In this study, a mixed-method design was employed to investigate pre-service chemistry teachers’ Technological Pedagogical Content Knowledge (TPACK) development. For effective technology integration in instruction, knowledge about technology is not enough; teachers should have different knowledge types which are content, pedagogical, and technological. The 17 pre-service chemistry teachers who enrolled in the Instructional Technology and Material Development course participated in the study for one semester. The purpose of this course was to learn how to integrate simulations, animations, instructional games, data-logging, virtual labs and virtual field trips into chemistry instruction considering factors such as chemistry subjects and students’ possible alternative conceptions or their previous chemistry knowledge. A survey and interviews were used to gather data on the pre-service chemistry teachers’ TPACK framework both before and after the semester. A mixed between-within subjects analysis of variance was conducted to examine the differences in the pre-service teachers’ TPACK at two time periods considering also the gender factor. For the qualitative data, deductive analysis based on existing codes and categories was applied. The quantitative and qualitative findings of this study revealed that the pre-service chemistry teachers’ TPACK improved partially on some components. In addition, based on these findings, gender was not found to be a significant variable in technology integration. For further development in the TPACK framework, more context related technology applications in a learning and teaching environment are needed.

中文翻译：

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职前化学教师技术教学内容知识的发展

在这项研究中，采用了一种混合方法设计来调查职前化学教师的技术教学内容知识（TPACK）的发展。为了有效地将技术整合到教学中，对技术的了解还不够。教师应具有内容，教学方法和技术方面的不同知识类型。参加了“教学技术和材料开发”课程的17名职前化学老师参加了为期一个学期的研究。本课程的目的是学习如何将模拟，动画，指导性游戏，数据记录，虚拟实验室和虚拟实地考察整合到化学教学中，并考虑诸如化学学科和学生可能的替代概念或他们先前的化学知识等因素。在学期之前和之后，均进行了调查和访谈，以收集有关职前化学老师的TPACK框架的数据。进行了受试者间内部混合的方差分析，以考察在两个时间段内还考虑性别因素的职前教师TPACK的差异。对于定性数据，应用了基于现有代码和类别的演绎分析。这项研究的定量和定性研究结果表明，职前化学教师的TPACK在某些方面有所改善。另外，基于这些发现，性别在技术集成中没有被认为是重要的变量。为了在TPACK框架中进一步发展，在学习和教学环境中需要更多与上下文相关的技术应用。