The effect of science projects via robotic coding on teacher candidates' technological and pedagogial field knowledge

In this research, the impact of the projects that were executed via robotic coding in the field of science, on the teacher candidates' knowledge in the technological pedagogy field, was examined. The dataset was collected from the senior class students (i.e. teacher candidates) of Science Education at Mehmet Akif Ersoy University (MAEU).The first test & last approach (with a control group) was employed in the experimental design part of our research methodology.Technological pedagogical content knowledge (TPACK) measure, which was built by Schmidt et al.(2009) via building 47 elements and translated into Turkish language in 2011, was adopted as the data collection method.The data that were collected through the experiments (which lasted 4 weeks) were then deployed into IBM SPSS statistical software package to run Paired T-tests at the alpha level of 0.05 (significance level).Based on the statistical results/outputs, it has been found out that the impact of the projects that were executed via robotic coding (i.e. parking sensor, light, light sensor and irrigation system) had a positive impact on the teacher candidates' knowledge in the fields of technology, content, pedagogy, pedagogical content, technological content and technological pedagogy.The difference between the results of the first test and the last test was found out to be statistically significant.