The effect of technology assisted argumentation based teaching on technological pedagogical content knowledge self assessments and conceptual understandings of teacher candidates

The purpose of this study is to determine the level of knowledges of teacher candidates about transformation geometry and TPACK self-assessment levels, to investigate the effect of a technology-assisted argumentation-based transformation geometry teaching on the academic achievements of teacher candidates on transformation geometry, TPACK self-assessment levels, conceptual understanding of transformation geometry, and to examine the pre-service teachers' opinions about the teaching practices performed during transformation geometry teaching in this research. In the research, the embedded mixed research design was used. While a case study from the qualitative research designs was used in the qualitative part of the research, the pretest-posttest control group the semi-experimental design from the experimental research designs was used in the quantitative part. The research was conducted within the scope of Analytical Geometry-I Course. The study group consisted of 43 secondary school mathematics teacher candidates who are in third grade. The experimental group consists of 21 teacher candidates, while the control group consists of 22 teacher candidates. Technological Pedagogical Content Knowledge Self-Assessment Scale and Transformation Geometry Achievement Test were used as data collection tools before and after the implementation. In addition, after the implementation, open ended questionnaires were used and interviewed with two teacher candidates from each group. During implementation process, while the experimental group learned the subject of transformation geometry with a technology-assisted argumentation-based teaching, the control group learned the subject of transformation geometry with current teaching method. The implementation was performed for 3 hours in a week and 4 weeks (12 hours) in total. In the analysis of quantitative data, dependent groups t test was used to make intra-group comparisons and independent groups t test was used to compare between groups. Descriptive analysis technique was used in the analysis of qualitative data obtained from DGBT and interviews. Qualitative data obtained from open ended questionnaires were analyzed by content analysis method. At the beginning the research, it was seen that teacher candidates' knowledge about transformation geometry was low level. When the TPACK self-assessments of the two groups were analyzed, it was understood that the self-assessments of all sub-dimensions except content knowledge and technology knowledge were high level, and the self-assessments of the content knowledge and technology knowledge sub-dimensions were medium level. After the implementation process, it was concluded that technology-assisted argumentation-based transformation geometry teaching effected positively the academic achievement and conceptual understanding of teacher candidates on this subject, but did not effect TPACK self-assessments. In addition, it was determined that the opinions of the teacher candidates in the experimental group about the technology-assisted argumentation-based transformation geometry teaching were generally positive, while the opinions of teacher candidates in the control group about the transformation geometry teaching with the current teaching method were generally negative. KEYWORDS: Argumentation, technology assisted teaching, transformation geometry, technological pedagogical content knowledge (TPACK), self-assessment