The purpose of this study is to determine the technological pedagogical content knowledge (TPACK) self-efficacy levels of pre-service science teachers with respect to variables in their use of Web 2.0 applications. A survey model has been conducted on a study group consisting of 344 final year pre-service science teachers at six different state universities in Turkey during the academic year of 2017–2018. The ‘personal information form’, the ‘Web 2.0 applications usage situation survey’ and the ‘TPACK self-efficacy belief scale’ were employed. Data obtained from the study group have been analysed with the ‘SPSS Statistics 23’ software, a t-test and the ANOVA test have been carried out, a Pearson correlation analysis and a Tamhane test has been conducted. The results show a significant relationship between TPACK self-efficacy belief levels and the variables involved in pre-service science teachers use of Web 2.0 applications.Keywords: Science education, pre-service science teacher, technological pedagogical content knowledge (TPACK), self-efficacy beliefs, Web 2.0 applications.
The purpose of this study is to determine the technological pedagogical content knowledge (TPACK) self-efficacy levels ofpre-service science teachers with respect to variables in their use of Web 2.0 applications. A survey model has beenconducted on a study group consisting of 344 final year pre-service science teachers at six different state universities inTurkey during the academic year of 2017–2018. The ‘personal information form’, the ‘Web 2.0 applications usage situationsurvey’ and the ‘TPACK self-efficacy belief scale’ were employed. Data obtained from the study group have been analysedwith the ‘SPSS Statistics 23’ software, a t-test and the ANOVA test have been carried out, a Pearson correlation analysis and aTamhane test has been conducted. The results show a significant relationship between TPACK self-efficacy belief levels andthe variables involved in pre-service science teachers use of Web 2.0 applications.Keywords: Science education, pre-service science teacher, technological pedagogical content knowledge (TPACK), selfefficacybeliefs, Web 2.0 applications.
The purpose of this study is to determine the technological pedagogical content knowledge (TPACK) self-efficacy levels of pre-service science teachers with respect to variables in their use of Web 2.0 applications. A survey model has been conducted on a study group consisting of 344 final year pre-service science teachers at six different state universities in Turkey during the academic year of 2017–2018. The ‘personal information form’, the ‘Web 2.0 applications usage situation survey’ and the ‘TPACK self-efficacy belief scale’ were employed. Data obtained from the study group have been analysed with the ‘SPSS Statistics 23’ software, a t-test and the ANOVA test have been carried out, a Pearson correlation analysis and a Tamhane test has been conducted. The results show a significant relationship between TPACK self-efficacy belief levels and the variables involved in pre-service science teachers use of Web 2.0 applications.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.