Validation of content knowledge model, pedagogy and technology of first secondary science teachers in Kurdistan province

Subject Areas :

Parvin Aftabi ¹ , Majid AliAsgari ² , Mustafa Ghadri ³

1 - دانشجوی دکتری ، گروه برنامه ریزی درسی، واحد علوم و تحقیقات ، دانشگاه آزاد اسلامی، تهران ، ایران
2 - دانشیار گروه مطالعات برنامه ی درسی ، دانشگاه خوارزمی ، تهران ، ایران
3 - دانشیار گروه مطالعات برنامه ی درسی، دانشگاه علامه طباطبایی، تهران ، ایران

Received: 2022-08-06 Accepted : 2022-10-17 Published : 2022-11-22

Keywords: science teachers, model of content knowledge, pedagogy and technology,

Abstract :

The aim of the present study was to investigate the validity of the model of content knowledge, pedagogy and technology of first secondary science teachers in Kurdistan province. This research was a descriptive study with correlation design and model validation. The statistical sample included 120 first secondary science teachers in Kurdistan province. The data was obtained using a questionnaire. The final model of the research using partial least squares technique and Smart software. L. S was validated. The results showed that the model developed in this research has high reliability. The results of the hypothesis test showed that teachers' knowledge has a positive and significant effect on content knowledge; Technological knowledge has a positive and significant effect on the organizational and managerial factors of education; The knowledge of teachers has a positive and significant effect on the knowledge of pedagogy; Teachers' knowledge has a positive and significant effect on the managerial and organizational factors of education; Content knowledge has a positive and significant effect on the organizational and management factors of education; Pedagogical knowledge has a positive and significant effect on the organizational and managerial factors of education. This research helps science teachers to choose a suitable model for their educational activities in the classroom to help fill the gap in science teachers' knowledge and allow the learner to create knowledge; Not that he learns knowledge only through education.

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