Technological Pedagogical Content Knowledge of Pre-Service Biology Teachers on Protein Synthesis

In this study, it is examined that the Technological Pedagogical Content Knowledge (TPACK) of pre-service biology teachers on protein synthesis. The study was carried out with 8 pre-service biology teachers. This research used a semi-structured interview form, open-ended content knowledge test, lesson plan, and lesson plan evaluation form as data collection tools. Data were analyzed simultaneously within the scope of TPACK components and evaluated together. Data were analyzed with MAXqda, a qualitative data analysis program and evaluated by the content analysis method. As a result of the research, it is defined that pedagogical, technological and technological pedagogical knowledge of pre-service biology teachers is partially sufficient. Also, it is determined that their content knowledge of protein synthesis is insufficient, and there are essential knowledge deficiencies and misconceptions. Since their content knowledge of protein synthesis is insufficient, they could not explain how to use their pedagogical knowledge to teach the topic.Nonetheless, despite their technological and pedagogical knowledge being sufficient separately, they have difficulty integrating technological knowledge with teaching content. Therefore, it is thought that it would be beneficial to refer more about which technologies, at which stages of the teaching process, for what purposes, and how they can be used in the content of the education courses in the biology teaching program and to enable pre-service teachers to practice on this subject. In addition, there is a need to eliminate the misconceptions of pre-service teachers from secondary education and before and to improve their content knowledge. For this reason, it is recommended to add courses to the teacher education program as applications of the related field courses, in which pre-service teachers will be able to explain the knowledge they have learned in the classroom to their other friends. Thus, it is thought that the information they have learned will be more permanent, and they will be aware of their own and their friends' deficiencies and misconceptions while explaining. Çalışmada, biyoloji öğretmen adaylarının protein sentezi konusundaki Teknolojik Pedagojik Alan Bilgisi (TPAB) incelenmiştir. Çalışma, 8 biyoloji öğretmen adayı ile gerçekleştirilmiştir. Araştırmada veri toplama aracı olarak yarı yapılandırılmış görüşme formu, açık uçlu alan bilgisi testi, ders planı ve ders planı değerlendirme formu kullanılmıştır.