Abstract:

This study examines the studies carried out with teachers on technology integration in science education in Turkey, published between 2013-2020. In this context, Google Academic, DergiPark and the National Thesis Center of the Council of Higher Education databases were searched by using binary combinations of ‘‘science’’, ‘‘physics’’, ‘‘chemistry’’ and ‘‘biology’’ and ‘‘technology integration’’, ‘‘using of technology’’ and ‘‘technological pedagogical content knowledge (TPCK)’’ as keywords. A total of 49 scientific studies (articles, master thesis and doctoral thesis) determined as a result of the searching were examined according to the content analysis method. Each of the studies was examined in terms of publication year, subject area, research method, sample characteristics, data collection tools, data analysis methods, validity and reliability strategies and educational technologies studied in research. In addition, studies that are handled from the perspective of the TPACK model have been analyzed in terms of the TPACK sub-dimensions studied. The findings show that more research has been conducted in the relevant field in recent years, the research mostly focused on teachers’ views on the integration of technology into science education, the most research was done on the smart board among the educational technologies, the qualitative and quantitative research methods were preferred more than the mixed methods, the use of questionnaires/scales was mostly preferred as a data collection tool, expert review to ensure validity and Cronbach’s alpha coefficient to ensure reliability was more preferred. In the studies that were handled from the perspective of the TPACK model, it has been observed that all of them were studied on the TPACK sub-dimension of the TPACK model and they have studied at least on the pedagogical knowledge (PD) sub-dimension. In the light of these results, suggestions were made for the following studies to be carried out on the research subject.

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