Identifying the Components of Required Technological Knowledge by New Teachers to Apply it in the Teaching Process

The aim of this study was to identify the components of technological knowledge needed by newly trained chemistry teachers to be used in the process of teaching experimental science in the first grade of high school. This applied research is descriptive-survey type and its statistical population was all new chemistry teachers of Farhangian University teaching experimental sciences. Studying the documents and the analyzing theoretical foundations, the components of technological knowledge were first identified, then a questionnaire was prepared to collect data. The components of technological knowledge were identified in three dimensions of attitude, knowledge and skill and were ranked and categorized using Friedman's statistical test. The validity of the questionnaire was confirmed based on a survey of experts in the field of curriculum planning, experts in technological knowledge and expert teachers, and its reliability was confirmed by calculating the Cronbach's alpha coefficient of the whole scale (α = 0.87). The analysis of the data obtained from the examination of the components of technological knowledge showed that the status of the newly chemistry teachers, based on the results of the T test (T = -0.345), is close to the theoretical average and is far from the ideal. In order to achieve the effective efficiency of newly teachers, solutions such as revising the curriculum of technological knowledge of Farhangian University and adapting it to the development and progress of science and technology, expanding and correcting the attitude of new teachers towards new educational technologies and the use of technology and educational media in the teaching-learning process, holding practical workshops based on technological knowledge and establishing the culture of using information and communication technology in the teaching process are suggested.