Exami̇ni̇ng the different grades of pre-service teachers' technological pedagogical contextual knowledge and the components of tpck involving the topic of renewable energy sources

In this study utilizing the case study survey method, the different grades of pre-service teachers' Technological Pedagogical Contextual Knowledge (TPCK) and the components of TPCK involving the topic of Renewable Energy Sources (RES) were investigated. RES-TPCK designed according to transforming model was conceptualized as an integration of the subject matter, pedagogical, technological and contextual knowledge in the study. Contextual knowledge is consist of five different categories; (1)Macro, (2)Mezo, (3)Sub-Mezo, (4)Micro ve (5)Sub-Micro context. 36 Pre-service Science Teachers, which were selected according to the techniques of nonprobability sampling, in their first, second, third and fourth grade in the Department of Science Education Program during 2014-2015 academic year participated in the study. In this qualitative study, the data were collected based on triangulation approach. 1- The vignette based semi-structured individual interviews, 2-different contexts and 3-the portrayed teacher-"Zeynep" based semi-structured individual interviews, 4-drawings, 5-Content Representation methods and 6-document review for the PSTs' TPACK and the components of TPACK; 7-field notes and 8-video records for the PSTs' classroom teaching practices (fourth grade pre-service science teachers) were used as data collection tools in this study. The content analysis method was used for the data analysis. Findings obtained from the data analysis showed that different grades of pre-service teachers' TPCK levels were approximately same and their RES-TPCK was inadequate. It was also found that they had partial understandings on sub-mezo, micro and sub-micro contexts, while the most of them neglected the macro and mezo contexts in the teaching process of pre-service teachers. It was understood that most of first grade pre-service science teachers had non-scientific views about the knowledge of technology-supported curriculum, ignoring contextual factors. The results also showed that pre-service science teachers' knowledge of technological pedagogical different contexts was inadequate. The data obtained from fourth grade pre-service science teachers' classroom practices was analyzed according to the description of Technological Pedagogical Content Knowledge levels (Karakaya Cırıt, Aydemir and Kaya, 2014). The results indicated that most of pre-service science teachers were in the first grade (realization) of the knowledge of technology-supported learning difficulties and assessment. It was found that they considered micro context in their classroom practices. The conclusions of this study were discussed on teacher training system.