Izvorni znanstveni članak
https://doi.org/10.15516/cje.v23i1.3418
An Investigation of Science Teachers’ Web Pedagogical Content Knowledge
Abdullah Balcı
orcid.org/0000-0002-3205-0067
; Department of Computer Technology Erbaa Vocational School Tokat Gaziosmanpaşa University Erbaa Meslek Yüksekokulu, Gaziosmanpaşa Mh. Alişan Diktaş Cd. No:26, 60500 Erbaa/Tokat, Turkey
Bulent Aydogdu
; Department of Mathematics and Science Education Faculty of Education Afyon Kocatepe University Ahmet Necdet Sezer Kampusü Gazligöl Yolu, Eğitim Fakültesi, 03200 Afyonkarahisar, Turkey
Fatih Özdinç
orcid.org/0000-0003-2150-5019
; Department of Computer Education & Instructional Technology Faculty of Education, Afyon Kocatepe University Ahmet Necdet Sezer Kampusü Gazligöl Yolu, Eğitim Fakültesi, 03200 Afyonkarahisar, Turkey
Sažetak
The purpose of this study was to investigate the web pedagogical content knowledge
of science teachers. As a mixed method design, this study was carried out with science
teachers. A total of 229 science teachers participated in the quantitative part of
the study, and 17 science teachers with different year experience took part in the
qualitative part. Quantitative data in the study were collected through the Web
Pedagogical Content Knowledge Scale, and the qualitative data were collected by
a semi-structured interview. The obtained quantitative data were analyzed using
descriptive statistics, Mann-Whitney U test and Kruskal-Wallis H test. The content
analysis was used on the qualitative data. The quantitative results of the research
indicated that the levels of teachers’ self-efficacy perceptions regarding web pedagogical
content knowledge were very high. Moreover, the scores obtained from the overall
scale and its sub-dimensions significantly differed with regards to work experience of
science teachers. The qualitative findings of the study revealed that science teachers
made use of the Web for lectures, experiments, practice, visual support, videos, and
compensating the lack of materials. It was also emphasized that teachers should be
educated to use the Web in their teaching practices.
Ključne riječi
science teachers; web-based teaching; web pedagogical content knowledge; self-efficacy
Hrčak ID:
256413
URI
Datum izdavanja:
23.3.2021.
Posjeta: 877 *