The aim of this study is to investigate the Technology Pedagogy and Content Knowledge (TPACK) development of pre-service science teachers (PSTs) who participated in a TPACK Development Course (TPACK-DC) that consisted of three stages: a training course, lesson plans involving the application of micro-teaching, and school application. This study was carried out with six PSTs selected according to the appropriate sampling method. Semi-structured interviews, lesson plan reports, and video recordings of lesson presentations were used to follow the development of PSTs. At the end of the study, it was found that TPACK-DC contributed to the association of PSTs' Technological Knowledge (TK), Pedagogical Knowledge (PK), and Content Knowledge (CK), which eliminated deficiencies in these areas of knowledge, as well as in the understanding of TPACK. The TPACK-DC also promoted the use of information and communication technology (ICT) tools by PSTs. It helped to develop the knowledge required to choose suitable teaching methods using technology to teach the related subject matter, teaching said content correctly, applying skills to promote active participation by students, proper classroom management, and applying appropriate guidance while teaching science subjects with ICT tools.

这项研究的目的是调查参加TPACK开发课程（TPACK-DC）的职前科学教师（PST）的技术教学法和内容知识（TPACK）的发展，该课程包括三个阶段：培训课程，课程计划涉及微教学的应用和学校的应用。这项研究是根据适当的抽样方法选择了六个PST进行的。半结构化访谈，课程计划报告以及课程演讲的视频记录被用来跟踪PST的发展。在研究结束时，发现TPACK-DC促进了PST的技术知识（TK），教育学知识（PK）和内容知识（CK）的关联，从而消除了这些知识领域的不足，因为以及对TPACK的理解。TPACK-DC还促进了PST使用信息和通信技术（ICT）工具。它帮助发展了使用技术来教授相关主题，选择正确的教学内容，运用技巧来促进学生积极参与，运用适当的课堂管理以及在使用ICT工具教授科学科目时运用适当的指导的技术，从而选择合适的教学方法。 。