Abstract
In this study, it is examined that the Technological Pedagogical Content Knowledge (TPACK) of pre-service biology teachers on protein synthesis. The study was carried out with 8 pre-service biology teachers. This research used a semi-structured interview form, open-ended content knowledge test, lesson plan, and lesson plan evaluation form as data collection tools. Data were analyzed simultaneously within the scope of TPACK components and evaluated together. Data were analyzed with MAXqda, a qualitative data analysis program and evaluated by the content analysis method. As a result of the research, it is defined that pedagogical, technological and technological pedagogical knowledge of pre-service biology teachers is partially sufficient. Also, it is determined that their content knowledge of protein synthesis is insufficient, and there are essential knowledge deficiencies and misconceptions. Since their content knowledge of protein synthesis is insufficient, they could not explain how to use their pedagogical knowledge to teach the topic. Nonetheless, despite their technological and pedagogical knowledge being sufficient separately, they have difficulty integrating technological knowledge with teaching content. Therefore, it is thought that it would be beneficial to refer more about which technologies, at which stages of the teaching process, for what purposes, and how they can be used in the content of the education courses in the biology teaching program and to enable pre-service teachers to practice on this subject. In addition, there is a need to eliminate the misconceptions of pre-service teachers from secondary education and before and to improve their content knowledge. For this reason, it is recommended to add courses to the teacher education program as applications of the related field courses, in which pre-service teachers will be able to explain the knowledge they have learned in the classroom to their other friends. Thus, it is thought that the information they have learned will be more permanent, and they will be aware of their own and their friends' deficiencies and misconceptions while explaining.
Highlights
Questions such as what methods and techniques teachers-who have considerable effects on students- teach their students in addition to having content knowledge, to what extent they know their students, and whether they conduct teaching directed to students have gained more and more importance and have been made the subject matter of research
Shulman (1987) claims that the missing component in educational research is "pedagogical content knowledge (PCK)"- which is composed of using content knowledge and pedagogical knowledge in combination and which is a particular area of knowledge independent of pedagogy
The author referred to the ties between pedagogy and content knowledge with the concept of "pedagogical content knowledge"- which he began to use in the literature, said that it was inadequate for teachers to have the only content knowledge and stated that a particular area of knowledge about how to teach the content knowledge was required
Summary
Questions such as what methods and techniques teachers-who have considerable effects on students- teach their students in addition to having content knowledge, to what extent they know their students, and whether they conduct teaching directed to students have gained more and more importance and have been made the subject matter of research. TPACK is defined as "teachers' knowledge of how to combine technology with pedagogical strategies while teaching a subject in their area and of the effects of technological instruments and presentations on students' understanding the subject" (Graham et al, 2009). This study was based on the idea that it would be beneficial to know about the efficacies of pre-service biology teachers- who are going to be practicing teachers in the future-in teaching the subject In this context, the current study considers the concept of TPACK- which is frequently mentioned today in teachers' efficacies (Mishra & Koehler, 2006), and it investigates pre-service teachers' TPACK and types of knowledge which are the sub-components of TPACK. This current study is thought to contribute to the area in this sense
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