Abstract
<p class="apa">Web pedagogical content knowledge generally takes pedagogical knowledge, content knowledge, and Web knowledge as basis. It is a structure emerging through the interaction of these three components. Content knowledge refers to knowledge of subjects to be taught. Pedagogical knowledge involves knowledge of process, implementation, learning methods, and teaching methods. Web knowledge is about general Web competencies such as the use of tools related to the Web, Web-based communication, and Web-based interaction. The purpose of this study is to analyze social studies teachers’ perception levels regarding Web pedagogical content knowledge. The population of the study covers social studies teachers in Turkey while the sample of the study covers 601 social studies teachers who were randomly selected from 75 cities of Turkey in 2015. Data collection tool employed in this study is Web Pedagogical Content Knowledge Scale composed of 30 items and five factors, developed by Lee, Tsai, and Chang (2008), and adapted to the Turkish language by Horzum (2011). Data analysis of the study was conducted via IBM SPSS Statistic 23 package. The findings were analyzed based on arithmetic mean, standard deviation, Mann-Whitney U test, and Kruskal-Wallis test. The significance of the data was evaluated at a significance level of 0.05. The results indicate that social studies teachers’ perceptions regarding Web pedagogical content knowledge are high. The results also show that they consider themselves competent in this matter, and their perceptions regarding Web pedagogical content knowledge significantly vary by gender, the Department of graduation, and experience of using computers whereas they do not significantly differ by educational background and status of having a computer.</p>
Highlights
The rapid flow of information in current times accompanied by swiftly changing student profiles has made it compulsory to use computer technologies in education and in social studies education
At the end of the analysis, it was seen that the perception levels of the social studies teachers regarding web pedagogical content knowledge differ significantly by gender (U=35716.50, p
This study is an attempt to reveal the Web pedagogical content knowledge levels of the social studies teachers in Turkey and whether these levels differ by gender, educational background, the Department of graduation, status of having a computer, and experience of using computers
Summary
The rapid flow of information in current times accompanied by swiftly changing student profiles has made it compulsory to use computer technologies in education and in social studies education. While having a computer and using one was even considered a luxury two decades ago, computers are in every house, even in every pocket in the form of mobile computers thanks to smartphone technology. The youth of the 21st century communicates to a great extent via computers and the Internet. Even the majority of primary school students use instant messaging applications (e.g. Whatsapp, Skype) and social networking sites (e.g. Facebook, Twitter, Orkut) (Yeşiltaş, 2011). According to EU Kids Online (2012) report, 59% of children aged 9-16 have social networking accounts. The same report states that children aged 9-16 benefit from the Internet for school studies (85%), online games (83%), watching video clips (76%), and instant messaging (62%)
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