Özet:

This study aims to analyse prospective chemistry teachers’ attitudes towards Information and Communication Technologies (ICT) as well as their confidence in Technological and Pedagogical Content Knowledge (TPACK). Information and Communication Technology Attitude Scale (ICTAS) developed by Günbatar (2014), and the Technological Pedagogical Content Knowledge Confidence Survey (TPCKCS) developed by Graham et al (2009) and adapted into Turkish by Timur and Taşar (2011) were used in this research as the tools of data collection. The study was performed in the survey model, one of the quantitative research methods. 53 prospective chemistry teachers participated in this research. The TPCKCS consists of four dimensions: technological pedagogical content knowledge, technological pedagogical knowledge, technological content knowledge, and technological knowledge. The ICTAS, on the other hand, consists of such dimensions as general tendency of ICT, access to information in virtual environments, computer hardware, use of software and communication in virtual environments. The correlations of the sub-dimensions of both scales were analysed through correlation analysis. In addition to that, a correlation analysis was performed in order to determine the relations between the total scores of both scales. At the end of the study, the correlation coefficients for the scores that prospective chemistry teachers have received from the sub-dimensions of both scales are presented

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