Future biology teachers’ opinions on technological pedagogical content knowledge

Abstract

The purpose of this research is to evaluate the technological pedagogical content knowledge of future biology teachers. In this study, the qualitative research method was used while making associations about the findings. Twenty (20) students studying in the biology teaching department of various universities in Kazakhstan constitute the study group of the research. The data of the research were collected by semi-structured interview technique. Considering the purpose of the research, a semi-structured interview form developed by the researcher was prepared. As a result of the research, it was determined that the majority of the pre-service teachers found themselves somewhat inadequate regarding their teaching skills by suitably combining technology and teaching approaches. The vast majority of pre-service teachers find themselves inadequate regarding their ability to use information and communication technologies as a tool for students to share their thoughts and ideas.
 Keywords: Content knowledge; pedagogical knowledge; technology knowledge.

Methodology for improving the professional training of future biology teachers

“…Developments in the field of biology cause the emergence of new information, and these developments enter our daily lives with new technologies. Especially since the information obtained in the field of biology directly affects human life, the need for education on these issues in the society is increasing and therefore biology education is gaining importance day by day (Nogerbek , et al, 2022). Written documents that determine why biology subjects are taught to learners (achievements), what to teach (content), how to teach (learning-teaching process) and how much is taught (evaluation) are called biology curriculum ( Desa et al ., 2021).…”

Effectiveness of animation-based instruction on university students’ achievement in cell biology

“…ICTs have become essential in the mobilisation and development of 21st-century skills in learners, including autonomy, communication, collaboration, argumentation etc. These technological tools also occupy a central place in society, and students will no doubt be confronted with them in their futurelives (Almira Salsabila Majid & Usman, 2021;Guri-Rosenblit, 2019;Nogerbek et al, 2022;Rafeeq & Muhammad Qasim, 2021),hence the need to train students in digital technology at school in each school discipline.…”