In-Service Science Teachers’ Technological Pedagogical Content Knowledge Confidences and Views about Technology-Rich Environments

dc.creator	Betül Timur
dc.creator	Mehmet Fatih Taşar
dc.date	2011-01-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:13:41Z
dc.date.available	2015-07-20T22:13:41Z
dc.identifier	1855-9719
dc.identifier	2232-2647
dc.identifier	https://doaj.org/article/d4a6c73fc3f6467593e35b91342ec7bd
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/16241
dc.description	Today’s computers and related technologies have an important role inenabling visualisations of the workings of various scientific concepts, natural phenomena and mechanisms by creating technology-rich environments (TRE). TRE offer opportunities to science teachers in cases of natural phenomena that might be difficult or impossible to view, dangerous to conduct experiments about, impractical or too expensive to bring into the classroom, or too messy or time consuming to prepare in a school laboratory. However, science teaching cannot and should not be undertaken entirely by TRE. Science teachers need to know how to integrate technology into science classrooms. Measuring science teachers’ confidence in technological pedagogical content knowledge (TPCK)and identifying their views about using TRE in science instruction is an important issue. The present study aims to address challenges faced by in-service science teachers when creating TRE and gives suggestions for successful technology integration into science teaching. The data were gathered through a TPCK confidence survey and subsequent interviews. The results show that in-service science teachers have a low level of confidence in using technology during science teaching. The teachers surveyed stressed their need for professional development activities regarding the effective and meaningful use of TRE in science teaching.
dc.language	English
dc.language	Slovene
dc.publisher	University of Ljubljana
dc.relation	http://www.cepsj.si/pdfs/cepsj_1_4/cepsj_1_4_pp011-025_timur_etal.pdf
dc.relation	https://doaj.org/toc/1855-9719
dc.relation	https://doaj.org/toc/2232-2647
dc.rights	CC BY
dc.source	CEPS Journal : Center for Educational Policy Studies Journal, Vol 1, Iss 4, Pp 11-25 (2011)
dc.subject	In-service teachers
dc.subject	Mixed methods research
dc.subject	Teacher confidence
dc.subject	Technological pedagogical content knowledge
dc.subject	Technology-rich environments
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	In-Service Science Teachers’ Technological Pedagogical Content Knowledge Confidences and Views about Technology-Rich Environments
dc.type	article