Measuring competences of pre-service science teachers' technological pedagogical content knowledge

Abstract

The turn of the 21st century marked the beginning of a much common and widespread use of computer technologies in science classrooms and practically everywhere else because personal computer hardware with ever higher capacities became affordable to larger populations and applications with enhanced visual characteristics were created with lesser effort not only by computer experts but also by science educators. Although not sufficient for all teachers, today there exist many opportunities for both in-service and pre-service science teachers and students to utilize Technology-Rich Environments (TRE) in teaching and learning science. This study aims to measure pre-service science teachers’ Technological Pedagogical Content Knowledge (TPCK) confidence and identifying views about using TRE in science instruction. A descriptive multicase study design was employed in order to examine pre-service science teachers’ TPCK confidence during a whole semester. Data include semi structured interviews and TPCK confidence survey. The results of the study suggest that pre-service science teachers have not got TPCK confidence enough to create a TRE in science teaching and they feel lack of technological content knowledge competences for creating a TRE.