167-183 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cetin-Dindar, Ayla)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1756-1108
DOI	10.1039/c7rp00175d
Schlagwörter	Pedagogical Content Knowledge; Science Teachers; Chemistry; Technological Literacy; Technology Integration; Animation; Educational Games; Computer Simulation; Teaching Methods; Material Development; Interviews; Student Attitudes; Gender Differences; Questionnaires; Pretests Posttests; Case Studies; Preservice Teachers + Suchen Sie Ihr Suchwort? Pädagogische Kompetenz; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Chemie; Technisches Wissen; Educational game; Lernspiel; Computergrafik; Computersimulation; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrmaterialentwicklung; Interviewing; Interviewtechnik; Schülerverhalten; Geschlechterkonflikt; Fragebogen; Case study; Fallstudie; Case Study
Abstract	In this study, a mixed-method design was employed to investigate pre-service chemistry teachers' Technological Pedagogical Content Knowledge (TPACK) development. For effective technology integration in instruction, knowledge about technology is not enough; teachers should have different knowledge types which are content, pedagogical, and technological. The 17 pre-service chemistry teachers who enrolled in the Instructional Technology and Material Development course participated in the study for one semester. The purpose of this course was to learn how to integrate simulations, animations, instructional games, data-logging, virtual labs and virtual field trips into chemistry instruction considering factors such as chemistry subjects and students' possible alternative conceptions or their previous chemistry knowledge. A survey and interviews were used to gather data on the pre-service chemistry teachers' TPACK framework both before and after the semester. A mixed between-within subjects analysis of variance was conducted to examine the differences in the pre-service teachers' TPACK at two time periods considering also the gender factor. For the qualitative data, deductive analysis based on existing codes and categories was applied. The quantitative and qualitative findings of this study revealed that the pre-service chemistry teachers' TPACK improved partially on some components. In addition, based on these findings, gender was not found to be a significant variable in technology integration. For further development in the TPACK framework, more context related technology applications in a learning and teaching environment are needed. (As Provided).
Anmerkungen	Royal Society of Chemistry. Thomas Graham House, Science Park, Milton Road, Cambridge, CB4 0WF, UK. Tel: +44-1223 420066; Fax: +44-1223 423623; e-mail: cerp@rsc.org; Web site: http://www.rsc.org/cerp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01