This study aimed to examine the factors influencing the development of technological pedagogical content knowledge (TPACK) among pre-service science teachers. For this purpose, the topic area of "Matter and Change," included in the science curriculum, was selected. The study was designed using a mixed-methods research approach. The quantitative phase involved 48 pre-service science teachers, while the qualitative phase included four participants. In the quantitative phase, a TPACK scale tailored to the "Matter and Change" topic area was administered as a pre-test and post-test. In the qualitative phase, data were collected through technology-supported lesson materials, TPACK models created by the participants, and interviews conducted with them. The study lasted a total of 14 weeks. Pre-service teachers received technology-supported instruction during the first eight weeks utilizing four different technological tools (online puzzles, digital storytelling, concept maps, and animations). Following these instructional sessions, the pre-service teachers were tasked with preparing technology-based modules on various subtopics within the "Matter and Change" area. Quantitative data obtained from 48 participants were analyzed using the SPSS 17.0 statistical software package. The qualitative data from the four participants were analyzed using descriptive analysis and constant comparative data analysis methods. The findings revealed that technology-supported practices significantly impacted pre-service teachers' self-efficacy levels regarding TPACK and its sub-dimensions, with statistically significant differences observed between pre-test and post-test scores. These practices were found to have the most positive effect on the development of pre-service teachers' technological pedagogical knowledge. Analyses of the participants’ work emphasized the necessity of interrelating the three types of knowledge (technological, pedagogical, and content knowledge), highlighting that deficiencies in any one of these areas could pose challenges in teaching. In conclusion, the applied instructional practices positively enhanced the TPACK competencies of pre-service science teachers. However, some difficulties were observed in translating this development into practical applications.

Science education, Technological pedagogical content knowledge, Prospective teacher, Science, TPACK