Development and Validation of the ICT-TPACK-Science Scale

Kadioglu-Akbulut C., Cetin-Dindar A., Kucuk S., Acar-Sesen B.

JOURNAL OF SCIENCE EDUCATION AND TECHNOLOGY, cilt.29, sa.3, ss.355-368, 2020 (SCI-Expanded) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 29 Sayı: 3
  • Basım Tarihi: 2020
  • Doi Numarası: 10.1007/s10956-020-09821-z
  • Dergi Adı: JOURNAL OF SCIENCE EDUCATION AND TECHNOLOGY
  • Derginin Tarandığı İndeksler: Science Citation Index Expanded (SCI-EXPANDED), Social Sciences Citation Index (SSCI), Scopus, Academic Search Premier, IBZ Online, Agricultural & Environmental Science Database, EBSCO Education Source, Educational research abstracts (ERA), ERIC (Education Resources Information Center), INSPEC, Psycinfo
  • Sayfa Sayıları: ss.355-368
  • Anahtar Kelimeler: Technological pedagogical content knowledge (TPACK), Science education, Teacher education, Scale development, PEDAGOGICAL CONTENT KNOWLEDGE, SELF-EFFICACY, TEACHERS, FRAMEWORK, TECHNOLOGY, MODEL, ACHIEVEMENT, INTEGRATION, VALIDITY, RESPECT
  • Atatürk Üniversitesi Adresli: Hayır

Özet

This study was conducted to develop a valid and reliable ICT-TPACK-Science Scale based on the transformative model taking into account the recent improvements in educational technologies specific to science education. The participants of the study included 722 pre-service science teachers from 12 universities in Turkey. The data were collected first for the exploratory factor analysis (n1 = 390), and then for the confirmatory factor analysis (n2 = 332). The exploratory factor analysis revealed a five-dimensional construct. The ICT-TPACK-Science Scale consisted of 38 items and five factors, namely planning, designing, implementing, ethics, and proficiency. The confirmatory factor analysis provided a good fit, supporting the five-factor solution. Therefore, it can be concluded that the ICT-TPACK-Science Scale is a reliable and valid instrument to measure pre-service science teachers' TPACK. The prominent property of this scale is that the framework of the scale is based on the transformative approach, and it is also specific to pre-service science teachers.