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11
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66
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28
Bu çalışmada fen bilimleri öğretmenlerinin teknolojik pedagojik alan bilgilerini TPAB incelemek amaçlanmıştır. Bu amaçla araştırmada karma yöntem uygulanmıştır. Veriler TPAB ölçeği ve görüşme forumu ile toplanmıştır. Çalışma ülkemizde öğretme eğitimindeki mevcut durumu ortaya çıkarmak ve eksiklikler için çözüm önerileri üretmek amacıyla uygulanmıştır. Amaca yönelik yedi coğrafi bölgede görev yapan fen bilimleri öğretmenine anket çalışması uygulanmıştır. Anket 129 kadın, 77 erkek toplamda 206 fen bilimleri öğretmenine uygulanmıştır. Ayrıca Hakkari ili Şemdinli ilçesine bağlı kurumlarda çalışan 3 deneyimli öğretmen ile 3 mesleğe yeni başlayan öğretmene de görüşme yapılmıştır. Elde edilen nicel verilerin analizi SPSS 21.0 programı ile gerçekleştirilmiştir. Ölçeğin tamamının Cronbach Alfa katsayısı .96 olarak hesaplamıştır. Çalışma sonucunda fen bilimleri öğretmenlerinin teknolojik bilgisi, alan bilgisi, pedagojik alan bilgisi ve teknolojik pedagojik alan bilgilerinin cinsiyet, kıdem, eğitim durumu, görev yaptıkları yer, çalıştıkları kuruma göre anlamlı farklılık bulunamamıştır. Nitel verilerde ise betimsel ve içerik analizi kullanılarak sürekli karşılaştırmalı metot ile çözümlenmiştir. Nitel araştırma sonucunda ortaya çıkan verilere göre fen bilimleri öğretmenlerinin teknolojik bilgi, alan bilgisi ve pedagojik bilginin birlikte kullanılmasını destekler nitelikteki görüşleri saptanmıştır.
This study is aimed at examining the knowledge of the technological pedagogical field (TPAB) of the teachers of science. In this study, the karma method was applied. The data was collected through the TPAB scale and the discussion forum. The study has been implemented in our country in order to reveal the current situation in teaching education and to produce solutions for deficiencies. The study was carried out by the teachers of science in the seven geographical areas. The survey included 129 women and 77 men, with a total of 206 teachers of science. In addition, 3 experienced teachers working in the Hakkari or Shemdinli district associated institutions and 3 newly started teachers have also been interviewed. The analysis of the obtained quantum data was carried out with the SPSS 21.0 program. The Cronbach Alfa ratio for the entire scale is .96. As a result of the study, the technological knowledge, field knowledge, pedagogical field knowledge and technological pedagogical field knowledge have not found any significant differences according to gender, age, educational status, the place in which they work, the institution in which they work. In the quality data, it has been solved by continuous comparative methods using visual and content analysis. According to the data arising from the quality research results, the teachers of science have identified the views in the quality that support the combination of technological knowledge, field knowledge and pedagogical knowledge.
In this study, it was aimed to investigate the technological pedagogical content knowledge TPCK of science teachers. For this purpose, a mixed methods research was used. The study was carried out in our country in order to reveal the current situation in teaching education and to produce solutions for the deficiencies. A survey was applied to the science teachers who work in seven geographical areas. The survey was applied to 129 females and 77 males, in a total of 206 science teachers participated. In addition, the interviews were made with 3 experienced and 3 inexperienced teachers working in institutions affiliated to Hakkari province Şemdinli district. Analysis of the quantitative data was performed with the SPSS 21.0 program. The Cronbach's Alpha Coefficient of the complete scale was .96. As results, there was no significant difference in science teachers' technological knowledge, content knowledge, pedagogical content knowledge, and technological pedagogical content knowledge according to gender, seniority, educational status, place of work, institution in which they worked. In the case of qualitative data, descriptive and content analysis were used and the results were analyzed by continuous comparative method. According to the results of the qualitative research, opinions of science teachers were found to support the use of technological knowledge, content knowledge and pedagogical knowledge together.
Alan : Eğitim Bilimleri; Güzel Sanatlar; Sosyal, Beşeri ve İdari Bilimler
Dergi Türü : Uluslararası
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