Technological pedagogical content knowledge of science teachers on global warming and researching classroom applications

The aim of this study is to investigate science teachers' technological pedagogical content knowledge and classroom practices on global warming. Relational survey model was used in the study. A total of 108 science teachers working in the central districts of Şanlıurfa province (Eyyübiye, Haliliye, Karaköprü) who voluntarily participated in the study constituted the study group. The data were collected by using Personal Information Form, Global Warming Information Questionnaire, Techno pedagogical Education Competencies Scale, Teacher Self-Efficacy Scale and Developed Teaching Observation Protocol. Data were analysed using Independent Samples T-Test, One-Way ANOVA, Pearson Correlation and Multiple Regression. In the study, it was found that the global warming knowledge levels of science teachers decreased as the average number of students in the classes they taught increased; as the global warming knowledge levels of teachers increased, technopedagogical education competencies and teacher self-efficacy increased; an increase in one of the technopedagogical education competencies caused a high level increase in other competencies; the scores of ethics and specialisation among technopedagogical education competencies of teachers who consider the school facilities sufficient are high; the scores of technopedagogical education competencies and teacher self-efficacy of teachers who always follow scientific studies and global warming news and always share global warming information with students are high; as the age of the teachers increased, the application dimension of technopedagogical education competences decreased; as the weekly course hours of the teachers increased, the application dimension of technopedagogical education competences increased; an increase in one of the teacher self-efficacy caused a high level increase in other competences; an increase in technopedagogical education competences or an increase in teacher self-efficacy caused an increase in these two competences in general; an increase in one of the classroom practices caused a high level increase in other practices. In the study, it was determined that science teachers' global warming knowledge levels, technopedagogical education competences and self-efficacy did not predict their classroom practices positively and significantly. It is believed that the results of the study will guide the studies of science teachers, contribute to the programs and literature on science teaching, and encourage the activities to be carried out.