Examining Pre-Service Physics Teachers' Pedagogical Content Knowledge (PCK) with Web 2.0 Through Designing Teaching Activities

• Published in: Procedia, social and behavioral sciences social and behavioral sciences, 2012, Vol.46, p.5040-5044
• Main Authors: Alev, Nedim, Karal-Eyuboglu, Isik Saliha, Yigit, Nevzat
• Format: Article
• Language: English
• Subjects: Initial Teacher Training; Physics Student Teachers; Technological Pedagogical Content Knowledge (TPCK); Web 2.0
• ISSN: 1877-0428; 1877-0428
• DOI: 10.1016/j.sbspro.2012.06.383

Emerging technologies require teachers to develop their PCK with technology. The aim of this study is to investigate the development of physics student teachers' PCK with technology through designing teaching activities with web 2.0 tools. Data were gathered through a survey of open-ended questions and teaching activities designed by student teachers. Participants were 20 fourth grade prospective physics student teachers who took the course, “Technology-Assisted Physics Teaching”, in the spring term of 2011. The course consisted of 14 three-hour lectures and laboratories about using web 2.0 technologies in teaching physics. Information about web 2.0 technologies was provided and student teachers were asked to design activities as pairs and share and discuss them with other groups, under the guidance of the lecturer. Data from the survey were analysed using inductive content analysis and student teachers' products were analysed using criteria of assessing ICT-TPCK. Findings revealed that most of the participants selected groups and blogs as platforms for sharing and discussing. Only six participants proposed wikis for students to establish wikis as dissemination of their work. Student teachers declared some advantages of web 2.0 technologies: their usage in and out of school, students' active participation in learning process, opportunity to share information and ideas and collaboration. They also stressed that these tools supports student-centric learning activities and students take the responsibility of their own learning. However, it is concluded that student teachers did not have a clear idea or methodology how to integrate web 2.0 technologies into teaching physics.