The determination of technological pedagogical content knowledge levels of multi grade school teachers

The aim of present study was to determine the technological pedagogical content knoweledge levels of multigrade school teachers about heat and temperature. The sample of researh contist of 38 multigrade school teachers who teach the 4 th grades in Diyarbakır, Elazığ and Şanlıurfa in 2012-2013 education year. The subject matter knowledge, views on nature of science and pedagogical content knowledge (programme knowledge, learning difficulties, teaching strategy and method knowledge and assessment knowledge) of multigrade school teachers are investigated. Also, teachers' general technological knowledge and technological knowledge about heat and temperature are investigated. In addition, the correlation is determined between technological knowledge and subject matter knowledge and pedagogical knowledge. Besides, the correlation is determined among four components of pedagogical content knowledge. Qualitative and quantitative methods are used in the research. The views on nature of science survey (consist of 6 sub factor total 24 items) and heat and temperature conceptual test in the daily life are used to determine the subject matter knowledge. In addition, the vignette about heat and temperature, Content Representation and semi-structured interviews are used to determined the pedagogical content knowledge and technological pedagogical content knowledge levels of multigrade school teachers. SPSS 16.00 statistical programme was used to evaluate the data obtained from present study. Percent (%), frequence (f) and Pearson correlation analyzsis were used. The results obtained from this study showed that multigrade teachers don't have enough subject matter knowledge. Also, it was found multigrade school teachers' general subject programme knowledges are low. Similarly, findings of present research showed multigrade teachers' general and subject assessment knowledge, learning difficulties knowledge, subject teaching strategy and method knowledge, general technological knowledge and subject specific knowledge are low. Key words: Content Representation, Heat and Temperature, Multi Grade School, Science Teaching, Technological Pedagogical Content Knowledge, Vignette