Araştırma Makalesi
BibTex RIS Kaynak Göster
Yıl 2020, Cilt: 11 Sayı: 1, 77 - 98, 01.03.2020
https://doi.org/10.30935/cet.646769

Öz

Kaynakça

  • 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
  • Koehler, M. J., Shin, T. S., & Mishra, P. (2012). How do we measure TPACK? Let me count the ways. In R. N. Ronau, C. R. Rakes, & M. L. Niess (Eds.), Educational technology, teacher knowledge, and classroom impact: A research handbook on frameworks and approaches (pp. 16-31). Hershey, PA: Information Science Reference. https://doi.org/10.4018/978-1-60960-750-0.ch002
  • Koehler, M., & Mishra, P. (2005). What happens when teachers design educational technology? The development of technological pedagogical content knowledge. Journal of Educational Computing Research, 32(2), 131-152. https://doi.org/10.2190/0EW7-01WB-BKHL-QDYV
  • Koehler, M., Mishra, P., Kereluik, K., Shin, T. S., & Graham, C. R. 2014. The technological pedagogical content knowledge framework. In Handbook of research on educational communications and technology (pp. 101-111). Springer. Retrieved from http://link.springer.com/chapter/10.1007/978-1-4614-3185-5_9
  • Koh, J. H. L., & Chai, C. S. (2016). Seven design frames that teachers use when considering technological pedagogical content knowledge (TPACK). Computers & Education, 102, 244-257. https://doi.org/10.1016/j.compedu.2016.09.003
  • Koh, J. H. L., Chai, C. S., & Tay, L. Y. (2014). TPACK-in-Action: Unpacking the contextual influences of teachers’ construction of technological pedagogical content knowledge (TPACK). Computers & Education, 78, 20-29. https://doi.org/10.1016/j.compedu.2014.04.022
  • Koh, J. H. L., Chai, C. S., & Tsai, C. C. (2010). Examining the technological pedagogical content knowledge of pre-service teachers with a large-scale survey. Journal of Computer Assisted Learning, 26(6), 563-573. https://doi.org/10.1111/j.1365-2729.2010.00372.x
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Intelligent Data Analysis of Interactions and Relationships among Technological Pedagogical Content Knowledge Constructs via Rough Set Analysis

Yıl 2020, Cilt: 11 Sayı: 1, 77 - 98, 01.03.2020
https://doi.org/10.30935/cet.646769

Öz

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.

Kaynakça

  • 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
  • Koehler, M. J., Shin, T. S., & Mishra, P. (2012). How do we measure TPACK? Let me count the ways. In R. N. Ronau, C. R. Rakes, & M. L. Niess (Eds.), Educational technology, teacher knowledge, and classroom impact: A research handbook on frameworks and approaches (pp. 16-31). Hershey, PA: Information Science Reference. https://doi.org/10.4018/978-1-60960-750-0.ch002
  • Koehler, M., & Mishra, P. (2005). What happens when teachers design educational technology? The development of technological pedagogical content knowledge. Journal of Educational Computing Research, 32(2), 131-152. https://doi.org/10.2190/0EW7-01WB-BKHL-QDYV
  • Koehler, M., Mishra, P., Kereluik, K., Shin, T. S., & Graham, C. R. 2014. The technological pedagogical content knowledge framework. In Handbook of research on educational communications and technology (pp. 101-111). Springer. Retrieved from http://link.springer.com/chapter/10.1007/978-1-4614-3185-5_9
  • Koh, J. H. L., & Chai, C. S. (2016). Seven design frames that teachers use when considering technological pedagogical content knowledge (TPACK). Computers & Education, 102, 244-257. https://doi.org/10.1016/j.compedu.2016.09.003
  • Koh, J. H. L., Chai, C. S., & Tay, L. Y. (2014). TPACK-in-Action: Unpacking the contextual influences of teachers’ construction of technological pedagogical content knowledge (TPACK). Computers & Education, 78, 20-29. https://doi.org/10.1016/j.compedu.2014.04.022
  • Koh, J. H. L., Chai, C. S., & Tsai, C. C. (2010). Examining the technological pedagogical content knowledge of pre-service teachers with a large-scale survey. Journal of Computer Assisted Learning, 26(6), 563-573. https://doi.org/10.1111/j.1365-2729.2010.00372.x
  • Koh, J. H. L., Chai, C. S., & Tsai, C. C. (2014). Demographic factors, TPACK constructs, and teachers’ perceptions of constructivist-oriented TPACK. Educational Technology & Society, 17(1), 185-196.
  • Kopcha, T. J., Ottenbreit-Leftwich, A., Jung, J., & Başer, D. (2014). Examining the TPACK framework through the convergent and discriminant validity of two measures. Computers & Education, 78, 87-96. https://doi.org/10.1016/j.compedu.2014.05.003
  • Lee, M. H., & Tsai, C. C. (2010). Exploring teachers’ perceived self-efficacy and technological pedagogical content knowledge with respect to educational use of the World Wide Web. Instructional Science, 38(1), 1-21. https://doi.org/10.1007/s11251-008-9075-4
  • Lin, C.F., Yeh, Y.C., Hung, Y.H., & Chang, R.I. (2013). Data mining for providing a personalized learning path in creativity: An application of decision trees. Computers & Education, 68, 199-210. https://doi.org/10.1016/j.compedu.2013.05.009
  • Lin, T., Tsai, C., Chai, C. S., & Lee, M. (2013). Identifying science teachers’ perceptions of technological pedagogical and content knowledge (TPACK). Journal of Science and Educational Technology, 22(3), 325-336. https://doi.org/10.1007/s10956-012-9396-6
  • Manfra, M., & Hammond, T. C. (2008). Teachers’ instructional choices with student-created digital documentaries: Case studies. Journal of Research on Technology in Education, 41(2), 223-245. https://doi.org/10.1080/15391523.2008.10782530
  • Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teacher College Record, 108(6), 1017-1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x
  • Mouza, C. (2009). Does research-based professional development make a difference? A longitudinal investigation of teacher learning in technology integration. Teachers College Record, 111(5), 1195-1241.
  • Mouza, C., Karchmer-Klein, R., Nandakumar, R., Yilmaz Özden, S., & Hu, L. (2014). Investigating the impact of an integrated approach to the development of preservice teachers’ technological pedagogical content knowledge (TPACK). Computers & Education 71, 206-221. https://doi.org/10.1016/j.compedu.2013.09.020
  • Narlı, S. (2010). An alternative evaluation method for likert type attitude scales: Rough set data analysis. Scientific Research and Essays, 5(6), 519-528.
  • Narlı, S., & Özcelik, Z. A. (2010). Data mining in topology education: Rough set data analysis. International Journal of the Physical Sciences, 5(9), 1428-1437.
  • Narlı, S., Özgen, K., & Alkan, H. (2011). In the context of multiple intelligences theory, intelligent data analysis of learning styles was based on rough set theory. Learning and Individual Differences, 21(5), 613-618. https://doi.org/10.1016/j.lindif.2011.07.012
  • Pamuk, S., Ergun, M., Çakir, R., Yilmaz, H. B., & Ayas, C. (2015). Exploring relationships among TPACK components and development of the TPACK instrument. Education and Information Technologies, 20(2), 241-263. https://doi.org/10.1007/s10639-013-9278-4
  • Pawlak, Z. (1982). Rough sets. International Journal of Computer and Information Sciences, 11(5), 341-356. https://doi.org/10.1007/BF01001956
  • Pawlak, Z. (1991). Rough sets-theoretical aspect of reasoning about data. Dordrecht, The Netherlands: Kluwer Academic Publishers.
  • Pawlak, Z. (1995). Vagueness and uncertainty: A rough set perspective. Computational Intelligence, 11, 277-232. https://doi.org/10.1111/j.1467-8640.1995.tb00029.x
  • Pawlak, Z. (1997). Sets, fuzzy sets and rough sets. Retrieved on August 01, 2015, from http://bcpw.bg.pw.edu.pl/Content/2026/RoughSetsRep29.pdf
  • Pawlak, Z., & Slowinski, R. (1994). Rough set approach to multi-attribute decision analysis. European Journal of Operational Research, 72(3), 443-459. https://doi.org/10.1016/0377-2217(94)90415-4
  • Reyes, V. C., Reading, C., Rizk, N., Gregory, S., & Doyle, H. (2016). An exploratory analysis of TPACK perceptions of pre-service science teachers: A regional Australian perspective. International Journal of Information and Communication Technology Education, 12(4), 1-14. https://doi.org/10.4018/IJICTE.2016100101
  • Şahin, İ. (2011). Development of survey of technological pedagogical and content knowledge (TPACK). The Turkish Online Journal of Educational Technology, 10(1), 97-105.
  • Sang, G., Tondeur, J., Chai, C. S., & Dong, Y. (2016). Validation and profile of Chinese pre-service teachers’ technological pedagogical content knowledge scale. Asia-Pacific Journal of Teacher Education, 44(1), 49-65. https://doi.org/10.1080/1359866X.2014.960800
  • Scherer, R., Tondeur, T., & Siddiq, F. (2017). On the quest for validity: Testing the factor structure and measurement invariance of the technology-dimensions in the Technological, Pedagogical, and Content Knowledge (TPACK) model. Computers & Education, 112, 1-17. https://doi.org/10.1016/j.compedu.2017.04.012
  • Schmidt, D. A., Baran, E., Thompson, A. D., Mishra, P., Koehler, M. J., & Shin, T. S. (2009). Technological pedagogical content knowledge (TPACK) the development and validation of an assessment instrument for preservice teachers. Journal of Research on Technology in Education, 42(2), 123-149. https://doi.org/10.1080/15391523.2009.10782544
  • Shinas, V. H., Yilmaz-Özden, S., Mouza, C., Karchmer-Klein, R., & Glutting, J. J. (2013). Examining domains of technological pedagogical content knowledge using factor analysis. Journal of Research on Technology in Education, 45(4), 339-360. https://doi.org/10.1080/15391523.2013.10782609
  • Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14. https://doi.org/10.3102/0013189X015002004
  • So, H. J., & Kim, B. (2009). Learning about problem-based learning: Student teachers integrating technology, pedagogy, and content knowledge. Australasian Journal of Educational Technology, 25(1), 101-116. https://doi.org/10.14742/ajet.1183
  • Tekin, H. 2007. Eğitimde ölçme ve değerlendirme [Assessment and evaluation in education] (18th ed.). Ankara, Turkey: Yargı.
  • Tondeur, J., Van Braak, J., Siddiq, F., & Scherer, R. (2016). Time for a new approach to prepare future teachers for educational technology use: Its meaning and measurement. Computers & Education, 94, 134-150. https://doi.org/10.1016/j.compedu.2015.11.009
  • Voogt, J., Fisser, P., Pareja Roblin, N., Tondeur, J., & Van Braak, J. (2013). Technological pedagogical content knowledge (TPACK) – a review of the literature. Journal of Computer Assisted Learning, 29(2), 109-121. https://doi.org/10.1111/j.1365-2729.2012.00487.x
  • Yeh, Y. F., Hsu, Y. S., Wu, H. K., & Chien, S. P. (2017). Exploring the structure of TPACK with video-embedded and discipline-focused assessments. Computers & Education, 104, 49-64. https://doi.org/10.1016/j.compedu.2016.10.006
  • Yeh, Y. F., Hsu, Y. S., Wu, H. K., Hwang, F. K., & Lin, T. C. (2014). Developing and validating technological pedagogical content knowledge-practical (TPACK-practical) through the Delphi survey technique. British Journal of Educational Technology, 45(4), 707-722. https://doi.org/10.1111/bjet.12078
  • Yörek, N., & Narlı, S. (2009). Modeling of cognitive structure of uncertain scientific concepts using fuzzy-rough sets and intuitionistic fuzzy sets: Example of the life concept. International Journal of Uncertainty, Fuzziness and Knowledge-Based Systems, 17(5), 747-769. https://doi.org/10.1142/S0218488509006248
Toplam 70 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar
Bölüm Makaleler
Yazarlar

Kemal Özgen 0000-0002-7015-6452

Serkan Narlı 0000-0001-8629-8722

Yayımlanma Tarihi 1 Mart 2020
Yayımlandığı Sayı Yıl 2020 Cilt: 11 Sayı: 1

Kaynak Göster

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. Mart 2020;11(1):77-98. doi:10.30935/cet.646769
Chicago Özgen, Kemal, ve Serkan Narlı. “Intelligent Data Analysis of Interactions and Relationships Among Technological Pedagogical Content Knowledge Constructs via Rough Set Analysis”. Contemporary Educational Technology 11, sy. 1 (Mart 2020): 77-98. https://doi.org/10.30935/cet.646769.
EndNote Özgen K, Narlı S (01 Mart 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 ve S. Narlı, “Intelligent Data Analysis of Interactions and Relationships among Technological Pedagogical Content Knowledge Constructs via Rough Set Analysis”, Contemporary Educational Technology, c. 11, sy. 1, ss. 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 (Mart 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 ve Serkan Narlı. “Intelligent Data Analysis of Interactions and Relationships Among Technological Pedagogical Content Knowledge Constructs via Rough Set Analysis”. Contemporary Educational Technology, c. 11, sy. 1, 2020, ss. 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.