This study investigated preservice elementary science teachers' TPACK development throughout a science teaching method course. The pretest-posttest control group was used in the study. At the end of the study, a self-reported TPACK measure was administered to the experimental (n=26) and control (n=23) groups. The experimental group learned about instructional technologies that can be used in science teaching; prepared technology-based science activities, shared these activities with their peers; planned and taught a mini technology-based lesson, evaluated the lesson, and replanned and retaught the lessons. The results showed that the experimental group had positive gains about how to integrate technologies into science teaching. Participants in the experimental group comprehended that teaching science with technology requires more than technical knowledge and skills and that it is essential to realize the interactions between science, technology, and pedagogy. Besides, the experimental group's TPACK significantly differed from the control group. The implications and suggestions were given based on the results.

Science teaching efficacy belief (STEB) is of paramount importance as it motivates teachers to teach science or hinders them from teaching science. Pre-service teachers' efficacy beliefs may change during their method courses. Knowing how pre-service teachers' beliefs change over time can significantly contribute to teacher educators to improve teacher efficacy. This study examined the effect of microteaching on pre-service elementary science teachers' STEB. Pretest-posttest control group design was utilized. Data was collected using the Science Teaching Efficacy Beliefs Instrument (STEBI-B) developed by Enochs and Riggs (1990) both at the beginning and end of the study. The treatment group planned and taught mini-lessons. The lessons were videotaped and evaluated in detail by watching the videotapes. The microteachers replanned and retaught the mini-lessons based on the feedback. The microteaching practices were conducted to support efficacy sources. The control group only planned and taught mini-lessons and received brief and undetailed feedback. Results showed significant differences in participants' personal science teaching efficacy beliefs and student outcome expectancy beliefs in terms of the treatment group. The STEB scores of the control group also decreased at the end of the study. It is suggested that pre-service teachers should have the opportunity to reflect on their performances, artifacts, or lesson plans and to design them several times.