Examination of Pre-service Science Teachers’ Science Teaching Self-Efficacy Beliefs and Views about Scientific Inquiry

Abstract

The aim of this study is to examine pre-service science teachers’ science teaching self-efficacy beliefs and their views about scientific inquiry. The sample consisted of 212 volunteer pre-service science teachers (135 female, 77 male). "Science Teaching Self-Efficacy Belief Scale" was used to determine the science teaching self-efficacy beliefs of pre-service science teachers. The views of the pre-service science teachers regarding the scientific inquiry were determined by the "Views about Scientific Inquiry". At the end of the study, it was seen that pre-service science teachers’ self-efficacy beliefs scores were far above the average. It has also been found that pre-service science teachers often have mixed or informed views on scientific inquiry. One-way analysis of variance and independent t-test were conducted to determine the relationship between pre-service science teachers’ science teaching self-efficacy beliefs and their views on scientific inquiry at each sub-dimension level. As a result of these analyzes, it was determined that pre-service science teachers’ science teaching self-efficacy beliefs did not differ significantly according to their views on scientific inquiry.

Keywords

• Self-efficacy beliefs,Scientific inquiry,Pre-service teachers

Fen Bilgisi Öğretmen Adaylarının Fen Öğretimine Yönelik Öz-Yeterlik İnançları İle Bilimsel Sorgulamaya İlişkin Görüşlerinin İncelenmesi

Abstract

Bu çalışmanın amacı, Fen Bilgisi öğretmen adaylarının fen öğretimine yönelik öz-yeterlik inançları ile bilimsel sorgulamaya ilişkin görüşlerinin incelenmesidir. Çalışma grubunu bir devlet üniversitesinin Fen Bilgisi Eğitimi Anabilim Dalı’nda öğrenim görmekte olan 212 (135 kadın, 77 erkek) gönüllü öğretmen adayı oluşturmuştur. Öğretmen adaylarının fen öğretimine yönelik öz-yeterlik inançlarını belirlemek amacıyla “Fen Öğretimi Öz Yeterlik İnanç Ölçeği” kullanılmıştır. Öğretmen adaylarının bilimsel sorgulamaya ilişkin görüşleri ise “Bilimsel Sorgulamaya İlişkin Görüş Formu” ile belirlenmiştir. Çalışma sonunda, öğretmen adaylarının öz-yeterlik inançlarının ortalamanın çok üstünde olduğu görülmüştür. Ayrıca öğretmen adaylarının bilimsel sorgulamaya yönelik çoğunlukla karmaşık veya bilgili görüşlere sahip olduğu tespit edilmiştir. Öğretmen adaylarının fen öğretimine yönelik öz-yeterlik inançları ile bilimsel sorgulamaya ilişkin görüşleri arasındaki ilişkinin her alt boyut düzeyinde belirlenmesi için tek yönlü varyans analizleri ve bağımsız t-testi yapılmıştır. Bu analizler sonucunda öğretmen adaylarının fen öğretimine yönelik öz-yeterlik inançlarının bilimsel sorgulamaya ilişkin görüşlerine göre anlamlı olarak farklılaşmadığı saptanmıştır.

Keywords

• Öz-yeterlik inançları,Bilimsel sorgulama,Öğretmen adayı

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