Abstract:

This study aims to determine science teachers' perceptions of technological pedagogical content knowledge and to examine whether it shows difference or not according to some factors. 332 science teachers working in Manisa contributed to this study in 2013-2014 academic year. "Personal Information Form", "Technological Pedagogical Content Knowledge Scale", and "View Form" were used as data collection tools. In the analysis of quantitative data; independent t-test, single-factor variance analysis, Mann Whitney U test, and Kruskal Wallis H tests were used. Moreover, content analysis was used to analyze the qualitative data. As a result, it was determined that science teachers' perceptions for all dimensions of technological pedagogical content knowledge scale is good. In addition, there are differences in their technological pedagogical content knowledge level as to gender, graduate program, working place, seniority, and daily average computer use duration. According to the results of the study, some suggestions are offered for teacher training and after training period.

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