İlköğretim Matematik Öğretmen Adaylarının TPAB Güven Algılarının İncelenmesi

Açıkgül, Kübra; Aslaner, Recep

doi:10.17556/jef.04990

Cited by 20 publications

(6 citation statements)

References 5 publications

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“…The results pointed out that the candidate teachers have high self-confidence (I trust a lot) level in all domains. This finding is similar to the findings of Raman (2014) and Açıkgül and Aslaner (2015), Al-Abdullatif (2019), andRahmadi, Hayati, andNursyifa (2020). They indicated in their studies that pre-service teachers have enough confidence in themselves in all domains.…”

Section: Discussionsupporting

confidence: 85%

“…When self-confidence scores of the pre-service teachers in TPACK according to used digital technologies for their classes were examined, a statistically significant difference was seen between the pre-service teachers who had laptop or tablet computers. In the related literature, Açıkgül and Aslaner (2015) and stated that students who have computers have higher TPACK self-confidence.…”

Section: Discussionmentioning

confidence: 99%

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Comparing Pre-Service Teachers’ Self-Confidence Levels in Technological Pedagogical Content Knowledge in Terms of Several Variables

Süzük¹,

Akinci²

2021

JEL

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This study aimed to investigate and compare pre-service teachers’ self-confidence in technological pedagogical content knowledge (TPACK) concerning their gender, department, and owned digital technologies. To achieve this goal, the survey method was conducted as part of a quantitative method design. Participants of the study consisted of 252 pre-service teachers from four different concentrations: physics, chemistry, biology, and german language teaching. TPACK Self Confidence Scale (TPACK-SCS), which was constructed by Graham, Burgoyne, Cantrell, Smith, and Harris (2009) and adapted to Turkish by Timur and Taşar (2011), was used as the data collection tool. TPACK-SCS is a scale with 4 sub-dimensions as Technological Pedagogical Content Knowledge (TPACK), Technological Pedagogical Knowledge (TPK), Technological Knowledge (TK), and Technological Content Knowledge (TCK). The Cronbach’s Alpha internal reliability coefficients of the scale were calculated between .78 and .94. Since the data obtained did not show normal distribution it was analyzed by Mann-Whitney U and Kruskal Wallis - H tests. According to the results, significant differences were found in the level of self-confidence and sub-dimensions of students’ TPACK according to gender, department, and owned digital technologies for education.

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Section: Discussionsupporting

confidence: 85%

Section: Discussionmentioning

confidence: 99%

Comparing Pre-Service Teachers’ Self-Confidence Levels in Technological Pedagogical Content Knowledge in Terms of Several Variables

Süzük¹,

Akinci²

2021

JEL

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“…The literature review shows that there are descriptive (Acikgul & Aslaner, 2015;Akgun, 2016;Cuhadar et al, 2013;Demir & Firat-Durdukoca, 2018;Kula, 2015;, relational (Alshehri, 2015;Canbolat, 2011;Holland, 2014;Millen, 2015;Wright, 2017) and experimental studies (Anderson, 2012;Canbazoglu-Bilici, 2012;Ceylan. et al, 2014;Depew, 2015;Price, 2013) in determining TPACK.…”

Section: Introductionmentioning

confidence: 99%

A Meta-Analysis of Research on Technological Pedagogical Content Knowledge by Gender

2019

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The purpose of this study is, by using meta-analysis method, to examine whether there is a significant difference in the effect size of the Technological Pedagogical Content Knowledge (TPACK) according to gender. For this purpose, it was examined whether both Technological Pedagogical Content Knowledge and the knowledge types related to TPACK shows a statistically significant difference by gender. A total of 29 studies conducted both in Turkey and abroad between 2007 and 2017 and meet the inclusion criteria were synthesized by the meta-analysis method. "Cohen's d" was chosen as the effect size index in order to examine the knowledge types related to TPACK by gender. Since the studies were obtained from the literature, primary studies were combined according to the Random Effects Model. It was concluded as a result of the analysis that there is a significant difference between the knowledge types about TPACK by gender, and in the sub-group analysis, technology knowledge, technological pedagogical knowledge and technological pedagogical content knowledge have a significant effect size in favor of male; on the other hand, content knowledge, pedagogical content knowledge, and technological content knowledge have an insignificant effect size in favor of male and pedagogical knowledge has an insignificant effect size in favor of female.

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“…However, the result of the literature review is that this support cannot be given too much for geography teachers to successfully integrate technology into their lessons (Allan et al, 2010;Jang, 2010;Açıkgül, 2017). According to Kerski (2021), in order to develop GIS usage skills in teachers, instead of buttons, menus or interfaces, the focus should be on how to use which parts of the user interfaces to develop students' problem-solving, critical thinking and spatial thinking skills.…”

Section: Using Gis To Develop Geographical Skillsmentioning

confidence: 99%

How Can A GIS Application Develop Geographical Skills of Students: The Case Dashboards

DÜNDAR

2023

İnsan Ve Sosyal Bilimler Dergisi

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Geography is the user guide to the world. Thanks to geography, people should be able to perform all kinds of activities in their daily lives more efficiently and use geography in their future planning. However, for this, geographical knowledge should not be memorized; instead, it should be transformed into geographical skills. Geography teachers have a great duty in this regard. To develop geographical skills for students is a multidimensional process. Considering the expectations of today's students, one of the most appropriate tools that can be used in teaching these skills to students is dashboards, a technology based on geographic information systems. Dashboards can transform geographical information into maps, graphics, indicators, and lists thanks to their superior features, thus increasing their usability. Geography teachers' designing geography teaching processes using this technology will enable students to develop their geographical skills. However, at this point, it is seen that geography teachers are not sufficiently equipped in this regard, and examples are needed. In this study, it is aimed at explaining how dashboards can be used to teach five basic geographical skills known as asking geographical questions, collecting, organizing and analyzing geographical information, and answering geographical questions to students. In order to achieve this goal, a descriptive literature review, one of the qualitative research methods, was used. In light of the literature review, how dashboards can be used in the acquisition of five basic geographical skills is explained with examples, and suggestions on how dashboards can contribute more to the geography teaching process are given.

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İlköğretim Matematik Öğretmen Adaylarının TPAB Güven Algılarının İncelenmesi

Cited by 20 publications

References 5 publications

Comparing Pre-Service Teachers’ Self-Confidence Levels in Technological Pedagogical Content Knowledge in Terms of Several Variables

Comparing Pre-Service Teachers’ Self-Confidence Levels in Technological Pedagogical Content Knowledge in Terms of Several Variables

A Meta-Analysis of Research on Technological Pedagogical Content Knowledge by Gender

How Can A GIS Application Develop Geographical Skills of Students: The Case Dashboards

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