English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Zendy Open

Presents the pdf analysis as premium feature

PDF Analysis

Insights

Presents the summarisation as premium feature

Summarisation

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the zaia usage as premium feature

ZAIA

Zendy Tools

Zendy Plus

Presents the access of premium content as premium feature

Premium Content

The purpose of this study was to investigate the self-efficacy of pre-service science and pre-service physics teacher towards web pedagogical content knowledge. In addition, it was also explored the relationship among internet and technology use habits of those pre-service teachers and their self-efficacy level towards web pedagogical content knowledge. The participants in this study were 75 pre-service science teachers and 75 pre-service physics teachers studying at Dicle University, Diyarbakir, were involved to the study as convenient sample. The data collection tool was “Web Pedagogical Content Knowledge Survey”, a thirty items scale, developed by Lee, Tsai and Chang (2008). The instrument was translated and adapted into Turkish by Horzum (2011). The participants’ self-efficacy towards web pedagogical content knowledge was examined by the five dimensions of the scale which are (1) Web-general, (2) Web-communicative, (3) Web-Content Knowledge, (4) Web-Pedagogical-Content Knowledge and (5) Attitude toward web-based instruction. The results of the study revealed that web pedagogical content knowledge of pre-service science and physics teachers differed according to their internet use habits

procedia - social and behavioral sciences

The Investigation of Self-efficacy of Pre-service Science Teachers and Pre-service Physics Teachers towards Web Pedagogical Content Knowledge Regarding Internet Use Habits