Effects of Geogebra supported micro teaching applications and technological pedagogical content knowledge (TPACK) game practices on the TPACK levels of prospective teachers

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dc.authoridaslaner, recep/0000-0003-1037-6100
dc.authoridAÇIKGÜL, KÜBRA/0000-0003-2656-8916
dc.authorwosidaslaner, recep/ABH-1522-2020
dc.authorwosidAÇIKGÜL, KÜBRA/AAI-4651-2020
dc.contributor.authorAcikguel, Kuebra
dc.contributor.authorAslaner, Recep
dc.date.accessioned2024-08-04T20:46:59Z
dc.date.available2024-08-04T20:46:59Z
dc.date.issued2020
dc.departmentİnönü Üniversitesien_US
dc.description.abstractThe aim of this study is to investigate the effects of GeoGebra Supported Micro Teaching Applications and TPACK Game Practices on the TPACK efficacy and self-efficacy perception levels of the prospective math teachers on polygons. The study was carried out using 2 x 2 factorial design. The study group comprised 88 prospective math teachers. The prospective teachers were separated into 4 groups (G1, G2, G3, G4) randomly. Prospective teachers in G1 were participated in Micro Teaching Applications and Game- Based TPACK Activities, G2 participated in GeoGebra Supported Micro Teaching Applications, G3 group participated in Micro Teaching Applications and finally G4 group was participated in GeoGebra Supported Micro Teaching Applications and Game-Based TPACK Activities. The prospective teachers' efficacy levels were determined by using lesson plan and participant form; TPACK self-efficacy perception levels were determined by using TPACK Scale for Geometry. It was determined all application processes increased prospective teachers' TPACK efficacy and self-efficacy scores. The result of study showed that in terms of group variable there is a statistically significant difference between prospective teachers' TCK and TPACK efficacy levels. The results for self-efficacy scores rejected the statiscally significant difference for post-test scores in terms of group variable for CK, PCK, TCK and TPACK.en_US
dc.identifier.doi10.1007/s10639-019-10044-y
dc.identifier.endpage2047en_US
dc.identifier.issn1360-2357
dc.identifier.issn1573-7608
dc.identifier.issue3en_US
dc.identifier.scopus2-s2.0-85075986893en_US
dc.identifier.scopusqualityQ1en_US
dc.identifier.startpage2023en_US
dc.identifier.urihttps://doi.org/10.1007/s10639-019-10044-y
dc.identifier.urihttps://hdl.handle.net/11616/99089
dc.identifier.volume25en_US
dc.identifier.wosWOS:000500616900001en_US
dc.identifier.wosqualityN/Aen_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.subjectTPACKen_US
dc.subjectProspective mathematics teacheren_US
dc.subjectTPACK gameen_US
dc.subjectGeoGebra materialsen_US
dc.subjectMicro teachingen_US
dc.titleEffects of Geogebra supported micro teaching applications and technological pedagogical content knowledge (TPACK) game practices on the TPACK levels of prospective teachersen_US
dc.typeArticleen_US

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