An examination of pre-service science teachers' technological pedagogical content knowledge and self-directed learning skills with technology

Abstract

This study investigates pre-service science teachers’ Technological Pedagogical Content Knowledge (TPACK) and their Self-Directed Learning with Technology (SDL-T) abilities by examining how these competencies vary in relation to several demographic and technology-related factors. SDL-T refers to individuals’ capacity to organize, monitor, and evaluate their own learning processes using digital tools, while TPACK represents teachers’ integrated knowledge of pedagogy, subject matter, and technology. Both constructs are considered key qualifications for future science educators who are expected to design innovative, technology-enhanced learning environments.The research employs a relational survey model to explore the participants’ TPACK and SDL-T levels and to determine whether these constructs differ across grade level, academic achievement, frequency of technology use, and technological tendencies. The study group consisted of 79 pre-service science teachers enrolled in the 2nd, 3rd, and 4th years of a state university’s science teacher education program. Data were collected through the TPACK Self-Efficacy Scale and the SDL-T Scale.Findings showed that although mean scores increased as grade level and GPA rose, neither variable produced statistically significant differences in TPACK or SDL-T. In contrast, both the frequency of technology use and participants’ inclination toward digital tools led to significant variations in the two constructs. The results highlight that personal interest in technology and the active use of digital resources are stronger determinants of technology-supported learning and pedagogical competence than academic indicators such as GPA or year of study.