Science teachers' technology integration experiences while teaching nature of matter

The purpose of this study is to investigate in-service science teachers' integration of technology into the teaching process of Nature of Matter topic. The conceptual framework of the study is constituted by the framework for Techno-Pedagogical Education Competency comprising of four factors as design, exertion, ethics, and proficiency based on transformative Technological Pedagogical Content Knowledge (TPCK) model suggested by Kabakçı Yurdakul, Çoklar, Birinci ve Kılıçer (2012). Accordingly, it has been examined what science teachers pay attention to while designing science instruction integrated with information and communication technologies (ICT), how they use technology in their teaching, what they mind about technology and professional ethics, and what they do regarding the problems that they face. Besides, the level of their ICT knowledge and how they improve their competencies for ICT use and technology integration has been investigated. In the research, case study was utilized as one of qualitative research designs. The study sample constituted 16 science teachers (ten females-six males) working at state schools in Tokat city center during 2019-2020 school year. The data were collected through Semi-Structured Interview Form and Use of Information and Communication Technologies Questionnaire. While developing the interview form and analyzing the data, the framework for Techno-Pedagogical Education Competency was taken as the basis. The interviews took between 16 and 59 minutes. In order to identify science teachers' levels of ICT use, quantitative data analysis was used, and they were evaluated in three levels as low, medium and high under the categories of hardware, desktop software and Web 2.0 applications. In the other titles, descriptive analysis as one of qualitative data analysis techniques was performed in five themes: Design, exertion, ethics, proficiency, and improvement of TPCK competencies. The research results revealed that science teachers considered themselves adequate in the category of ICT hardware. Moreover, in ICT desktop software category, they found themselves adequate in using word processor and creating presentations whereas they needed to improve themselves in recent applications such as graphic animation design. It was also identified that the participants had no knowledge on most of the applications in Web 2.0 or they were unable to use these applications on their own. As for qualitative findings, in the design theme, participants mostly paid attention to arousing students' interest in the subject, selecting the most suitable technology to concretize the subject, and choosing the most appropriate technology for students' level while designing the teaching process of Nature of Matter topic. It was observed in exertion theme that, while integrating technology into instruction of Nature of Matter, participants used technology mostly to visualize the content, motivate their students and concretize the abstract concepts; preferred discovery or expository teaching strategies as pedagogical approaches; generally utilized traditional assessment and evaluation techniques; and used EIN (educational information network), video, Morpa campus platform, smartboard and animations as ICT applications. Moreover, it was identified that participants paid partial attention to professional and technology ethics during integration of technology into instruction of Nature of Matter. As for proficiency theme, participants were observed to be in the position of help recipients instead of leaders in dissemination of teaching technologies. Furthermore, it was determined that participants were in collaboration with their colleagues in the ICT integration into science teaching. Finally, it was observed that, while improving their competencies regarding technology integration, personal efforts came into prominence, and most of the participants attended in-service trainings on technology use in education. Keywords: Technological Pedagogical Content Knowledge, Nature of Matter, Science Education, Teacher Education