Technological pedagogical content knowledge of pre-service biology teachers on protein synthesis

Abstract Today's technological developments require all teachers to perform an effective and productive learning by integrating their pedagogical and content knowledge into teaching process as well as technology knowledge. In this study, it's examined that the Technological Pedagogical Content Knowledge (TPACK) of pre-service biology teachers on protein synthesis. The study is carried out with 8 pre-service biology teachers. In this research, semi-structured interview form, open-ended content knowledge test, lesson plan and lesson plan evaluation form were used as data collection tools. Data was analysed simultaneously within the scope of TPACK components and evaluated together. Data was analysed with MAXqda which is qualitative data analysis program and be evaluated by content analysis method. As a result of the research, it is seen that pre-service biology teachers believes that the use of technology within teaching protein synthesis will be helpfull. It is defined that pedagogical, technological and technological pedagogical knowledge of pre-service biology teachers is partially sufficient. Also it is determined that their content knowledge of protein synthesis isn't sufficient and there are important knowledge deficiencies and misconceptions. Since their content knowledge of protein synthesis is insufficient, they couldn't be able to explain how to use their pedagogical knowledge on teaching the topic. In other words, their explanations regarding the pedagogical content knowledge were insufficient. In the same manner, their deficiency of the content knowledge is reflected in technological content knowledge. Nonetheless, in spite of their technological and pedagogical knowledge is sufficient separately, they have difficulty in integrate technological knowledge with teaching content. Keywords: protein synthesis, biology teaching, technology knowledge, technological pedagogical content knowledge, content analysis.