The Effect of Technological Pedagogical Content Knowledge Based Training Programs Used in Astronomy Classes on the Success Levels of Science Teacher Candidates

Abstract

The aim of this study is to examine the impact of the Technological Pedagogical Content Knowledge (TPCK) based educational practices in astronomy lectures on prospective science teachers' success levels. The study was conducted on 4th-grade prospective science teachers of a public university and lasted for 14 weeks. In the study, quasi-experimental method and pre-test post-test control group experimental design were employed. The study was conducted in 2015-2016 Academic Year, in the Astronomy Course. In total, 72 students (control group=35, experimental group=37) participated in the study. "Astronomy Success Test" was used as data collection tool. The KR-20 reliability coefficient of the test was calculated as 0.81. During the research process, the instruction was carried out by following the current Astronomy Course Curriculum in both groups. In addition to this, in the instruction process of the experimental group TPCK based educational practices were applied. In the research, it was determined that an improvement has occurred in success levels at a significant level of the students in the experimental group. In addition, it was also determined that the post-test astronomy success scores of the students in the experimental group are significantly higher than the scores of the students in the control group.