The investigation of the relationship between technological pedagogical content knowledge (TPACK) self-efficacy belief levels and the usage of web 2.0 applications of pre-service science teachers

The purpose of this study is to determine the Technological Pedagogical Content Knowledge (TPACK) self-efficacy levels of pre-service science teachers with respect to variables in their use of Web 2.0 applications. A survey model has been conducted on a study group consisting of 344 pre-service science teachers attending their final year of education at 6 different state universities in Turkey during the academic year of 2017-2018. The "Personal Information Form", the "Web 2.0 Applications Usage Situation Survey", and the "TPACK Self-Efficacy Belief Scale", developed by Canbazoğlu Bilici (2012), were employed. Data obtained from the study group have been analyzed with the "SPSS Statistics 23" software: percentages and frequency values have been calculated, a T-Test has been used, the ANOVA Test has been carried out, a Pearson Correlation Analysis has been conducted, and a Tamhane test has been used. According to the results of the study, a significant relationship has been found between TPACK self-efficacy beliefs and the frequency with which science teacher candidates use Web 2.0 applications, the average time spent using the applications, the amount of time they have been using these tools in their everyday lives, how long they have been using Web 2.0 applications for educational purposes, the places most frequently used for accessing the applications, and the style in which they use Web 2.0 applications. However, no meaningful relationship between the most commonly used methods of accessing Web 2.0 applications and TPACK self-efficacy belief status has been found. While no sufficient relationship with the purpose of using Web 2.0 applications and TPACK self-efficacy beliefs has been discovered, there does exist a low positively significant relationship with Web 2.0 applications which are popular and widely used. A meaningful positive relationship involving usage perceptions of Web 2.0 applications does exist. It has been found that pre-service science teachers use Web 2.0 applications mostly as consumers, and less as producers. Consumption has emerged as being primarily focused communication. It has been determined that from the popular and widely used Web 2.0 applications, the most used application is the search engine application and the least used application is the blog application. Web 2.0 application usage perception results have proven to be high. The highest perception identified was, "Web 2.0 applications allow me to find and to share educational resources", and the lowest level of perception has been discerned as, "Web 2.0 applications allow me to be a content creator more than a consumer". It has been found that the most commonly used Web 2.0 applications in education are Google Drive, Prezi and Yandex Disk and the ones which are never used are Tellagami and Edublogs. It has been determined that the TPACK self-efficacy beliefs of pre-service science teachers are at a high level: subdimensions of the scale have shown that "pedagogical knowledge" has the highest average, and the lowest is in "technological knowledge". There was a significant relationship between TPACK self-efficacy beliefs and gender, personal computer and internet connection usage, level of computer use, and average internet usage per week, but no significant relationship was found between educational background and average weekly computer usage. It is considered that the TPACK self-efficacy beliefs of pre-service science teachers will be positively contributed to by developing the use of Web 2.0 applications.