Abstract:

The purpose of this study is to investigate the relationship between pre-service science teachers’ perceptions on active learning and their technopedagogical competencies. Depending on this purpose, the pre-service science teachers’ perceptions on active learning and their technopedagogical competencies are investigated through their class level, gender, internet and computer use and the status of taking a pedagogical and technological course. The sample of the study comprised total of 210 pre-service science teachers studying at a state university in Black Sea Region in 2016-2017. In the study, “Tendency to Active Learning” scale developed by Aydede and others (2015) and “Technopedagogical Content Knowledge” scale developed by Kabakçı Yurdakul and others (2012) was used as data collection tools. The collected data were analyzed in parallel with the research questions with the help of statistical data analysis program. According to research findings, the pre-service science teachers’ perceptions on active learning and their technopedagogical competencies were found high. Preservice science teachers’ perceptions on active learning showed differences gender factor but their technopedagogical competencies did not show differences gender factor. Furthermore, pre-service science teachers who enrolled in technology related science courses had higher scores on technopedagogical competencies than others who did not enroll in technology related science courses. Moreover, there was a low, positive, and statistically significant correlation between pre-service teachers’ perceptions on active learning and their technopedagogical competencies. As recommendations for the conclusions, the reasons for high level of preservice science teachers’ perceptions on active learning and their technopedagogical competencies should be investigated and the reasons for high level of pre-service science teachers’ that in third grade perceptions on active learning and their technopedagogical competencies should be determined. 

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