Investigation of Science Teachers' Technological Pedagogical Content Knowledge According to Activity Theory

The main aim of this research is to determine the efficiency of the Technological Pedagogical Content Knowledge (TPCK) of science teachers working in public schools. For this purpose case study which is one of the qualitative research patterns, was used. The study was conducted with eight science teachers who were selected from public schools by purposeful sampling method. For analyzing the qualitative data descriptive analysis and content analysis were used together with constant comparative method. According to the results obtained from research findings it was determined that teachers use technology and teaching applications during their individual teaching processes according to different subject fields, for different purposes and therefore demonstrate performance at various levels. The results related with factors effecting TPCK usages of science teachers in teaching process environments were presented in detail by handling elements of activity system created depending on activity theory