Teknolojik Pedagojik Alan Bilgisi (TPAB) Modelinin İlkokul Matematik (İM) Öğretimine Uygulanması: Ölçek Uyarlama Çalışması

Abstract

The present study aimed to adapt the Technological Pedagogical and Content Knowledge (TPACK) for mathematics teaching questionnaire into Turkish for classroom teachers who work in public schools. There were three stages in the questionnaire adaptation process. The questionnaire's language validity was established in the first stage, validity in the second and reliability in the third stage. Exploratory Factor Analysis (EFA, n= 372) and Confirmatory Factor Analysis (CFA, n= 310) have been utilized in establishing the validity of the questionnaire. A four-factor solution emerged as a result of EFA: 1) Knowledge of Teaching Mathematics with Technology (KTMT); 2) Knowledge of Teaching Mathematics (KTM); 3) Content Knowledge for Mathematics (CKM); and 4) Technology Knowledge (TK). Those four factors explained 62.20 % of the total variation in the questionnaire. In addition, the results of CFA suggested a good model fit and the internal consistency (α) for the whole questionnaire was calculated as .97. Total item correlation coefficients of all items were higher than .30. Evaluation of these results suggests that a valid and reliable Technological Pedagogical Content Knowledge questionnaire, which consists of 47 items under four subscales (KTMT, KTM, CKM, and TK), was developed.