Canbazoğlu Bilici, SedefGuzey, Sıddıka SelcenYamak, Havva13.07.20192019-07-2913.07.20192019-07-2920160263-51431470-1138https://doi.org/10.1080/02635143.2016.1144050https://hdl.handle.net/20.500.12451/6163Background: Technological pedagogical content knowledge (TPACK) is critical for effective teaching with technology. However, generally science teacher education programs do not help pre-service teachers develop TPACK. Purpose: The purpose of this study was to assess pre-service science teachers' TPACK over a semester-long Science Methods. Sample: Twenty-seven pre-service science teachers took the course toward the end of their four-year teacher education program. Design and method: The study employed the case study methodology. Lesson plans and microteaching observations were used as data collection tools. Technological Pedagogical Content Knowledge-based lesson plan assessment instrument (TPACK-LpAI) and Technological Pedagogical Content Knowledge Observation Protocol (TPACK-OP) were used to analyze data obtained from observations and lesson plans. Results: The results showed that the TPACK-focused Science Methods course had an impact on pre-service teachers' TPACK to varying degrees. Most importantly, the course helped teachers gain knowledge of effective usage of educational technology tools. Conclusion: Teacher education programs should provide opportunities to pre-service teachers to develop their TPACK so that they can effectively integrate technology into their teaching.eninfo:eu-repo/semantics/openAccessTPACK Observation ProtocolScience Methods CourseTPACK Lesson Plan Assessment InstrumentTechnological Pedagogical Content Knowledge (TPACK)Article34223725110.1080/02635143.2016.1144050Q1WOS:000373840100007N/A