The effect of digital storytelling applications on technological pedagogical content knowledge of pre-service science teachers'

The aim of this study is to examine the effect of digital storytelling applications on pre-service science teachers' technological pedagogical content knowledge. The NIC→nit (sequential quantitative method and qualitative method, quantitative method dominant) pattern of the multi-method research method constitutes the design of the research. In the quantitative method of the research, the time series model, which is one of the quasi-experimental models, was used, and the case study model was used in the qualitative method. The study group of the research consists of 35 science teaching undergraduate students (pre-service teachers) studying at the faculty of education, department of mathematics and science education. The quantitative data of the study were collected through the TPACK scale and digital story evaluation rubric, and the qualitative data were collected through the digital storytelling applications opinions form. In solving the sub-problems of the research, multivariate analysis of variance and correlation analysis of quantitative data and content analysis of qualitative data were performed. As a result of the quantitative findings obtained in the research; It has been concluded that digital storytelling applications make a statistically significant difference on the technological pedagogical content knowledge of pre-service science teachers and that digital storytelling applications improve the pre-service teachers' technological pedagogical content knowledge. As a result of the qualitative findings obtained from the research, it was determined that the teacher candidates have positive views and TPACK perceptions about digital storytelling applications.