TPACK-based education applications raise prospective science teachers' self-efficacy belief levels toward science education more than the current curriculum after a 14-week course¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2018 · checked against its sources 2026-11-01 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? After the 14-week intervention, the experimental group's self-efficacy posttest mean was significantly higher than the control group's (t(63)=3.162; p=.002). → Onder Sensoy 2018

Evidence¶

Onder Sensoy 2018¶

Onder Sensoy, Halil Ibrahim Yildirim. (2018). Impact of Technological Pedagogical Content Knowledge Based Education Applications on Prospective Teachers' Self-Efficacy Belief Levels Toward Science Education. Journal of Education and Training Studies, 6(10). https://doi.org/10.11114/jets.v6i10.3433

q2 · i? · causal · r2

Quasi-experimental pretest-posttest control-group study of 65 third-year prospective science teachers (control=33, experimental=32) over 14 weeks. Independent samples t-test on posttest means of 121.72 (experimental) versus 112.27 (control): "this difference is in favor of the experimental group".

"there is a significant difference between the self -efficacy belief level points between the students of the control and experimental groups after the research and this difference is in favor of the experimental group (t(63) = 3.162; p < .05)"

Discussion¶

Learner Variables¶

• Self-Efficacy — outcome: instruction changes it

Related Claims¶

• The current-curriculum instruction in the control group produced no significant change in prospective teachers' self-efficacy across pretest, posttest and follow-up — related
• Before the intervention, the experimental and control groups did not differ significantly in self-efficacy toward science education — related
• The self-efficacy advantage of TPACK-based applications persists three months after the course ends — related
• After an SDT-driven redesign of a two-day teacher workshop (one cohort of 26, no control group), self-reported AI-TPACK (d = 0.70), IPACK (d = 0.86) and AI attitude (d = 0.58) rose significantly from pre to post — related
• Within the experimental group, self-efficacy rose significantly from pretest to posttest and follow-up, with no significant drop from posttest to follow-up — related
• Teacher education workshop paired with robot curriculum improves teachers' relevance and self-efficacy beliefs — related