Modeling Technological Pedagogical Content Knowledgefor developing 21st century competencies required for the preparation of pre-service Elementary science teachers

ABSTRACT
This study aimed to develop some of the 21st century competencies needed for the pre-service teacher by modeling the Technological pedagogical content knowledge (TPCK). This modeling makes the pre-service teacher aware of the complementary relationship between his/her pedagogical and technological knowledge and how to apply them in teaching a Scientific content, which gives him a number of applied competencies necessary for him to work in the twenty-first century, including the practical competencies for: the Pedagogical Content Knowledge (PCK); the Technological Content Knowledge (TCK); Technological Pedagogical Knowledge (TPK); and Technological Pedagogical and Content Knowledge (TPACK).
The sample of the study consisted of (60) females pre-service Elementary Science teacher in the fourth stage, which were divided into experimental and control groups. The experimental group was taught according to modeling through the course of science teaching methods. The reflection was measured on the competencies of: Scientific content knowledge; pedagogical knowledge and skills, technological knowledge and skills, personal competencies and professional ethics, as well as their ability to plan for teaching according to modeling. The results showed that the modeling of technologically pedagogically content knowledge had a positive impact on their understanding of the importance of content modeling Technological pedagogical content knowledge in the 21st century and has had a positive impact on planning for teaching.