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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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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World Journal on Educational Technology: Current Issues is an Open Access Journal. The copyright holder is the author/s. Licensee Birlesik Dunya Yenilik Arastirma ve Yayincilik Merkezi, North Nicosia, Cyprus. All articles can be downloaded free of charge. Articles published in the Journal are Open-Access articles distributed under CC-BY license [Attribution 4.0 International (CC BY 4.0)].
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