Fen bilimleri öğretmenlerinin teknolojik pedagojik alan bilgi (TPAB) yeterliklerinin incelenmesi: Bir karma yöntem araştırması

The purpose of the present study was to investigate science teachers' technological pedagogical content knowledge (TPACK) in terms of different variables. Specifically, the purpose was to examine science teachers' TPACK competency levels according to their gender, experience years and determine their TPACK indicators based on TPACK-Deep factors, namely design, exertion, ethics, and proficiency. The current study was followed by explanatory sequential mixed methodology and composed of two stages: survey research and multiple case study respectively. Participants were 136 science teachers from a small province located in Central Anatolia region of Turkey. In addition, three teachers who had different levels of TPACK competency were selected from the sample for the multiple case study. Data sources were TPACK-Deep scale, classroom observations, video recordings of the classroom instruction, and semi-structured interviews. For the analysis, descriptive statistics, independent sample t-test, and one-way ANOVA were used for the quantitative data; deductive and inductive analysis were used for the qualitative data. The findings of the current study showed that science teachers' TPACK competency levels were high. Moreover, there were no significant differences in TPACK levels in terms of teachers' gender and experience years. Considering TPACK-Deep factors, teachers' scores were highest in the ethics factor and lowest in the proficiency factor. On the other hand, teacher who had high TPACK competency level showed more TPACK indicators; low competency level showed less TPACK indicators. In addition, participant teachers' TPACK indicators provided rich information about TPACK-Deep factors for different TPACK competency levels. Keywords: TPACK, Science Teachers, Meiosis, Gender, Experience Years