Effects of Micro Teaching Application Supported by Geogebra and game-based technological pedagogical content knowledge (TPACK) activities on the elementary prospective Mathematics teachers TPACK levels

The purpose of the study is to determine the effects of Micro Teaching Application Supported by Geogebra and Game-Based TPACK Activities on the elementary prospective math teachers TPACK efficacy and TPACK self-efficacy levels. On the other hand, it is also aimed to investigate the possible relation between the TPACK efficacy and self-efficacy for prospective math teachers. In the study, 2x2 factorial design was employed. The sample composed of 88 prospective teachers that were enrolled in the Elementary Math Teacher Education department in 2014-2015 spring semester and participated in the course named: Special Teaching Methods II. There are two variables in the study; Micro Teaching Application Supported by Geogebra and Game-Based TPACK Activities. The independent variable amount considered and in the empirical section the prospective teachers were separated into 4 groups randomly (G1, G2, G3 and G4). Prospective teachers in G1 were participated in Micro Teaching Applications and Game-Based TPACK Activities, G2 participated in Micro Teaching Applications Supported by Geogebra, G3 group participated in Micro Teaching Applications and finally G4 group was participated in Micro Teaching Applications Supported by Geogebra and Game-Based TPACK Activities. The study focused on the learning outcomes of polygons that is a subject for the 7th grade. In that parallel, the TPACK levels of the prospective teachers was restricted respect to Content Knowledge (CK), Pedagogical Content Knowledge (PCK), Technological Content Knowledge (TCK), and Technological Pedagogical Content Knowledge (TPACK) dimensions. In order to evaluate the prospective teachers' efficacy levels in the collection of data, Multiple Choice Success Test On Polygons, Question Forms, Lesson Plan Preparation Method and Participant Report were used. Also, TPACK Regarding Geometry Instrument was used to evaluate prospective teachers' TPACK self-efficacy levels. The data analysis had two stages. In the first stage, the qualitative data had been quantified, and in the second level, the quantitative data analyzed via difference tests. According to result of the study, there was not a significant difference for the CK, PCK, TCK, TPACK efficacy and self-efficacy scores from the pre-test. Similarly the results of comparing the post-test scores of the prospective teachers showed that there wasn't a significant difference in terms of group variable on the test results that were related to CK efficacy scores from multiple choice success test. On the other hand, the results obtained from PCK, TCK and TPACK efficacy scores of question forms presented significant differences in terms of group variable. The efficacy scores obtained from the lesson plans and participant reports didn't present a significant difference for CK and PCK scores, but showed a significant difference for TCK and TPACK scores in terms of group variable. The test results for self-efficacy scores rejected the significant difference for post-test scores in terms of group variable for all dimensions; CK, PCK, TCK and TPACK. On the other hand, the results derived from the multiple choice success test and the question forms, for CK measurement, G1sub, G2sub, G3sub, G4sub, G3medium, G4medium and for PCK, TCK, TPACK measurement G1, G2, G3, G4 groups proved the existence of a significant difference between pre-test and post-test scores. When the efficacy scores from the lesson plans and the participant reports investigated, it was determined CK, PCK, TCK and TPACK efficacy scores of all groups (G1, G2, G3, G4) had significant differences between pre-test and post-test results. If the self-efficacy levels improvement investigated, for CK measurement in groups G2, G3, G4; for PCK, TCK, TPACK measurement all groups (G1, G2, G3, G4) had a significant difference between pre-test and post-test scores. Also, according to the results obtained from different data sources in the study, for the TPACK efficacy scores and TPACK self-efficacy scores there is no significant relation. In the last part of the study, suggestions were presented in accordance with the results obtained from the research. Keywords: Technological Pedagogical Content Knowledge, Prospective Mathematics Teacher,Game-Based TPACK Activities, Micro Teaching Application Supported by Geogebra.