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Volume 9 Issue 3 (2014)

Preservice Science Teachers’ Perceptions of Their TPACK Development after Creating Digital Stories

Hatice Sancar-Tokmak, Hikmet Surmeli & Sinan Ozgelen

pp. 247-264   |  Article Number: ijese.2014.014
Published Online: July 07, 2014

Full text PDF Citation
APA 6th edition
In-text: (Sancar-Tokmak, Surmeli & Ozgelen, 2014)
Your Bibliography: Sancar-Tokmak, H., Surmeli, H. & Ozgelen, S. (2014). Preservice Science Teachers’ Perceptions of Their TPACK Development after Creating Digital Stories . International Journal of Environmental and Science Education, 9(3), 247-264.
Harvard
In-text: (Sancar-Tokmak, Surmeli and Ozgelen, 2014)
Your Bibliography: Sancar-Tokmak, H., Surmeli, H. and Ozgelen, S. (2014). Preservice Science Teachers’ Perceptions of Their TPACK Development after Creating Digital Stories . International Journal of Environmental and Science Education, 9(3), pp. 247-264.
Chicago 16th edition
In-text: (Sancar-Tokmak, Surmeli and Ozgelen 2014)
Your Bibliography: Sancar-Tokmak, Hatice, Hikmet Surmeli and Sinan Ozgelen (2014). "Preservice Science Teachers’ Perceptions of Their TPACK Development after Creating Digital Stories ". International Journal of Environmental and Science Education 9 (3):247-264.

Abstract

The aim of this case study was to examine pre-service science teachers’ (PSTs) perceptions of their Technological Pedagogical Content Knowledge (TPACK) development after creating digital stories based on science topics drawn from the national curriculum. A total of 21 PSTs enrolled in Introduction to Computers II participated in the study. Data were collected through a demographics questionnaire, a TPACK diagram, an open-ended questionnaire, interviews, and observations. During the study, feedback was provided to participants during each step of the digital storytelling process: writing the stories, finding related pictures, matching the pictures to the stories; and preparing the digital files. The PSTs reported that their technological knowledge, pedagogical knowledge, and content knowledge improved during the course.

Keywords: digital storytelling, pre-service science teachers, science education, TPAC

References