Search results for author:"S Selcen Guzey"
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University of Minnesota
Contemporary Issues in Technology and Teacher Education Vol. 12, No. 2 (June 2012) pp. 162–183
The integration of technology in teaching is still challenging for most teachers, even though there has been a historical growth of Internet access and available educational technology tools in schools. Teachers have not incorporated technology into ...
Teaching Science with Technology: Case Studies of Science Teachers' Development of Technological Pedagogical Content Knowledge (TPCK)
Contemporary Issues in Technology and Teacher Education Vol. 9, No. 1 (March 2009) pp. 25–45
This study examines the development of technology, pedagogy, and content knowledge (TPACK) in four in-service secondary science teachers as they participated in a professional development program focusing on technology integration into K-12...
Assessing Pre-Service Science Teachers' Technological Pedagogical Content Knowledge (TPACK) through Observations and Lesson Plans
Research in Science & Technological Education Vol. 34, No. 2 (2016) pp. 237–251
Background: Technological pedagogical content knowledge (TPACK) is critical for effective teaching with technology. However, generally science teacher education programs do not help pre-service teachers develop TPACK. Purpose: The purpose of this...
Technological Pedagogical Content Knowledge Self-Efficacy Scale (TPACK-SeS) for Pre-Service Science Teachers: Construction, Validation, and Reliability
Eurasian Journal of Educational Research Vol. 52 (2013) pp. 37–60
Problem Statement: Based on developments in the 21st century technology has become a large part of the classroom experience. Teachers need to have an understanding of how technology can be coordinated with pedagogy and content knowledge in order to...
Journal of Science Education and Technology Vol. 25, No. 4 (2016) pp. 550–560
In many countries around the world, there has been an increasing emphasis on improving science education. Recent reform efforts in the USA call for teachers to integrate scientific and engineering practices into science teaching; for example,...
Supporting Engineering Design Ideas with Science and Mathematics: A Case Study of Middle School Life Science Students
International Journal of Education in Mathematics, Science and Technology Vol. 6, No. 4 (2018) pp. 424–442
Although engineering design is dependent upon the use of science and mathematics, the actual prototype, model, or solution that pre-college students generate can be accomplished without the students explicitly using scientific or mathematical...