Examining pre and in-service science teachers' technological pedagogical content knowledge and classroom teaching practices in the topic of "refraction of light"

The goal of this study is to examine pre and in-service science teachers' technological pedagogical content knowledge (TPACK) and classroom teaching practices in the topic of "refraction of light". In this study content knowledge (CK) pedagogical content knowledge/components (PCK) and TPACK of In-Service Science Teachers (ISTs) and Pre-Service Science Teachers (PSTs), are examined. CK consists of conceptual knowledge, nature of science and scientific inquiry; PCK consists of knowledge of curriculum, students' learning difficulties, instructional strategy and method and assessment; TPACK consists of five sub-components where the technology is integrated with the components of PCK. 15 ISTs (13 female and -2 male) working in four different provinces and 23 PSTs (17 female-and 6 male) in the final year of Science Teacher Education Program in 2012-2013 academic year have participated in this study. In this study, the triangulation approach, including qualitative and quantitative approaches, were used to explore the TPACK and classroom practices of science teachers and teacher candidates. Conceptual Test of Refraction of Light consisting of open-ended questions, Views of Nature of Science (VNOS), Views of Scientific Inquiry (VOSI) are used to determine CK of ISTs and PSTs,. Individual semi-structured interviews based on vignettes and Content Representations (Co-Re) are used to explore PCK and TPACK of ISTs and PSTs. As data collection tools for classroom teaching practices of ISTs and PSTs, observation notes, classroom video records and Reformed Teaching Observation Protocol (RTOP) are used. In data analysis where qualitative and quantitative approaches are used together, the qualitative data is converted to quantitative with an approach used in the previous studies. In the statistical comparison between ISTs and PSTs, Chi-Square Test and Mann-Whitney U Test are used. Results of the data analysis showed that ISTs and PSTs had partial understandings involving in conceptual test, VNOS and VOSI and had some common alternative conceptions. It is determined that the PCK and TPACK levels of ISTs and PSTs are partially scientific level and non-scientific level for the knowledge of students' learning difficulties and knowledge of assessment that are sub-components of PCK. It is found that the teachers and teacher candidates are insufficient in all components of TPACK and particularly the knowledge of technology integrated assessment. The data obtained from RTOP showed that the success percentage of ISTs are % 59,75 and success percentage of the teacher candidates is % 49,30 for classroom teaching ability of the topic of refraction of light. Result of the Chi-Square Test analysis in terms of CK, PCK and TPACK, indicated that ISTs are generally more successful than PSTs in terms of conceptual knowledge; however, PSTs are more successful than ISTs in terms of scientific inquiry, including no difference between ISTs and PSTs in terms of nature of the science. It is concluded that ISTs are more successful in the knowledge of program as a component of PCK. Results of Mann-Whitney U Test revealed that there is a statistically significant difference in favor of ISTs for conceptual knowledge in CK and classroom teaching practices (p<0.001). Results of this study are discussed for science teacher education.