In-Service Science Teachers’ Technological Pedagogical Content Knowledge Confidences and Views about Technology-Rich Environments

Oct 15, 2026

Uploaded by jay

The study examines how in-service science teachers build confidence in technological pedagogical content knowledge while forming views on using technology-rich environments in science instruction. It frames TRE as valuable for visualizing scientific concepts and phenomena that may be difficult, unsafe, costly, or impractical to teach in typical school laboratories. Data come from a TPCK confidence survey and follow-up interviews. Findings indicate teachers report low confidence in integrating technology and highlight the need for professional development to enable effective, meaningful TRE use.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages15

Reading Time38 min

AccessFree to download

Introduction

Science Teachers’ Technological Pedagogical Content Knowledge

The Role of TRE in Science Teaching

In-Service Science Teachers’ Technological Pedagogical Content Knowledge Confidences and Views about Technology-Rich Environments Betül Timur1 and Mehmet Fatih Taşar*2 • Today’s computers and related technologies have an important role in enabling visualisations of the workings of various scientific concepts, natural phenomena and mechanisms by creating technology-rich environments (TRE) . TRE offer opportunities to science teachers in cases of natural phenomena that might be difficult or impossible to view, dangerous to conduct experiments about, impractical or too expensive to bring into the classroom, or too messy or time consuming to prepare ina school laboratory. However, science teaching cannot and should not be undertaken entirely by TRE. Science teachers need to know how to integrate technology into science classrooms. Measuring science teachers’ confidence in technological pedagogical content knowledge (TPCK) and identifying their views about using TRE in science instruction is an important issue. The present study aims to address challenges faced by in-service science teachers when creating TRE and gives suggestions for successful technology integration into science teaching. The data were gathered through a TPCK confidence survey and subsequent interviews. The results show that in-service science teachers have a low level of confidence in using technology during science teaching. The teachers surveyed stressed their need for professional development activities regarding the effective and meaningful use ofTRE in science teaching. Keywords: In-service teachers, Mixed methods research, Teacher confidence, Technological pedagogical content knowledge, Technology-rich environments 1 Çanakkale Onsekiz Mart Üniversitesi, Eğitim Fakültesi, C Blok 106, 17100, Çanakkale, Turkey [bapaydin@comu.edu.tr](bapaydin@comu.edu.tr) 2 *Corresponding author. Gazi Üniversitesi, Gazi Eğitim Fakültesi, K Blok 210 06500, Teknikokullar, Ankara, Turkey [mftasar@gazi.edu.tr](mftasar@gazi.edu.tr) 12 in-service science teachers’ technological pedagogical content knowledge Samozaupanje učiteljev naravoslovja v njihovotehnološko-pedagoško znanje in njihova stališča dotehnološko bogatih okolij Betül Timur in Mehmet Fatih Taşar* • Danes imajo računalniki in z njimi povezane informacijsko-komunikacijske tehnologije (IKT) v t. i. tehnološko bogatih okoljih (TBO) pomembno vlogo pri vizualizaciji različnih naravoslovnih pojmov in pojavov. TBO učiteljem naravoslovja nudijo možnosti prikaza naravoslovnih pojavov, ki jih je težko ali nemogoče videti, nevarno izvajati, so nepraktični ali predragi, da bi se jih prineslo v učilnico, njihovo izvajanje povzročipreveč nereda ali pa so časovno preveč neekonomični, da bi se jih daloprikazati v šolskem laboratoriju. Kljub temu pa se pouk naravoslovjane more in tudi ne sme v celoti izvajati s pomočjo TBO. Učitelji naravoslovja morajo poznati smernice učinkovite integracije IKT v pouk. Pritem je pomembno, da se določi samozaupanje učiteljev naravoslovja vsvoje tehnološko-pedagoško znanje in ugotovi njihova stališča do uporabe TBO pri pouku naravoslovja. Cilji te študije so ugotoviti, s katerimi izzivi se srečujejo učitelji naravoslovja med ustvarjanjem TBO, in podati predloge za uspešno integracijo IKT v pouk naravoslovja. Podatkiso bili zbrani z uporabo vprašalnika o samozaupanju učiteljev v svojetehnološko-pedagoško znanje in intervjuji. Izsledki kažejo, da imajoučitelji naravoslovja nizko samozaupanje v znanje o uporabi IKT pri pouku naravoslovja in da poudarjajo pomen profesionalnega razvojana področju TBO, da bi IKT lahko učinkovito in smiselno vključevali vpouk. Ključne besede: tehnološko bogato okolje, tehnološko-pedagoškoznanje, učitelji, samozaupanje učiteljev Theoretical background Towards the end of the last century, we witnessed the beginning of the widespread use of computer technologies in science classrooms, and practically everywhere else, as personal computer hardware with

FAQs

What challenges do in-service science teachers face when creating technology-rich environments (TRE)?

The study focuses on challenges in creating TRE and the difficulties teachers encounter during integration. It further links these challenges to teachers’ confidence in technology during instruction.

How were teachers’ TPCK confidence and views about TRE collected?

Data were gathered through a TPCK confidence survey followed by subsequent interviews, capturing both confidence levels and teachers’ perspectives.

What do the study results indicate about teachers’ confidence?

The results show that in-service science teachers have a low level of confidence in using technology during science teaching. Teachers emphasize the need for professional development related to effective and meaningful TRE use.

Oct 15, 2026

Uploaded by jay