Exploring the pre-service Science and technology teachers? technological pedagogical content knowledge (TPACK) and classroom teaching involving the topic of global environmental problems

The aim of this study is to investigate Pre-service Science Teachers` Technological Pedagogical Content Knowledge (TPACK) and classroom practices involving the topic of global environmental problems (GEP) (global warming, acid rain and ozone layer depletion) were investigated. 54 randomly selected Pre-service Science Teachers (PSTs) (29 Females and 25 Males), who are 4rd level students in science teacher education department of Fırat University, participated in this study, utilizing survey method of research during 2010-2011 spring term. TPACK was conceptualized as an integration of the subject matter, pedagogical and technological knowledge in the study. PSTs`subject matter knowledge consisted of conceptual knowledge nature of science and scientific inquiry, their science- pedagogical content knowledge (SPCK) constituted of the following knowledge components: the knowledge of science and technology program, the knowledge of students`learning difficulties, the knowledge of instructional strategy and method and the knowledge of assessment. PSTs` technological knowledge constituted of general and science education-specific technological knowledge.In this study, TPACK and classroom teaching practices of the PSTs? were investigated using the triangulation of quantitative and qualitative data analysis. Data collection tools in this study are: GEP open-ended conceptual tests, views of nature of science (VNOS) and views of scientific inquiry (VOSI) for the PSTs` subject matter knowledge; semi-structured individual interview for the PSTs` SPCK and technological knowledge; vignette based semi-structured individual interview and lesson preparation method for the PSTs` pedagogical content knowledge (PCK), technological content knowledge (TCK), technological pedagogical knowledge (TPK) and TPACK. Data collection tools for the PSTs`classroom teaching practices are field notes, video records and Reformed Teaching Observation Protocol (RTOP)In data analysis, qualitative and quantitative approaches are used together. Qualitative data is transformed into quantitative data approach used in previous studies (Kaya, 2009; Vazquez-Alonso ve Manassero-Mas, 1999). According to results of the data, it has been understood that PSTs? were lack of sufficient conceptual knowledge views on nature of science and knowledge of science inquiry and hold general alternative conceptions about GEP. PSTs? had sufficient SPCK and technological knowledge. However, it was found that PSTs understanding of topic-specific students`learning difficulties, TCK and TPK were very low. In the five component of TPAB, PSTs? are adequate for teaching GEP issues relating to technology-supported teaching strategies and methods, but other four components were found to be inadequate. Data related to the PSTs` teaching practices in the elementary school science classrooms indicated the following success rates as percentage: 62,04% for the lesson design and implementation, 63,80% for the content, 61,85% for the procedural knowledge, 62,96% for the communicative interactions and 73,80% for the student/teacher relationships for the topic of global warming; 63,98% for the lesson design and implementation, 61,67% for the content, 62,13% for the procedural knowledge, 61,02% for the communicative ınteractions and 75,93% for the student/teacher relationships for the topic of acid rain content;. And ozone layer depletion; 59,44% for the lesson design and implementation, 56,20% for the content, 55,65% for the procedural knowledge, 52,13% for the communicative ınteractions and 74,63% for the student/teacher relationships.Statistical analyses of the results has indicated that there was a significant relations between PSTs` subject matter and PCK (p<0.01) and classroom practices (p<0.01), while no significant relation was found between PSTs` subject matter and TPCK in the topic of global warming. Besides, in the topic of acid rain, relation between PSTs` subject matter and PAB (p<0,01) was statistically significant. However, no significant relation was found between PSTs? subject matter and TPCK (p>0,05) and classroom practices. In addition, the relation between PSTs? subject matter and PAB (p<0,01) and TPAB (p<0,01). There was also no significant relation between PSTs? subject matter and classroom practices (p>0,05) in the topic of ozone layer depletin.