Exploring pre-service science and technology teachers? technological pedagogical content knowledge (TPCK) involving the topic of photosynthesis and cellular respiration

In this mixed research study utilizing the survey method, Pre-service Science and Technology Teachers? Technological Pedagogical Content Knowledge (TPCK) and classroom practices involving the topic of photosynthesis and cellular respiration were investigated. 41 randomly selected Pre-service Science and Technology Teachers (PSTs) (19 Females and 22 Males) in their final year in the Department of Science Education participated in the study. TPCK was conceptualized as an integration of the subject matter, pedagogical and technological knowledge in the study. PSTs? subject matter knowledge consisted of conceptual knowledge and nature of science, their pedagogical knowledge 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. And PSTs? technological knowledge composed of subject-specific and topic-specific technological knowledge. TPCK 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: open-ended conceptual test, semi-structured individual interview and drawing for the PSTs? subject matter knowledge, semi-structured individual interview and lesson preparation method for the PSTs? pedagogical and technological knowledge and field notes, video records and observation protocol for the PSTs? classroom teaching practices.Findings obtained from the data showed that PSTs were lack of sufficient conceptual knowledge and views on nature of science and hold general alternative conceptions. It was found that PSTs understanding of students? learning difficulties and topic-specific technological knowledge were very low. Data related to the PSTs? teaching practices in the elementary school science classrooms indicated the following success rates as percentage: 57.30% for the lesson design and implementation, 47.07% for the content and 42.07% for the classroom culture.Results of the statistical analyses showed that there was a significant relations between PSTs? subject matter and pedagogical knowledge (p<0.01), while no significant relation was found between PSTs? subject matter and technological knowledge (p<0.05). In addition, the relation between PSTs? pedagogical and technological knowledge was statistically significant (p<0.05). There was also significant relation between PSTs? classroom practices and pedagogical knowledge (p<0.01) and TPCK (p<0.05); however, no significant relation was found between PSTs? classroom practices and subject matter knowledge (p>0.05) and technological knowledge (p>0.05). The relations among the knowledge components of PSTs? pedagogical knowledge were found as follows: the knowledge of science and technology program and students? learning difficulties (p<0.05), knowledge of science and technology program and instructional strategy and method (p>0.05), knowledge of science and technology program and assessment (p>0.05), the knowledge of students? learning difficulties and instructional strategy and method (p<0.01), the knowledge of assessment and students? learning difficulties (p>0.05), and the knowledge of assessment and instructional strategy and method (p>0.05).