Research Article
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Year 2020, Volume: 11 Issue: 1, 77 - 98, 01.03.2020
https://doi.org/10.30935/cet.646769

Abstract

References

  • Abbitt, J. A. (2011). Measuring technological pedagogical content knowledge in preservice teacher education. Journal of Research on Technology in Education, 43(4), 281-300. https://doi.org/10.1080/15391523.2011.10782573
  • Agyei, D. D., & Keengwe, J. (2014). Using technology pedagogical content knowledge development to enhance learning outcomes. Education and Information Technologies, 19(1), 155-171. https://doi.org/10.1007/s10639-012-9204-1
  • Angeli, C., & Valanides, N. (2009). Epistemological and methodological issues for the conceptualization, development, and assessment of ICT–TPCK: Advances in technological pedagogical content knowledge (TPCK). Computers & Education, 52(1), 154-168. https://doi.org/10.1016/j.compedu.2008.07.006
  • Angeli, C., & Valanides, N. (2013). Technology mapping: An approach for developing technological pedagogical content knowledge. Journal of Educational Computing Research, 48(2), 199-221. https://doi.org/10.2190/EC.48.2.e
  • Angeli, C., Howard, S. K., Ma, J., Yang, J., & Kirscher, P.A. (2017). Data mining in educational technology classroom research: Can it make a contribution? Computers & Education, 113, 226-242. https://doi.org/10.1016/j.compedu.2017.05.021
  • Archambault, L. M., & Barnett, J. H. (2010). Revisiting technological pedagogical content knowledge: Exploring the TPACK framework. Computers & Education, 55(4), 1656-1662. https://doi.org/10.1016/j.compedu.2010.07.009
  • Archambault, L., & Crippen, K. (2009). Examining TPACK among K–12 online distance educators in the United States. Contemporary Issues in Technology and Teacher Education, 9(1). Retrieved from http://www.citejournal.org/vol9/iss1/general/article2.cfm
  • Aydoğan, E. K., & Gencer, C. (2007). Veri madenciliği problemlerinde kaba küme yaklaşımı kullanılarak sınıflandırma amaçlı yapılmış olan çalışmalar [The studies conducted using rough set approach for classification of data mining problem]. Kara Harp Okulu Savunma Bilimleri Dergisi, 6(2), 17-32.
  • Brantley-Dias, L., & Ertmer, P.A. (2013). Goldilocks and TPACK: Is the Construct “Just Right?”. Journal of Research on Technology in Education, 46(2), 103-128. https://doi.org/10.1080/15391523.2013.10782615
  • Çepni, S. (2009). Araştırma ve proje çalışmalarına giriş [Introduction to research and project work] (3th Edition). Trabzon, Turkey: Celepler Matbaacılık.
  • Chai, C. S., Koh, J. H. L., & Tsai, C. C. (2010). Facilitating preservice teachers’ development of technological, pedagogical and content knowledge (TPACK). Educational Technology & Society, 13(4), 63-73.
  • Chai, C. S., Koh, J. H. L., & Tsai, C. C. (2013). A review of technological pedagogical content knowledge. Educational Technology & Society, 16(2), 31-51.
  • Chai, C. S., Koh, J. H. L., & Tsai, C. C. (2016). A review of the quantitative measures of technological pedagogical content knowledge (TPACK). In M. C. Herring, M. J. Koehler, & P. Mishra (Eds.), Handbook of technological pedagogical content knowledge (TPACK) for educators (2 ed, pp. 87-106). New York, London: Taylor & Francis.
  • Chai, C. S., Ng, E.M. W., Li, W. H., Hong, H. Y., & Koh, J. H. L. (2013). Validating and modeling technological pedagogical content knowledge (TPCK) framework among Asian pre-service teachers. Australasian Journal of Educational Technology, 29(1), 41-53. https://doi.org/10.14742/ajet.174
  • Cox, S. (2008). A conceptual analysis of technological pedagogical content knowledge (Doctoral dissertation, Brigham Young University, Provo, UT). Retrieved from http://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=2481&context=etd
  • Cox, S., & Graham, C. R. (2009). Diagramming TPACK in practice: using and elaborated model of the TPACK framework to analyze and depict teacher knowledge. TechTrends, 53(5), 60-69. https://doi.org/10.1007/s11528-009-0327-1
  • Doering, A., Veletsianos, G., Scharber, C., & Miller, C. (2009). Using the technological, pedagogical, and content knowledge framework to design online learning environments and professional development. Journal of Educational Computing Research, 41(3), 319-346. https://doi.org/10.2190/EC.41.3.d
  • Doukakis, S., Psaltidou, A., Stavraki, A., Adamopoulos, N., Tsiotakis, P., & Stergou, S. (2010). Measuring the technological pedagogical content knowledge (TPACK) of in-service teachers of computer science who teach algorithms and programming in upper secondary education. In Fernstrom, K. (Eds.), Readings in Technology and Education: Proceedings of International Conference on Information Communication Technologies in Education 2010. Corfu, Greece (pp. 442-452).
  • Drummond, A., & Sweeney, T. (2017). Can an objective measure of technological pedagogical content knowledge (TPACK) supplement existing TPACK measures? British Journal of Educational Technology, 48(4), 928-939. https://doi.org/10.1111/bjet.12473
  • Graham, C. R. (2011). Theoretical considerations for understanding technological pedagogical content knowledge (TPACK). Computers & Education, 57(3), 1953-1960. https://doi.org/10.1016/j.compedu.2011.04.010
  • Graham, C. R., Borup, J., & Smith, N. B. (2012). Using TPACK as a framework to understand teacher candidates’ technology integration decisions. Journal of Computer Assisted Learning, 28(6), 530-546. https://doi.org/10.1111/j.1365-2729.2011.00472.x
  • Graham, C. R., Burgoyne, N., & Borup, J. (2010). The decision-making processes of preservice teachers as they integrate technology. In D. Gibson & B. Dodge (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2010 (Vol. 2010, No. 1, pp. 3826-3832). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).
  • Harris, J., Mishra, P., & Koehler, M. (2009). Teachers’ technological pedagogical content knowledge and learning activity types: Curriculum-based technology integration reframed. Journal of Research on Technology in Education, 41(4), 393-416. https://doi.org/10.1080/15391523.2009.10782536
  • Hassanien, A. E. (2004). Rough set approach for attribute reduction and rule generation: A case of patients with suspected breast cancer. Journal of the American Society for Information Science and Technology, 55(11), 954-962. https://doi.org/10.1002/asi.20042
  • Hofer, M., & Grandgenett, N. (2012). TPACK development in teacher education: A longitudinal study of preservice teachers in a Secondary MA Ed. program. Journal of Research on Technology in Education, 45(1), 83-106. https://doi.org/10.1080/15391523.2012. 10782598
  • Jen, T.H., Yeh, Y.F., Hsu, Y.S., Wu, H.K., & Chen, K.M. (2016). Science teachers’ TPACK-Practical: Standard-setting using an evidence-based approach. Computers & Education, 95, 45-62. https://doi.org/10.1016/j.compedu.2015.12.009
  • Jimoyiannis, I. (2010). Developing a technological pedagogical content knowledge framework for science education: Implications of a teacher trainers’ preparation program. In Cohen, E. (Eds.), Proceedings of the 2010 Informing Science & IT Education Conference (InSITE). Cassino, Italy (pp. 597-607). Informing Science Press. https://doi.org/10.28945/1277
  • Kagan, D. M. (1990). Ways of evaluating teacher cognition: Inferences concerning the Goldilocks principle. Review of Educational Research, 60(3), 419-469. https://doi.org/10.3102/ 00346543060003419
  • Karasar, N. (2008). Bilimsel araştırma yöntemi [Scientific research method] (18th Edition). Ankara, Turkey: Nobel.
  • Kaya, S., & Dağ, F. (2013). Turkish adaptation of technological pedagogical content knowledge survey for elementary teachers. Educational Sciences: Theory & Practice, 13(1), 302-306.
  • Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1), 60-70.
  • Koehler, M. J., Mishra, P., & Yahya, K. (2007). Tracing the development of teacher knowledge in a design seminar: Integrating content, pedagogy and technology. Computers & Education, 49(3), 740-762. https://doi.org/10.1016/j.compedu.2005.11.012
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Intelligent Data Analysis of Interactions and Relationships among Technological Pedagogical Content Knowledge Constructs via Rough Set Analysis

Year 2020, Volume: 11 Issue: 1, 77 - 98, 01.03.2020
https://doi.org/10.30935/cet.646769

Abstract

This study focuses on the relationship among Content Knowledge (CK), Pedagogic Knowledge (PK), and Technological Knowledge (TK) using Technological Pedagogical Content Knowledge (TPACK). The aim of the study is to use the determined relationship to provide mathematical clarity using the Rough Set Theory, which is commonly used in areas such as Artificial Intelligence, Data Reduction, Determination of Dependencies, Estimation of Data Importance and the establishment of Decision (control) Algorithms. Accordingly, TPACK scale was applied to 340 preservice teachers who, at the time of conducting this study, were continuing their teaching at elementary (grade 5-8) and secondary (grade 9-12) Mathematics Teaching Department. The gathered data was broken into three different groups - low, medium and high. The data grouping allowed for applying of the Rough Set Analysis. This will enable TPACK constructs to assign prospective teachers to any of the three identified groups. Analysis has put forth that the CK, PK and TK components explain TPACK with a dependency degree of 0.105 and that even though the levels of significance of each component is low by itself, it cannot be removed from the data set. Lastly, decision rules have been established between CK, PK and TK with TPACK.

References

  • Abbitt, J. A. (2011). Measuring technological pedagogical content knowledge in preservice teacher education. Journal of Research on Technology in Education, 43(4), 281-300. https://doi.org/10.1080/15391523.2011.10782573
  • Agyei, D. D., & Keengwe, J. (2014). Using technology pedagogical content knowledge development to enhance learning outcomes. Education and Information Technologies, 19(1), 155-171. https://doi.org/10.1007/s10639-012-9204-1
  • Angeli, C., & Valanides, N. (2009). Epistemological and methodological issues for the conceptualization, development, and assessment of ICT–TPCK: Advances in technological pedagogical content knowledge (TPCK). Computers & Education, 52(1), 154-168. https://doi.org/10.1016/j.compedu.2008.07.006
  • Angeli, C., & Valanides, N. (2013). Technology mapping: An approach for developing technological pedagogical content knowledge. Journal of Educational Computing Research, 48(2), 199-221. https://doi.org/10.2190/EC.48.2.e
  • Angeli, C., Howard, S. K., Ma, J., Yang, J., & Kirscher, P.A. (2017). Data mining in educational technology classroom research: Can it make a contribution? Computers & Education, 113, 226-242. https://doi.org/10.1016/j.compedu.2017.05.021
  • Archambault, L. M., & Barnett, J. H. (2010). Revisiting technological pedagogical content knowledge: Exploring the TPACK framework. Computers & Education, 55(4), 1656-1662. https://doi.org/10.1016/j.compedu.2010.07.009
  • Archambault, L., & Crippen, K. (2009). Examining TPACK among K–12 online distance educators in the United States. Contemporary Issues in Technology and Teacher Education, 9(1). Retrieved from http://www.citejournal.org/vol9/iss1/general/article2.cfm
  • Aydoğan, E. K., & Gencer, C. (2007). Veri madenciliği problemlerinde kaba küme yaklaşımı kullanılarak sınıflandırma amaçlı yapılmış olan çalışmalar [The studies conducted using rough set approach for classification of data mining problem]. Kara Harp Okulu Savunma Bilimleri Dergisi, 6(2), 17-32.
  • Brantley-Dias, L., & Ertmer, P.A. (2013). Goldilocks and TPACK: Is the Construct “Just Right?”. Journal of Research on Technology in Education, 46(2), 103-128. https://doi.org/10.1080/15391523.2013.10782615
  • Çepni, S. (2009). Araştırma ve proje çalışmalarına giriş [Introduction to research and project work] (3th Edition). Trabzon, Turkey: Celepler Matbaacılık.
  • Chai, C. S., Koh, J. H. L., & Tsai, C. C. (2010). Facilitating preservice teachers’ development of technological, pedagogical and content knowledge (TPACK). Educational Technology & Society, 13(4), 63-73.
  • Chai, C. S., Koh, J. H. L., & Tsai, C. C. (2013). A review of technological pedagogical content knowledge. Educational Technology & Society, 16(2), 31-51.
  • Chai, C. S., Koh, J. H. L., & Tsai, C. C. (2016). A review of the quantitative measures of technological pedagogical content knowledge (TPACK). In M. C. Herring, M. J. Koehler, & P. Mishra (Eds.), Handbook of technological pedagogical content knowledge (TPACK) for educators (2 ed, pp. 87-106). New York, London: Taylor & Francis.
  • Chai, C. S., Ng, E.M. W., Li, W. H., Hong, H. Y., & Koh, J. H. L. (2013). Validating and modeling technological pedagogical content knowledge (TPCK) framework among Asian pre-service teachers. Australasian Journal of Educational Technology, 29(1), 41-53. https://doi.org/10.14742/ajet.174
  • Cox, S. (2008). A conceptual analysis of technological pedagogical content knowledge (Doctoral dissertation, Brigham Young University, Provo, UT). Retrieved from http://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=2481&context=etd
  • Cox, S., & Graham, C. R. (2009). Diagramming TPACK in practice: using and elaborated model of the TPACK framework to analyze and depict teacher knowledge. TechTrends, 53(5), 60-69. https://doi.org/10.1007/s11528-009-0327-1
  • Doering, A., Veletsianos, G., Scharber, C., & Miller, C. (2009). Using the technological, pedagogical, and content knowledge framework to design online learning environments and professional development. Journal of Educational Computing Research, 41(3), 319-346. https://doi.org/10.2190/EC.41.3.d
  • Doukakis, S., Psaltidou, A., Stavraki, A., Adamopoulos, N., Tsiotakis, P., & Stergou, S. (2010). Measuring the technological pedagogical content knowledge (TPACK) of in-service teachers of computer science who teach algorithms and programming in upper secondary education. In Fernstrom, K. (Eds.), Readings in Technology and Education: Proceedings of International Conference on Information Communication Technologies in Education 2010. Corfu, Greece (pp. 442-452).
  • Drummond, A., & Sweeney, T. (2017). Can an objective measure of technological pedagogical content knowledge (TPACK) supplement existing TPACK measures? British Journal of Educational Technology, 48(4), 928-939. https://doi.org/10.1111/bjet.12473
  • Graham, C. R. (2011). Theoretical considerations for understanding technological pedagogical content knowledge (TPACK). Computers & Education, 57(3), 1953-1960. https://doi.org/10.1016/j.compedu.2011.04.010
  • Graham, C. R., Borup, J., & Smith, N. B. (2012). Using TPACK as a framework to understand teacher candidates’ technology integration decisions. Journal of Computer Assisted Learning, 28(6), 530-546. https://doi.org/10.1111/j.1365-2729.2011.00472.x
  • Graham, C. R., Burgoyne, N., & Borup, J. (2010). The decision-making processes of preservice teachers as they integrate technology. In D. Gibson & B. Dodge (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2010 (Vol. 2010, No. 1, pp. 3826-3832). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).
  • Harris, J., Mishra, P., & Koehler, M. (2009). Teachers’ technological pedagogical content knowledge and learning activity types: Curriculum-based technology integration reframed. Journal of Research on Technology in Education, 41(4), 393-416. https://doi.org/10.1080/15391523.2009.10782536
  • Hassanien, A. E. (2004). Rough set approach for attribute reduction and rule generation: A case of patients with suspected breast cancer. Journal of the American Society for Information Science and Technology, 55(11), 954-962. https://doi.org/10.1002/asi.20042
  • Hofer, M., & Grandgenett, N. (2012). TPACK development in teacher education: A longitudinal study of preservice teachers in a Secondary MA Ed. program. Journal of Research on Technology in Education, 45(1), 83-106. https://doi.org/10.1080/15391523.2012. 10782598
  • Jen, T.H., Yeh, Y.F., Hsu, Y.S., Wu, H.K., & Chen, K.M. (2016). Science teachers’ TPACK-Practical: Standard-setting using an evidence-based approach. Computers & Education, 95, 45-62. https://doi.org/10.1016/j.compedu.2015.12.009
  • Jimoyiannis, I. (2010). Developing a technological pedagogical content knowledge framework for science education: Implications of a teacher trainers’ preparation program. In Cohen, E. (Eds.), Proceedings of the 2010 Informing Science & IT Education Conference (InSITE). Cassino, Italy (pp. 597-607). Informing Science Press. https://doi.org/10.28945/1277
  • Kagan, D. M. (1990). Ways of evaluating teacher cognition: Inferences concerning the Goldilocks principle. Review of Educational Research, 60(3), 419-469. https://doi.org/10.3102/ 00346543060003419
  • Karasar, N. (2008). Bilimsel araştırma yöntemi [Scientific research method] (18th Edition). Ankara, Turkey: Nobel.
  • Kaya, S., & Dağ, F. (2013). Turkish adaptation of technological pedagogical content knowledge survey for elementary teachers. Educational Sciences: Theory & Practice, 13(1), 302-306.
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There are 70 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Articles
Authors

Kemal Özgen 0000-0002-7015-6452

Serkan Narlı 0000-0001-8629-8722

Publication Date March 1, 2020
Published in Issue Year 2020 Volume: 11 Issue: 1

Cite

APA Özgen, K., & Narlı, S. (2020). Intelligent Data Analysis of Interactions and Relationships among Technological Pedagogical Content Knowledge Constructs via Rough Set Analysis. Contemporary Educational Technology, 11(1), 77-98. https://doi.org/10.30935/cet.646769
AMA Özgen K, Narlı S. Intelligent Data Analysis of Interactions and Relationships among Technological Pedagogical Content Knowledge Constructs via Rough Set Analysis. Contemporary Educational Technology. March 2020;11(1):77-98. doi:10.30935/cet.646769
Chicago Özgen, Kemal, and Serkan Narlı. “Intelligent Data Analysis of Interactions and Relationships Among Technological Pedagogical Content Knowledge Constructs via Rough Set Analysis”. Contemporary Educational Technology 11, no. 1 (March 2020): 77-98. https://doi.org/10.30935/cet.646769.
EndNote Özgen K, Narlı S (March 1, 2020) Intelligent Data Analysis of Interactions and Relationships among Technological Pedagogical Content Knowledge Constructs via Rough Set Analysis. Contemporary Educational Technology 11 1 77–98.
IEEE K. Özgen and S. Narlı, “Intelligent Data Analysis of Interactions and Relationships among Technological Pedagogical Content Knowledge Constructs via Rough Set Analysis”, Contemporary Educational Technology, vol. 11, no. 1, pp. 77–98, 2020, doi: 10.30935/cet.646769.
ISNAD Özgen, Kemal - Narlı, Serkan. “Intelligent Data Analysis of Interactions and Relationships Among Technological Pedagogical Content Knowledge Constructs via Rough Set Analysis”. Contemporary Educational Technology 11/1 (March 2020), 77-98. https://doi.org/10.30935/cet.646769.
JAMA Özgen K, Narlı S. Intelligent Data Analysis of Interactions and Relationships among Technological Pedagogical Content Knowledge Constructs via Rough Set Analysis. Contemporary Educational Technology. 2020;11:77–98.
MLA Özgen, Kemal and Serkan Narlı. “Intelligent Data Analysis of Interactions and Relationships Among Technological Pedagogical Content Knowledge Constructs via Rough Set Analysis”. Contemporary Educational Technology, vol. 11, no. 1, 2020, pp. 77-98, doi:10.30935/cet.646769.
Vancouver Özgen K, Narlı S. Intelligent Data Analysis of Interactions and Relationships among Technological Pedagogical Content Knowledge Constructs via Rough Set Analysis. Contemporary Educational Technology. 2020;11(1):77-98.