The development of technological pedagogical content knowledge in subjects related to astronomy of pre-service science teachers

The aim of the study is to investigate the effects of Science Methods Course-II (SMC-II) course, which was designed based on blended learning setting rather than face-to-face learning, on Technological Pedagogical Content Knowledge (TPCK) and Pedagogical Content Knowledge (PCK) about astronomy-oriented subjects (celestial bodies and space research) among science teacher Pre-service Science Teachers' (PSTs). The study sample consisted of 30 4th year pre-service science teachers' attending the Mathematic and Science Department during the 2016-2017 academic year. An intervention design was applied to the study in which mixed research methods were used simultaneously. There were 15 participants in the control group and 15 in the experimental group. SMC-II course was delivered face-to-face in the control group while it was given with blended learning in the experimental group. The SMC-II course taught to the control group was delivered in the packet program form of CHE (The Council of Higher Education) and based on peer teaching techniques which was the application term of the theoretical information that had been delivered in SMC-I course. The face-to-face part of the course designed with blended learning technique for the experimental group was delivered based on the discussion approach and peer teaching practices were employed. Its online part included synchronous and asynchronous discussion forums which were established on the Moodle Learning Management System (MLMS), e-portfolios and communication and document share forums. The data collection instruments of the study were semi-structured interviews based on short vignettes, lesson plans and Technological Pedagogical Content Knowledge Scale (TPCKS). Using an intervention design, the study data was completed with TPCK and PCK twice, during both the beginning and the end of the 2016-2017 academic year fall term. The study's qualitative data was subject to content analysis and the Mann Whitney U test was applied to the quantitative data. To the study findings, there was a meaningful difference found in favor of the experimental group in relation to astronomy-oriented subjects and TPCK and PCK. Additionally, the data related to qualitative data analysis was parallel with the quantitative findings. The study results suggest that the blended learning setting has an important effect on the development of TPCK and PCK in relation to astronomy-oriented subjects (celestial bodies and space research). The study results were discussed in terms of teacher training.