Original ArticlesAn Analysis of the Relationship between Elementary Mathematics Teachers' Technological Pedagogical Content Knowledge (TPACK) Competencies and Their Use of Information and Communication Technologies (ICTs)
Göksel Boran & Salih Zeki Genç
pp. 1 - 11
This study aims to reveal the nature of the relationship between elementary school mathematics teachers' TPACK (Technological Pedagogical Content Knowledge) competencies and their use of ICTs. The convergent mixed method was used and 185 elementary school mathematics teachers participated in the sampling of the quantitative phase of the study. 30 elementary school mathematics teachers voluntarily formed the study group of the qualitative phase. Technological pedagogical content knowledge competencies scale, information and communication technologies (ICT) competence perception scale for preservice teachers, and semi-structured interview form were used as the data collection tools. The quantitative data obtained from the research were analyzed with arithmetic mean, standard deviation, frequency, percentage, t-test, one-way analysis of variance and Tukey test. The content analysis technique was used in the analysis of the qualitative data, the quantitative data were modeled by applying the SPSS program, and the qualitative data were modeled by using the N-Vivo program. The findings show that elementary school mathematics teachers feel self-competent in TPACK. Similarly, elementary school mathematics teachers were also found to feel efficacious in using their ICT skills. Elementary school mathematics teachers' perceptions of competency in TPACK were found to differ significantly by the variables of gender, computer education status, level of computer knowledge and daily use of the computer. In addition, was determined that elementary school mathematics teachers' efficacy perceptions for the use of ICTs differ significantly by the variables of gender, computer education status, level of computer knowledge, and daily use of the computer. It was further revealed that elementary school mathematics teachers mostly use the computer for tasks related to their lessons and for research purposes
Keywords: Perception, Information and Communication technologies, Elementary mathematics, Mixed method, Technology, Technological Pedagogical Content Knowledge (TPACK)
The Awareness of Biomimicry among Secondary School Students
Şafak Uluçınar Sağır, Nezahat Kandemi̇r & Ferhat Ozan
pp. 12 - 23
Natural harmony and functioning have always attracted the attention of people. Humans have imitated systems and mechanisms of nature in many different fields such as technologyand health. The concept of biomimicry stands out in the search for more efficient use of natural resources, sustainability and solutions from nature. The current study aims at determining the secondary school students’ knowledge and awareness towards biomimicry. The case study method was employed and 50 studentsat different grade levelsfrom a rural secondary school in the Central Black Sea Region of Turkey were participated in the study. The data were collectedby survey and interview form developed by the authors. The survey consists of 23 questions and three dimensions namely, science-technology-research relationships, nature-to-design solutions and linking design with nature. A semi-structured interview sheet was also prepared consisting of seven questions about biomimicry awareness. Descriptive and procedural statistics were applied to the data using the SPSS program. We found outthatstudents had a moderate level of science-technology perception and biomimicry awareness. Significant gender-related and grade level-related differences were obtained in different dimensions. Some suggestions were made based on the findings.
Keywords: Biomimicry, science education, secondary school students, science teaching, nature to design.