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Teknolojik Pedagojik Alan Bilgisi (TPAB) Kavramının Yakından İncelenmesi: İlköğretim Fen Bilgisi Öğretmen Adaylarının TPAB’ ının Modellemesi

Yıl 2017, Cilt: 16 Sayı: 3, 917 - 934, 21.04.2017

Sevgi Aydın Günbatar Sevda Yerdelen Damar Yezdan Boz

https://doi.org/10.17051/ilkonline.2017.330232
Cited By: 1

Öz

Teknolojik pedagojik alan bilgisi (TPAB) anlamlı öğrenmenin gerçekleşmesi için teknolojinin öğretime entegrasyonunu sağlamada kullanılan yararlı bir teorik çerçevedir. Mishra ve Kohler’ in 2006 yılında TPAB kavramını alan yazına tanıtmasından bu yana TPAB’ ın yapısını konu alan çalışmalar yapılmıştır. Diğer taraftan, bu çalışmalarda, TPAB’ ın yapısı ile ilgili ortak görüşe tam olarak varılmamıştır. .Bu noktadan hareketle, bu çalışma TPAB’ ın faktör yapısının geçerliliğini araştırmak ve TPAB bileşenlerinin birbirleriyle olan ilişkilerini ortaya koymak amacıyla yapılmıştır. Çalışmada, LISREL 8.8. paket programı ile,  TPAB alan yazına bağlı olarak oluşturulan Yapısal Eşitlik Modeli (YEM) test edilmiştir. Yedi farklı üniversitenin Eğitim Fakülteleri’nde öğrenim görmekte olan 665 son sınıf Fen Bilgisi öğretmen adayı (467 bayan, 198 bay) çalışmaya katılmıştır.  Önerilen model, YEM sonuçlarına göre verilere iyi bir uyum göstermiştir. TPAB alan yazını ışığında oluşturulan modelde, temel bileşenlerin (pedagoji bilgisi (PB), teknoloji bilgisi (TB), vb. ) TPAB ‘ a doğrudan katkısına yer verilmemiştir. Aksine, modelde bu bileşenlerin TPAB’ a dolaylı katkılarının, ikincil bileşenler (örneğin pedagojik alan bilgisi, PAB, vb.) üzerinden olduğu ortaya konulmuştur. Modellemede ortaya atılan tüm ilişki hipotezleri istatistiksel olarak anlamlı bulunmuştur. İkinci olarak, TB, PB, ve Alan Bilgisinin (AB) dolaylı katkılarının da anlamlı olduğu görülmüştür.. Tüm bağımlı değişkenlerin TPAB’ da açıklayabildiği varyans (R2)(PB, AB, TB, PAB, vb.) %87’dir. Çalışmanın sonunda, Fen öğretmen eğitimine teknolojinin nasıl entegre edilmesi noktasında öneriler sunulmuştur. 

Kaynakça

  • Angeli, C. & Valanides, N. (2008). TPCK in pre-service teacher education: Preparing primary education students to teach with technology. Paper presented at the annual meeting of the American Educational Research Association, New York City, NY.
  • Archambault, L., & Crippen, K. (2009). Examining TPACK among K–12 online distance educators in the United States. Contemporary Issues in Technology and Teacher Education, 9(1). Retrieved October 25, 2014, from http://www.citejournal.org/vol9/iss1/general/article2.cfm
  • Archambault, L. M., & Barnett, J. H. (2010). Revisiting technological pedagogical content knowledge: Exploring the TPACK framework. Computers & Education, 55(4), 1656–1662. Doi:10.1016/j.compedu.2010.07.009
  • Canbazoğlu Bilici, S., Yamak, H., Kavak, N., & Guzey, S.S. (2013). Technological pedagogical content knowledge
  • self-efficacy scale (TPACK-SeS) for preservice science teachers: Construction, validation and reliability. Eurasian Journal of Educational Research, 52, 37-60.
  • Canbazoğlu Bilici, S.,Guzey, S., Bulut, O., Yamak, H. & Kavak, N., (2013). Evaluation of the Technological
  • Pedagogical Content Knowledge (TPACK) Framework Using Structural Equation Modeling, AERA 2013 Annual Meeting San Francisco, ABD.
  • Chai, C.S., Koh, J.H.L., & Tsai, C.C. (2010). Faciliting preservice teachers’ development of technological,
  • pedagogical, and content knowledge (TPACK). Educational Technology & Society, 13(4), 63-73.
  • Chai, C. S., Koh, J. H. L., & Tsai, C. C. (2013a). A review of technological pedagogical content knowledge.
  • Educational Technology & Society, 16(2), 31-51.
  • Chai, C. S., Koh, J. H. L., Tsai, C. C. & Tan, L. (2011). Modeling primary school preservice teachers' Technological
  • Pedagogical Content Knowledge (TPACK) for meaningful learning with information and communication technology (ICT). Computers & Education, 57, 1184-1193. Doi:10.1016/j.compedu.2011.01.007
  • Chai, C.S., Ng, E.M.W., Li, W., Hong, H.Y. & Koh, J.H.L. (2013b). Validating and modelling technological
  • pedagogical content knowledge framework among Asian preservice teachers. Australasian Journal of
  • Educational Technology, 29(1), 41-53.
  • Cohen, J., & Cohen, P. (1983). Applied multiple regression/correlation analysis for the behavioral sciences (2nd
  • ed.). Hillside, NJ: Prentice Hall.
  • Cox, S., & Graham, C. R. (2009). Diagramming TPACK in practice: Using an elaborated model of the TPACK
  • framework to analyze and depict teacher knowledge. Tech Trends, 53(5), 60–69. Doi. 10.1007/s11528-009-0327-1
  • Cuban, L., Kirkpatrick, H. & Peck, C. (2001). High access and low use of technologies in high school
  • classrooms: Explaining an apparent paradox. American Educational Research Journal, 38(4), 813-834.
  • Eteokleous, N. (2008). Evaluating computer technology integration in a centralized school system. Computers
  • & Education, 51 (2), 669–686. Doi.10.1016/j.compedu.2007.07.004
  • Fraenkel, J.R. & Wallen, N.E. (2006). How to design and evaluate research in education. New York: McGraw-Hill.
  • Hechter, R. P., Phyfe, L. D., Vermette, L. A. (2012). Integrating technology in education: Moving the TPCK
  • framework towards practical applications. Education Research and perspectives: An International Journal, 39, 136-152.
  • Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional
  • criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1-55.
  • Kabakci-Yurdakul, I., Odabasi, H. F., Kilicer, K., Coklar, A. N., Birinci, G., & Kurt, A. A. (2012).The development,
  • validity and reliability of TPACK-deep: A technological pedagogical content knowledge scale. Computers & Education, 58, 964-977. Doi.10.1016/j.compedu.2011.10.012
  • Kline, R. B. (1998). Principles and practice of structural equation modeling. New York: The Guilford Press.
  • Kramarski, B. & Michalsky, T. (2010). Preparing preservice teachers for self-regulated learning in the context of technological pedagogical content knowledge. Learning and Instruction, 20(5), 434-447.
  • Doi. 10.1016/j.learninstruc.2009.05.003
  • Koehler, M. J., Mishra, P., & Yahya, K. (2007). Tracing the development of teacher knowledge in a design
  • seminar: Integrating content, pedagogy, and technology. Computers &Education, 49, 740–762. Doi:10.1016/j.compedu.2005.11.012
  • Koehler, M. & Mishra, P. (2009). What is Technological Pedagogical Content Knowledge (TPCK)?
  • Contemporary Issues in Technology and Teacher Education, 9(1), 60-70.
  • Koh, J.H.L., Chai, C.S., & Tsai, C.C. (2010). Examining the technological pedagogical content knowledge of
  • Singapore preservice teachers with a large-scale survey. Journal of Computer Assisted Learning, 26, 563-573. Doi. 10.1111/j.1365-2729.2010.00372.x
  • Koh, J. H. L., Chai, C. S., & Tsai, C. C. (2013). Examining practicing teachers' perceptions oftechnological
  • pedagogical content knowledge (TPACK) pathways: A structural equation modeling approach. Instructional Science, 41, 793–809. doi: 10.1007/s11251-012-9249-y
  • Lee, C. & Kim, C. (2014). An implementation study of a TPACK-based instructional design
  • model in a technology integration course. Educational Technology Research Development, 62, 437- 460. Doi. 10.1007/s11423-014-9335-8.
  • Lee, M., & Tsai, C. (2010). Exploring teachers' perceived self-efficacy and technological pedagogical content
  • knowledge with respect to educational use of the world wide web. Instructional Science: An
  • International Journal of the Learning Sciences, 38(1), 1-21. Doi. 10.1007/s11251-008-9075-4
  • Lin, T. C., Tsai, C., Chai, C. S., & Lee, M. H. (2013). Identifying Science Teachers' Perceptions of Technological
  • Pedagogical and Content Knowledge (TPACK). Journal of Science Education and Technology, 22(3), 325-336. Doi. 10.1007/s10956-012-9396-6.
  • Mishra, P. & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher
  • knowledge. Teachers College Record, 108(6), 1017-1054.
  • National Ministry of Education (NME) (2013). Secondary Level Chemistry Curricula for 9th to 12th Grades. NME:
  • Ankara.
  • National Research Council (NRC). 2012. A framework for K–12 science education: Practices, crosscutting
  • concepts, and core ideas. Washington, DC: National Academies Press.
  • Niederhauser, D. S. & Stoddart, T. (2001). Teachers’ Instructional Perspectives and Use of Educational
  • Niess, M. L. (2005). Preparing teachers to teach science and mathematics with technology: Developing a
  • technology pedagogical content knowledge. Teaching and Teacher Education, 21(5), 509–523. Doi:10.1016/j.tate.2005.03.006
  • Niess M.L. (2011) Investigating TPACK: knowledge growth in teaching with technology. Journal of Educational
  • Computing Research, 44, 299–317. Doi: 10.2190/EC.44.3.c
  • Niess, M. L., Suharwoto, G., Lee, K., & Sadri, P. (2006, April). Guiding inservice mathematics teachers in
  • developing TPCK. Paper presented at the annual meeting of the American Education Research Association, San Francisco, CA.
  • Ovez, F. T. D. & Akyüz, G. (2013). Modelling technological pedagogical content knowledge constructs of
  • preservice elementary mathematics teachers. Education and Science 38(170), 321-334. Doi. http://dx.doi.org/10.17943/etku.14356
  • Pallant, J. (2007). SPSS survival manual: A step by step guide to data analysis using SPSS for Windows (15th ed.)
  • Buckingham: Open University Press.
  • Polly, D., Mims, C., Shepherd, C. E., & Inan, F. (2010). Evidence of impact: Transforming teacher education with
  • preparing tomorrow's teachers to teach with technology (PT3) grants. Teaching and Teacher Education, 26, 863-870. Doi.10.1016/j.tate.2009.10.024
  • Schmidt, D. A., Baran, E., Thompson, A. D., Mishra, P., Koehler, M. J., & Shin, T. S. (2009). Technological
  • pedagogical content knowledge (TPACK): The development and validation of an assessment instrument for preservice teachers. Journal of Research on Technology in Education, 42(2), 123-149.
  • Schreiber, J. B., Nora, A., Stage, F. K., Barlow, E. A., & King, J. (2006). Reporting structural equation modeling
  • and confirmatory factor analysis results: A review. The Journal of Educational Research, 99(6), 323-338. Doi: 10.3200/JOER.99.6.323-338
  • Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2),
  • -14.
  • Shulman L.S. (1987) Knowledge and teaching: foundations of the new reform. Harvard Educational Review,
  • , 1–22.
  • Smeets, E. (2005). Does ICT contribute to powerful learning environments in primary education? Computers
  • & Education, 44 (3), 343–355.

Teknolojik Pedagojik Alan Bilgisi (TPAB) Kavramının Yakından İncelenmesi: İlköğretim Fen Bilgisi Öğretmen Adaylarının TPAB’ ının Modellemesi

Yıl 2017, Cilt: 16 Sayı: 3, 917 - 934, 21.04.2017

Sevgi Aydın Günbatar Sevda Yerdelen Damar Yezdan Boz

https://doi.org/10.17051/ilkonline.2017.330232
Cited By: 1

Öz

Teknolojik pedagojik alan bilgisi (TPAB) anlamlı öğrenmenin gerçekleşmesi için teknolojinin öğretime entegrasyonunu sağlamada kullanılan yararlı bir teorik çerçevedir. Mishra ve Kohler’ in 2006 yılında TPAB kavramını alan yazına tanıtmasından bu yana TPAB’ ın yapısını konu alan çalışmalar yapılmıştır. Diğer taraftan, bu çalışmalarda, TPAB’ ın yapısı ile ilgili ortak görüşe tam olarak varılmamıştır. .Bu noktadan hareketle, bu çalışma TPAB’ ın faktör yapısının geçerliliğini araştırmak ve TPAB bileşenlerinin birbirleriyle olan ilişkilerini ortaya koymak amacıyla yapılmıştır. Çalışmada, LISREL 8.8. paket programı ile,  TPAB alan yazına bağlı olarak oluşturulan Yapısal Eşitlik Modeli (YEM) test edilmiştir. Yedi farklı üniversitenin Eğitim Fakülteleri’nde öğrenim görmekte olan 665 son sınıf Fen Bilgisi öğretmen adayı (467 bayan, 198 bay) çalışmaya katılmıştır.  Önerilen model, YEM sonuçlarına göre verilere iyi bir uyum göstermiştir. TPAB alan yazını ışığında oluşturulan modelde, temel bileşenlerin (pedagoji bilgisi (PB), teknoloji bilgisi (TB), vb. ) TPAB ‘ a doğrudan katkısına yer verilmemiştir. Aksine, modelde bu bileşenlerin TPAB’ a dolaylı katkılarının, ikincil bileşenler (örneğin pedagojik alan bilgisi, PAB, vb.) üzerinden olduğu ortaya konulmuştur. Modellemede ortaya atılan tüm ilişki hipotezleri istatistiksel olarak anlamlı bulunmuştur. İkinci olarak, TB, PB, ve Alan Bilgisinin (AB) dolaylı katkılarının da anlamlı olduğu görülmüştür.. Tüm bağımlı değişkenlerin TPAB’ da açıklayabildiği varyans (R2)(PB, AB, TB, PAB, vb.) %87’dir. Çalışmanın sonunda, Fen öğretmen eğitimine teknolojinin nasıl entegre edilmesi noktasında öneriler sunulmuştur. 

Anahtar Kelimeler

TPACK- SE Structural Equational Modeling Pre-service Science Teachers

Kaynakça

  • Angeli, C. & Valanides, N. (2008). TPCK in pre-service teacher education: Preparing primary education students to teach with technology. Paper presented at the annual meeting of the American Educational Research Association, New York City, NY.
  • Archambault, L., & Crippen, K. (2009). Examining TPACK among K–12 online distance educators in the United States. Contemporary Issues in Technology and Teacher Education, 9(1). Retrieved October 25, 2014, from http://www.citejournal.org/vol9/iss1/general/article2.cfm
  • Archambault, L. M., & Barnett, J. H. (2010). Revisiting technological pedagogical content knowledge: Exploring the TPACK framework. Computers & Education, 55(4), 1656–1662. Doi:10.1016/j.compedu.2010.07.009
  • Canbazoğlu Bilici, S., Yamak, H., Kavak, N., & Guzey, S.S. (2013). Technological pedagogical content knowledge
  • self-efficacy scale (TPACK-SeS) for preservice science teachers: Construction, validation and reliability. Eurasian Journal of Educational Research, 52, 37-60.
  • Canbazoğlu Bilici, S.,Guzey, S., Bulut, O., Yamak, H. & Kavak, N., (2013). Evaluation of the Technological
  • Pedagogical Content Knowledge (TPACK) Framework Using Structural Equation Modeling, AERA 2013 Annual Meeting San Francisco, ABD.
  • Chai, C.S., Koh, J.H.L., & Tsai, C.C. (2010). Faciliting preservice teachers’ development of technological,
  • pedagogical, and content knowledge (TPACK). Educational Technology & Society, 13(4), 63-73.
  • Chai, C. S., Koh, J. H. L., & Tsai, C. C. (2013a). A review of technological pedagogical content knowledge.
  • Educational Technology & Society, 16(2), 31-51.
  • Chai, C. S., Koh, J. H. L., Tsai, C. C. & Tan, L. (2011). Modeling primary school preservice teachers' Technological
  • Pedagogical Content Knowledge (TPACK) for meaningful learning with information and communication technology (ICT). Computers & Education, 57, 1184-1193. Doi:10.1016/j.compedu.2011.01.007
  • Chai, C.S., Ng, E.M.W., Li, W., Hong, H.Y. & Koh, J.H.L. (2013b). Validating and modelling technological
  • pedagogical content knowledge framework among Asian preservice teachers. Australasian Journal of
  • Educational Technology, 29(1), 41-53.
  • Cohen, J., & Cohen, P. (1983). Applied multiple regression/correlation analysis for the behavioral sciences (2nd
  • ed.). Hillside, NJ: Prentice Hall.
  • Cox, S., & Graham, C. R. (2009). Diagramming TPACK in practice: Using an elaborated model of the TPACK
  • framework to analyze and depict teacher knowledge. Tech Trends, 53(5), 60–69. Doi. 10.1007/s11528-009-0327-1
  • Cuban, L., Kirkpatrick, H. & Peck, C. (2001). High access and low use of technologies in high school
  • classrooms: Explaining an apparent paradox. American Educational Research Journal, 38(4), 813-834.
  • Eteokleous, N. (2008). Evaluating computer technology integration in a centralized school system. Computers
  • & Education, 51 (2), 669–686. Doi.10.1016/j.compedu.2007.07.004
  • Fraenkel, J.R. & Wallen, N.E. (2006). How to design and evaluate research in education. New York: McGraw-Hill.
  • Hechter, R. P., Phyfe, L. D., Vermette, L. A. (2012). Integrating technology in education: Moving the TPCK
  • framework towards practical applications. Education Research and perspectives: An International Journal, 39, 136-152.
  • Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional
  • criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1-55.
  • Kabakci-Yurdakul, I., Odabasi, H. F., Kilicer, K., Coklar, A. N., Birinci, G., & Kurt, A. A. (2012).The development,
  • validity and reliability of TPACK-deep: A technological pedagogical content knowledge scale. Computers & Education, 58, 964-977. Doi.10.1016/j.compedu.2011.10.012
  • Kline, R. B. (1998). Principles and practice of structural equation modeling. New York: The Guilford Press.
  • Kramarski, B. & Michalsky, T. (2010). Preparing preservice teachers for self-regulated learning in the context of technological pedagogical content knowledge. Learning and Instruction, 20(5), 434-447.
  • Doi. 10.1016/j.learninstruc.2009.05.003
  • Koehler, M. J., Mishra, P., & Yahya, K. (2007). Tracing the development of teacher knowledge in a design
  • seminar: Integrating content, pedagogy, and technology. Computers &Education, 49, 740–762. Doi:10.1016/j.compedu.2005.11.012
  • Koehler, M. & Mishra, P. (2009). What is Technological Pedagogical Content Knowledge (TPCK)?
  • Contemporary Issues in Technology and Teacher Education, 9(1), 60-70.
  • Koh, J.H.L., Chai, C.S., & Tsai, C.C. (2010). Examining the technological pedagogical content knowledge of
  • Singapore preservice teachers with a large-scale survey. Journal of Computer Assisted Learning, 26, 563-573. Doi. 10.1111/j.1365-2729.2010.00372.x
  • Koh, J. H. L., Chai, C. S., & Tsai, C. C. (2013). Examining practicing teachers' perceptions oftechnological
  • pedagogical content knowledge (TPACK) pathways: A structural equation modeling approach. Instructional Science, 41, 793–809. doi: 10.1007/s11251-012-9249-y
  • Lee, C. & Kim, C. (2014). An implementation study of a TPACK-based instructional design
  • model in a technology integration course. Educational Technology Research Development, 62, 437- 460. Doi. 10.1007/s11423-014-9335-8.
  • Lee, M., & Tsai, C. (2010). Exploring teachers' perceived self-efficacy and technological pedagogical content
  • knowledge with respect to educational use of the world wide web. Instructional Science: An
  • International Journal of the Learning Sciences, 38(1), 1-21. Doi. 10.1007/s11251-008-9075-4
  • Lin, T. C., Tsai, C., Chai, C. S., & Lee, M. H. (2013). Identifying Science Teachers' Perceptions of Technological
  • Pedagogical and Content Knowledge (TPACK). Journal of Science Education and Technology, 22(3), 325-336. Doi. 10.1007/s10956-012-9396-6.
  • Mishra, P. & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher
  • knowledge. Teachers College Record, 108(6), 1017-1054.
  • National Ministry of Education (NME) (2013). Secondary Level Chemistry Curricula for 9th to 12th Grades. NME:
  • Ankara.
  • National Research Council (NRC). 2012. A framework for K–12 science education: Practices, crosscutting
  • concepts, and core ideas. Washington, DC: National Academies Press.
  • Niederhauser, D. S. & Stoddart, T. (2001). Teachers’ Instructional Perspectives and Use of Educational
  • Niess, M. L. (2005). Preparing teachers to teach science and mathematics with technology: Developing a
  • technology pedagogical content knowledge. Teaching and Teacher Education, 21(5), 509–523. Doi:10.1016/j.tate.2005.03.006
  • Niess M.L. (2011) Investigating TPACK: knowledge growth in teaching with technology. Journal of Educational
  • Computing Research, 44, 299–317. Doi: 10.2190/EC.44.3.c
  • Niess, M. L., Suharwoto, G., Lee, K., & Sadri, P. (2006, April). Guiding inservice mathematics teachers in
  • developing TPCK. Paper presented at the annual meeting of the American Education Research Association, San Francisco, CA.
  • Ovez, F. T. D. & Akyüz, G. (2013). Modelling technological pedagogical content knowledge constructs of
  • preservice elementary mathematics teachers. Education and Science 38(170), 321-334. Doi. http://dx.doi.org/10.17943/etku.14356
  • Pallant, J. (2007). SPSS survival manual: A step by step guide to data analysis using SPSS for Windows (15th ed.)
  • Buckingham: Open University Press.
  • Polly, D., Mims, C., Shepherd, C. E., & Inan, F. (2010). Evidence of impact: Transforming teacher education with
  • preparing tomorrow's teachers to teach with technology (PT3) grants. Teaching and Teacher Education, 26, 863-870. Doi.10.1016/j.tate.2009.10.024
  • Schmidt, D. A., Baran, E., Thompson, A. D., Mishra, P., Koehler, M. J., & Shin, T. S. (2009). Technological
  • pedagogical content knowledge (TPACK): The development and validation of an assessment instrument for preservice teachers. Journal of Research on Technology in Education, 42(2), 123-149.
  • Schreiber, J. B., Nora, A., Stage, F. K., Barlow, E. A., & King, J. (2006). Reporting structural equation modeling
  • and confirmatory factor analysis results: A review. The Journal of Educational Research, 99(6), 323-338. Doi: 10.3200/JOER.99.6.323-338
  • Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2),
  • -14.
  • Shulman L.S. (1987) Knowledge and teaching: foundations of the new reform. Harvard Educational Review,
  • , 1–22.
  • Smeets, E. (2005). Does ICT contribute to powerful learning environments in primary education? Computers
  • & Education, 44 (3), 343–355.
Toplam 78 adet kaynakça vardır.

Ayrıntılar

Bölüm Araştırma Makaleleri
Yazarlar

Sevgi Aydın Günbatar

Sevda Yerdelen Damar

Yezdan Boz

Yayımlanma Tarihi 21 Nisan 2017
Yayımlandığı Sayı Yıl 2017 Cilt: 16 Sayı: 3

Kaynak Göster

APA Aydın Günbatar, S., Yerdelen Damar, S., & Boz, Y. (2017). Teknolojik Pedagojik Alan Bilgisi (TPAB) Kavramının Yakından İncelenmesi: İlköğretim Fen Bilgisi Öğretmen Adaylarının TPAB’ ının Modellemesi. İlköğretim Online, 16(3), 917-934. https://doi.org/10.17051/ilkonline.2017.330232
AMA Aydın Günbatar S, Yerdelen Damar S, Boz Y. Teknolojik Pedagojik Alan Bilgisi (TPAB) Kavramının Yakından İncelenmesi: İlköğretim Fen Bilgisi Öğretmen Adaylarının TPAB’ ının Modellemesi. İOO. Nisan 2017;16(3):917-934. doi:10.17051/ilkonline.2017.330232
Chicago Aydın Günbatar, Sevgi, Sevda Yerdelen Damar, ve Yezdan Boz. “Teknolojik Pedagojik Alan Bilgisi (TPAB) Kavramının Yakından İncelenmesi: İlköğretim Fen Bilgisi Öğretmen Adaylarının TPAB’ ının Modellemesi”. İlköğretim Online 16, sy. 3 (Nisan 2017): 917-34. https://doi.org/10.17051/ilkonline.2017.330232.
EndNote Aydın Günbatar S, Yerdelen Damar S, Boz Y (01 Nisan 2017) Teknolojik Pedagojik Alan Bilgisi (TPAB) Kavramının Yakından İncelenmesi: İlköğretim Fen Bilgisi Öğretmen Adaylarının TPAB’ ının Modellemesi. İlköğretim Online 16 3 917–934.
IEEE S. Aydın Günbatar, S. Yerdelen Damar, ve Y. Boz, “Teknolojik Pedagojik Alan Bilgisi (TPAB) Kavramının Yakından İncelenmesi: İlköğretim Fen Bilgisi Öğretmen Adaylarının TPAB’ ının Modellemesi”, İOO, c. 16, sy. 3, ss. 917–934, 2017, doi: 10.17051/ilkonline.2017.330232.
ISNAD Aydın Günbatar, Sevgi vd. “Teknolojik Pedagojik Alan Bilgisi (TPAB) Kavramının Yakından İncelenmesi: İlköğretim Fen Bilgisi Öğretmen Adaylarının TPAB’ ının Modellemesi”. İlköğretim Online 16/3 (Nisan 2017), 917-934. https://doi.org/10.17051/ilkonline.2017.330232.
JAMA Aydın Günbatar S, Yerdelen Damar S, Boz Y. Teknolojik Pedagojik Alan Bilgisi (TPAB) Kavramının Yakından İncelenmesi: İlköğretim Fen Bilgisi Öğretmen Adaylarının TPAB’ ının Modellemesi. İOO. 2017;16:917–934.
MLA Aydın Günbatar, Sevgi vd. “Teknolojik Pedagojik Alan Bilgisi (TPAB) Kavramının Yakından İncelenmesi: İlköğretim Fen Bilgisi Öğretmen Adaylarının TPAB’ ının Modellemesi”. İlköğretim Online, c. 16, sy. 3, 2017, ss. 917-34, doi:10.17051/ilkonline.2017.330232.
Vancouver Aydın Günbatar S, Yerdelen Damar S, Boz Y. Teknolojik Pedagojik Alan Bilgisi (TPAB) Kavramının Yakından İncelenmesi: İlköğretim Fen Bilgisi Öğretmen Adaylarının TPAB’ ının Modellemesi. İOO. 2017;16(3):917-34.

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