Özet:

This research was done with the aim of studying the variables related to the beliefs of technological pedagogical field knowledge (TPAB) of the teachers of science and presenting suggestions to improve the levels of technological pedagogical field knowledge (TPAB) self-qualification beliefs. The research has used the scanning method and the cutting type. The research was applied to 532 teachers of sciences in Sanlıurfa in the 2017-2018 academic year. As a data collection tool, the "TPABOYY scale" and the "Technology-oriented attitude scale" were used. T-Test for Independent Groups, Pearson Correlation Scorecard and Unrelated Examples for Single Factor Variance Analysis used data were analyzed. At the end of the study, the access to teaching technologies in the school, the frequency of the use of teaching technologies in the teaching process, the qualification of the education given in the university on teaching technologies, the variables of the receipt of education on teaching technologies have found that the teachers of science have made a significant difference on the TPAB self-capacity beliefs. It is also established that the attitude towards the teaching technology and TPABÖI have a meaningful positive relationship at the middle level. In addition, it is determined that gender and educational level variables do not make a significant difference on the TPABÖY.

Özet:

This study was conducted for the purpose of offering a suggestion to examine variables related with technological pedagogical content knowledge self-efficacy beliefs (TPCKSEB) of science teachers and to develop TPCKSEB levels of pre-service science teachers. In the study, survey method and cross-sectional design were used. The study was carried out with science teachers in Sanliurfa during the school year of 2017-2018. Sample of the study consisted of 532 science teachers. At the end of the study, it was determined that variables such as access to technological instruments in school, frequency of using technology in the educational process and training on educational technologies caused a significant difference in TPCKSEB of science teachers. Additionally, it was found that there was a mid-level and positively significant correlation between technology attitude and TPCKSEB. On the other hand, it was determined that variables such as gender and educational background caused no significant difference in TPCKSEB.

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