A MODEL FOR BELIEFS, TOOL ACCEPTANCE LEVELS AND  WEB PEDAGOGICAL CONTENT KNOWLEDGE OF SCIENCE AND TECHNOLOGY PRESERVICE TEACHERS  TOWARDS WEB BASED INSTRUCTION

dc.creator	Mehmet Barıs HORZUM
dc.creator	Ozlem CANAN GUNGOREN
dc.date	2012-07-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:28:40Z
dc.date.available	2015-07-20T22:28:40Z
dc.identifier	1302-6488
dc.identifier	https://doaj.org/article/afa446805f7b40d1b4857418029aff46
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/22015
dc.description	One of the applications applied most nowadays is web based instruction (WBI). Although there are many studies on WBI, no study which researched the relations between beliefs for WBI, WBI tools acceptance levels and web pedagogical content knowledge (WPCK) of science and technology pre-service teachers was found among these studies. The aim of this study is to examine this relation. In accordance with this aim, the study group of the study consisted of 363 pre-service teachers. The data collected from pre-service teachers under the research were collected with scales of belief, tools acceptance and WPCK towards WBI. 3 scales were used for the data collection in the research. The data were analyzed with structural equation modeling in the research. As a result of the research, behavioral and contextual beliefs in WBI beliefs were medium level. Perceived usefulness, ease of use, perceived attitude and intention positively affect WBI tools acceptance levels of pre-service teachers. When the relation between beliefs, tools acceptance levels and web pedagogical content knowledge of science and technology education pre-service teachers towards WBI is analyzed, it is seen that beliefs towards WBI affect acceptance levels of WBI tools and WBI tools acceptance levels affect web pedagogical content knowledge.
dc.language	English
dc.publisher	Anadolu University, Eskisehir
dc.relation	https://tojde.anadolu.edu.tr/tojde48/pdf/article_3.pdf
dc.relation	https://doaj.org/toc/1302-6488
dc.source	The Turkish Online Journal of Distance Education, Vol 13, Iss 3, Pp 50-69 (2012)
dc.subject	Science and technology preservice teacher
dc.subject	web based instruction belief
dc.subject	web based instruction tools acceptence
dc.subject	web pedagogical content knowledge.
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.title	A MODEL FOR BELIEFS, TOOL ACCEPTANCE LEVELS AND WEB PEDAGOGICAL CONTENT KNOWLEDGE OF SCIENCE AND TECHNOLOGY PRESERVICE TEACHERS TOWARDS WEB BASED INSTRUCTION
dc.type	article