Determination of professional competence and perceptions of clasroom teachers candidates about the science and tecnology lesson

In this study, it was aimed to determine the classroom teacher nominates'professinoal knowledges about solution and melting. The mixed methods are used to collect the qualitative and quantitative data in the study. In this study, views on nature of science, pedagogical content knowledge and technological knowledge levels of classroom teacher nominates are investigated. In addition, it was determined the correlation among four components of pedagogical content knowledge and between classroom practice and pedagogical content knowledge and technological pedagogical knowledge. The sample of study contain 49 classroom teacher nominates in Firat University, Faculty of Education. The views on nature of science survey (consist of 6 sub factor total 24 items) and Content Representation, videos about solution and melting and semi-structured interviews are used to determined the pedagogical content knowledge and technological pedagogical content knowledge levels of classroom teacher nominates. SPSS 16.00 statistical programme was used to evaluate the data obtained from present study. Percent (%), frequence (f) and Pearson correlation analyzsis were used. Present results showed that classroom teachers don't have enough pedagogical content knowledge and technological pedagogical content knowledge about solution and melting. It was found that subject programme knowledge strategy and method knowledge, learning difficulty knowledge, assessment knowledge levels are generally are low. Also, present results determined that of classroom teacher nominates have different views onnature of science. Keywords: Classroom Teacher Nominate, Content Representation, Nature of Science, Solution and Melting, Pedagogical Content Knowledge, Professinoal Competence, Technological Pedagogical Content Knowlege