Examining the predictors of TPACK for integrated STEM: Science teaching self-efficacy, computational thinking, and design thinking

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dc.contributor.authorDurak, Hatice Yildiz
dc.contributor.authorUslu, Nilufer Atman
dc.contributor.authorBilici, Sedef Canbazoglu
dc.contributor.authorGuler, Bekir
dc.date.accessioned2024-02-23T13:56:08Z
dc.date.available2024-02-23T13:56:08Z
dc.date.issued2023
dc.departmentNEÜen_US
dc.description.abstractIn this study, the role of science and computational thinking (CT) in teaching self-efficacy and design thinking variables were examined to explain the technological pedagogical content knowledge (TPACK) knowledge forms needed by science teachers for integrated Science, Technology, Engineering and Mathematics (STEM) within the framework of the TPACK framework. 216 teachers working as science teachers in Turkey participated in the research. In the study, data were collected in an electronic form consisting of five parts. The model proposed in the research was tested with the partial least squares-structural equation modeling (PLS-SEM) method. The research showed that the self-efficacy of science teachers was related to technological pedagogical engineering knowledge (TPEK), T- integrated (I) STEM, and technological pedagogical science knowledge (TPSK). In addition, the self-efficacy of science teachers is also effective in design thinking. CT teaching self-efficacy has a positive effect on design thinking and the development of technological pedagogical mathematics knowledge (TPMK), TPEK, and TPSK structures. Design thinking skill is also related to TPMK, TPEK, and TPSK structures. These results can be a guide to ensure the effectiveness of professional development programs that will be prepared to improve science teachers' integrated STEM competencies.en_US
dc.identifier.doi10.1007/s10639-022-11505-7
dc.identifier.endpage7954en_US
dc.identifier.issn1360-2357
dc.identifier.issn1573-7608
dc.identifier.issue7en_US
dc.identifier.scopus2-s2.0-85143892319en_US
dc.identifier.scopusqualityQ1en_US
dc.identifier.startpage7927en_US
dc.identifier.urihttps://doi.org/10.1007/s10639-022-11505-7
dc.identifier.urihttps://hdl.handle.net/20.500.12452/11083
dc.identifier.volume28en_US
dc.identifier.wosWOS:000899950000002en_US
dc.identifier.wosqualityQ1en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.publisherSpringeren_US
dc.relation.ispartofEducation And Information Technologiesen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectScience Teacheren_US
dc.subjectTpacken_US
dc.subjectStemen_US
dc.subjectIntegrated Stemen_US
dc.subjectComputational Thinkingen_US
dc.subjectDesign Thinkingen_US
dc.subjectSelf-Efficacyen_US
dc.titleExamining the predictors of TPACK for integrated STEM: Science teaching self-efficacy, computational thinking, and design thinkingen_US
dc.typeArticleen_US

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