The relationship between technological pedagogical content knowledge (TPACK) self-efficacy belief levels and the usage of Web 2.0 applications of pre-service science teachers

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Published: Jan 28, 2018
Updated: 2018-01-28
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2018-01-28 (2)
DOI: https://doi.org/10.18844/wjet.v10i1.3351

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Belgin Wright
Teacher, Ministry of Education, Istanbul, Turkey.
Devrim Akgunduz
Istanbul Aydın University, Computer Education and Instructional Technologies Department, Istanbul, Turkey.

Abstract

Abstract
The purpose of this study is to determine the technological pedagogical content knowledge (TPACK) self-efficacy levels of
pre-service science teachers with respect to variables in their use of Web 2.0 applications. A survey model has been
conducted on a study group consisting of 344 final year pre-service science teachers at six different state universities in
Turkey during the academic year of 2017–2018. The ‘personal information form’, the ‘Web 2.0 applications usage situation
survey’ and the ‘TPACK self-efficacy belief scale’ were employed. Data obtained from the study group have been analysed
with the ‘SPSS Statistics 23’ software, a t-test and the ANOVA test have been carried out, a Pearson correlation analysis and a
Tamhane test has been conducted. The results show a significant relationship between TPACK self-efficacy belief levels and
the variables involved in pre-service science teachers use of Web 2.0 applications.
Keywords: Science education, pre-service science teacher, technological pedagogical content knowledge (TPACK), selfefficacy
beliefs, Web 2.0 applications.

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How to Cite
Wright, B., & Akgunduz, D. (2018). The relationship between technological pedagogical content knowledge (TPACK) self-efficacy belief levels and the usage of Web 2.0 applications of pre-service science teachers. World Journal on Educational Technology: Current Issues, 10(1), 52–69. https://doi.org/10.18844/wjet.v10i1.3351
Issue
Vol. 10 No. 1 (2018): January
Section
Articles
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