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

Year 2017, Volume: 3 Issue: 2, 50 - 59, 30.08.2017

Burcu Şenler

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

References

• Akkuş, R., Günel, M., & Hand, B. (2007). Comparing an inquiry-based approach known as the science writing heuristic to traditional science teaching practices. International Journal of Science Education, 29(4), 1745–1765.
• Ashton, P. T., & Webb, R. B. (1986). Making a difference: teachers’ sense of efficacy and student achievement. New York, NY: Longman.
• Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice- Hall, Inc.
• Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28, 117-148.
• Bayraktar, Ş. (2011). Turkish preservice primary school teachers’ science teaching efficacy beliefs and attitudes toward science: the effect of a primary teacher education program. School Science and Mathematics, 111(3), 83- 92.
• Bilican, K., Karışan, D., & Şenler, B. (2015). Bilimsel sorgulamaya ilişkin görüş formu çalışması. Paper presented at the VII. International Congress of Educational Research, Muğla, Türkiye.
• Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2014). Bilimsel araştırma yöntemleri (18.Baskı). Ankara: Pegem Yayıncılık.
• Calik, M. (2013). Effect of technology-embedded scientific inquiry on senior science student teachers’ self-efficacy. Eurasia Journal of Mathematics, Science & Technology Education, 9(3), 223-232.
• Caprara, G. V., Barbaranelli, P. S., Steca, P., & Malone, P. S. (2006). Teachers’ self-efficacy beliefs as determinants of job satisfaction and students’ academic achievement: A study at the school level. Journal of School Psychology, 44, 473-490.
• Coladarci, T. (1992). Teachers’ sense of efficacy and commitment to teaching. Journal of Experimental Education, 60(4), 323–337. Cousins, J. B., & Walker, C. A. (2000). Predictors of educators’ valuing of systemic inquiry in schools. Canadian Journal of Program Evaluation (Special Issue), 25–53.
• Czerniak, C. M., & Haney, J. J. (1998). The effect of collaborative concept mapping on elementary preservice teachers’ anxiety, efficacy, and achievement in physical science. Journal of Science Teacher Education, 9(4), 303-320.
• Duru, M. K., Demir, S., Önen, F., & Benzer, E. (2011). Sorgulamaya dayalı laboratuvar uygulamalarının öğretmen adaylarının laboratuvar algısına tutumuna ve bilimsel süreç becerilerine etkisi. M.Ü. Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi, 33, 25-44.
• Eiserman, W.D., Shisler, L., & Healey, S. (1995). A community assessment of preschool providersí attitudes toward inclusion. Journal of Early Intervention, 19(2), 149-167.
• Enochs, L., & Riggs, I. (1990). Further development of an elementary science teaching efficacy belief instrument: A preservice elementary scale. School Science and Mathematics, 90, 694-706.
• Fuchs, L. S., Fuchs, D., & Bishop, N. (1992). Instructional adaptation for students at risk. Journal of Educational Research, 86, 70-84.
• George, D. & Mallery, M. (2010). Using SPSS for Windows step by step: A simple guide and reference. Boston, MA: Allyn & Bacon
• Gibson, S., & Dembo, M. H. (1984). Teacher efficacy: A construct validation. Journal of Educational Psychology, 76, 569-582.
• Goddard, R. D., Hoy, W. K., & Woolfolk Hoy, A. (2000). Collective teacher efficacy: Its meaning, measure, and effect on student achievement. American Education Research Journal, 37(2), 479–507.
• Hacıeminoğlu, E., Özgelen, S., & Yılmaz-Tüzün, Ö. (2007). Investigating pre-service teachers’ learning approach and beliefs in inquiry learning environment. Paper presented at the European Science Education Research Association (ESERA), Malmö, Sweden.
• Hoy, W. K., Sweetland, S. R., & Smith, P. A. (2002). Toward an organizational model of achievement in high schools: The significance of collective efficacy. Educational Administration Quarterly, 38(1), 77–93.
• Işık, H. (2011). College student learning of pinhole and plane-mirror knowledge with a guided inquiry instruction. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi (EFMED), 5(1), 139-151.
• Jarrett, O. S. (1999). Science interest and confidence among preservice elementary teachers. Journal of Elementary Science Education, 11, 49–59.
• Kahyaoğlu, M., & Yangın, S. (2007). İlköğretim sınıf öğretmenliği, fen bilgisi ve matematik öğretmen adaylarının fen bilgisi öğretimine yönelik tutumları. ZKÜ Sosyal Bilimler Dergisi, 3(6), 203- 220.
• Ketelhut, D. J. (2007). The impact of student self-efficacy on scientific inquiry skills: An exploratory investigation in River City, a multi-user virtual environment. The Journal of Science Education and Technology, 16(1), 99–111.
• Kızılaslan, A.; Sözbilir, M. & Yaşar, M. D. (2012). Inquiry based teaching in Turkey: A content analysis of research reports. International Journal of Environmental and Science Education, 7(4), 599--617.
• Klassen, R. M., Bong, M., Usher, E. L., Chong, W. H., Huan, V. S., Wong, I. Y. F., & Georgiou, T. (2009). Exploring the validity of the teachers' self-efficacy scale in five countries. Contemporary Educational Psychology, 34, 67-76.
• Kremer, A., Walker, M., & Schlüter, K. (2007). Learning to teach inquiry: A course in inquiry-based science for future primary school teachers. Bioscene, 33(2), 19-23.
• Köksal E. A. (2011). Fen ve teknoloji dersinde sorgulayıcı araştırma yönteminin öğrenciler tarafından değerlendirilmesi. Kastamonu Eğitim Dergisi, 19(3), 819-848.
• Kutlu, N., & Gökdere, M. (2012). Öğretmen adaylarının fen öğretimine yönelik tutumlarının ve özyeterlik inanç düzeylerinin incelenmesi. Paper presented at the X. Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi, Niğde, Türkiye.
• Lederman, N. G., Lederman, J. S., & Antink, A. (2013). Nature of science and scientific inquiry as contexts for the learning of science and achievement of scientific literacy. International Journal of Education in Mathematics, Science and Technology, 1(3), 138-147.
• Lederman, J.S., Lederman, N.G., Bartos, S.A., Bartels, S.A., Antink Meyer, A., & Schwartz, R. (2014). Meaningful assessment of learners' understandings about scientific ınquiry – The Views About Scientific Inquiry (VASI) questionnaire. Journal of Research in Science Teaching, 51(1), 65-83.
• Leonard, J., Boakes, N. & Moore, C.M. 2009. Conducting science inquiry in primary classrooms: Case studies of two preservice teachers’ inquiry-based practices. Journal of Elementary Science Education, 21(1), 27-50.
• Magee, P., & Flessner, R. (2012). Collaborating to improve inquiry-based teaching in elementary science and mathematics methods courses. Science Education International, 23(4), 353-365.
• McLaughlin, C. A. & MacFadden, B. J. (2014). At the elbows of scientists: shaping science teachers’ conceptions and enactment of inquiry-based instruction. Research in Science Education, 44,927-947.
• Milli Eğitim Bakanlığı (MEB). (2005). İlköğretim Fen ve Teknoloji Dersi (6, 7 ve 8. Sınıflar) Öğretim Programı. Ankara: MEB Yayınevi.
• Midgley, C., Feldlaufer, H., & Eccles, J. S. (1989). Student/teacher relations and attitudes toward mathematics before and after the transition to junior high school. Child Development, 60, 981-992.
• Narayan, R., & Lamp. D. (2010) “Me! teach science?” exploring ec-4 pre service teachers’ selfefficacy in an ınquiry-based constructivist physics classroom. Educational Research and Review, 5(12), 748-757.
• National Research Council. (1996). National science education standards. Washington, DC: National Academic Press. Özdilek, Z., & Bulunuz, N. (2009). The effect of a guided inquiry method on pre-service teachers’ science teaching self-efficacy beliefs. Journal of Turkish Science Education, 6(2), 24–42.
• Pajares, F. (1997). Current directions in self-efficacy research. In M. L. Maehr & P. R. Pintrich (Eds.), Advances in motivation and achievement, 10, 1-49. Greenwich, CT: JAI Press.
• Pintrich, P.R., & Schunk, D.H. (2002). Motivation in education: Theory, research, and applications. Columbus, OH: Merrill.
• Riggs, I., Diaz, E., Riggs, M., Jesunathadas, J., Brasch, K., Torner, J., Shamansky, L., Crowell, S., & Pelletier, A. (1994). Impacting elementary teachers’ beliefs and performance through teacher enhancement for science instruction in diverse settings. Paper presented at the Annual Meeting of the National Association of Research in Science Teaching, Anaheim, CA.
• Roberts, D. A. (2007). Scientific literacy/Science literacy. In S. K. Abell & N. G. Lederman (Eds.), Handbook of research on science education (pp. 729-780). London: Lawrence Erlbaum Associates.
• Schwartz, R. S., Lederman, N., & Lederman, N. (2008). An instrument to assess views of scientific inquiry: The VOSI questionnaire. Paper presented at the international conference of the National Association for Research in Science Teaching. Baltimore, MD.
• Sever, S., Oguz-Unver, A., & Yurumezoglu, K. (2013). The effective presentation of inquiry-based classroom experiments using teaching strategies that employ video and demonstration methods. Australasian Journal of Educational Technology, 29(3), 450-463.
• Soprano, K., & Yang, L. (2013). Inquiring into my science teaching through action research: A case study on one pre-serviceteacher’s inquiry-based science teaching and self-efficacy. International Journal of Science and Mathematics Education, 11(6), 1351–1368.
• Tekkaya, C., Çakıroğlu, J., & Özkan, O. (2002). Turkish pre-service science teachers’ understanding of science and their confidence in teaching it. Journal of Education for Teaching, 30, 57-68.
• Timur, B., & Kıncal, R. Y. (2010). İlköğretim 7. sınıf fen bilgisi dersinde sorgulamalı öğretimin (inquiry teaching) öğrenci başarısına etkisi. Türk Eğitim Bilimleri Dergisi, 8(1), 41-65.
• Tschannen-Moran, M., Woolfolk-Hoy, A., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68(2), 202-248.
• Weiner, H. M. (2003). Effective inclusion: Professional development in the context of the classroom. Teaching Exceptional Children, 35(6), 12–18.