Determination of classroom teachers' technological pedagogical content knowledge in terms of states of matter and substance and mixture

In this study, it is aimed to determine the Classroom Teachers' Technological Pedagogical Content Knowledge in terms of states of matter and pure substance and mixture. The study were conducted as mix research desing (qualitative and quantitative used together) and the sample group of the study is consisted of 101 teachers working in Elazığ and its districts as 4th year elementary school teachers in 2018-2019 academic year. Classroom teachers' subject matter knowledge about the states of matter, pure substance and mixture, teachers' pedagogical knowledge (curriculum knowledge, knowledge of learning difficulties, teaching strategy and methodology, evaluation knowledge) and technological knowledges were investigated. It was used different data collection tools such as Nature of Science Questionnaire, TPACK scale, lesson script example, lesson plan matrix and interview questions were used in order to measure the TPACK levels of classroom teachers about the states of matter and pure substance and mixture. SPSS 22.0 statistics software was used to evaluate data obtained during the research. According to the findings of the research results ıt was revealed that both groups of classroom teachers did not have sufficient subject matter knowledge. Nevertheless it was also concluded that the two groups of classroom teachers did not have sufficient knowledge in terms of program, learning difficulties, teaching strategy /methodology and evaluation knowledges together with context knowledge. Similarly, it was concluded that general and subject-specific technological knowledge levels of classroom teachers were not sufficient. Keywords: Classroom Teacher, Lesson Plan Matrix, Sample Lesson Script, States of Matter, Pure Substance and Mixture, Technological Pedagogical Content Knowledge (TPACK)