Examination of Science Teachers’ Technological Pedagogical Content Knowledge and Classroom Practices
DOI:
https://doi.org/10.46328/ijres.5736Keywords:
Science education,, Global Warming, Technopedagogical Content Knowledge,, Classroom PracticesAbstract
The aim of this study is to investigate science teachers’ technological pedagogical content knowledge and classroom practices related to the topic of global warming. The study group consists of a total of 108 science teachers working in the southeastern region of Turkey who voluntarily participated in the research. The data were collected through the Global Warming Knowledge Questionnaire, Technopedagogical Educational Competency Scale, and the Revised Teaching Observation Protocol. The findings revealed that as science teachers’ knowledge levels regarding global warming increased, their technopedagogical educational competencies also improved; an increase in one area of technopedagogical competency led to a high-level increase in other competencies; teachers who perceived their school's resources as sufficient scored higher in the ethics and expertise sub-dimensions of technopedagogical competencies; teachers who always followed scientific studies and news on global warming, and consistently shared this information with students, had higher technopedagogical competencies.
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