The development of pre-service science teachers? technological pedagogical content knowledge in force and movement subjects

The purpose of this study is to examine the development of pre-service science teachers? technological pedagogical content knowledge (TPCK). For this purpose a mixed methods research was designed and force and motion units of the 6th-8th grades curriculum were chosen as the context. Thirty senior pre-service science teachers participated in the study in spring semester 2010 at a metropolitan university. The participants were taking a technology and project design course which was being taught by the researcher during the period of the study. During the course the researcher-instructor only gave emphasis to developing participants? technological knowledge through activities for five weeks. Afterwards, pre-service teachers designed technology supported instruction and presented to their peers who acted as pupils.In order to be able to collect the quantitative data, two instruments were needed to be adopted into Turkish: The TPCK confidence scale, and the microcomputer utilization in teaching efficacy beliefs instrument. The AMOS software was used in data analysis. Furthermore, the data obtained from 30 pre-service teachers were analyzed by using the SPSS 17.0 software. On the other hand, the qualitative data were collected by interviewing, observation, and artifact examination from 3 pre-service teachers who were selected according to maximum variation sampling principles. The qualitative data were analyzed by using the HyperRESEARCHTM 2.8.6.The findings stemming from the quantitative data show that technology supported teachings foster pre-service science teachers? TPCK confidences (Graham, Burgoyne, Cantrell, Smith, & Harris, 2009), self efficacy beliefs towards microcomputer utilization in teaching (MUTEBI) (Enochs, Riggs & Ellis, 1993), and cognitive structures. Moreover, the findings emerging from the 3 multiple holistic cases reveal that engaging in technology supported teaching fosters four of the components of TPCK (namely, knowledge of; purpose, curriculum and curriculum materials, instructional strategies and assessment, teaching with technology). However, due to the nature of the study, such engagement did not foster teacher knowledge of students? understandings, thinking, and learning in science with technology which is one of the five components of TPCK.