Fen Bilgisi Öğretmen Adaylarının Okul Dışı Öğrenme Ortamlarında Materyal Geliştirme ve Kullanma Öz Yeterlik Algılarının İncelenmesi

Abstract

Bu araştırmada, fen bilgisi öğretmen adaylarının okul dışı öğrenme ortamlarında kullanılabilecek öğretim materyallerini geliştirme ve uygulamaya yönelik öz yeterlik algılarının belirlenmesi amaçlanmıştır. Ayrıca bu algıların çeşitli bireysel ve eğitsel değişkenler açısından farklılaşıp farklılaşmadığı incelenmiş, öğretmen adaylarının konuya ilişkin görüşleri derinlemesine değerlendirilmiştir. Araştırma, nicel ve nitel verilerin birlikte kullanıldığı karma yöntem yaklaşımı çerçevesinde yürütülmüştür. Çalışmaya 2025–2026 eğitim-öğretim yılında Niğde Ömer Halisdemir Üniversitesi Fen Bilgisi Öğretmenliği Programında öğrenim gören 309 öğretmen adayı katılmıştır. Veri toplama sürecinde Okul Dışı Öğrenme Ortamlarında Materyal Geliştirme ve Kullanma Öz Yeterlik Algısı Ölçeği ile araştırmacılar tarafından hazırlanan kişisel bilgi formu ve açık uçlu sorular kullanılmıştır. Nicel veriler parametrik istatistiksel tekniklerle analiz edilirken, nitel veriler içerik analizi yöntemiyle değerlendirilmiştir. Araştırma sonuçları, öğretmen adaylarının okul dışı öğrenme ortamlarına yönelik materyal geliştirme ve kullanma konusunda kendilerini genel olarak yeterli gördüklerini ortaya koymuştur. Özellikle Öğretim Teknolojileri ve Materyal Tasarımı dersini alan katılımcıların öz yeterlik düzeylerinin daha yüksek olduğu belirlenmiştir. Nitel bulgular ise öğretmen adaylarının okul dışı öğrenme ortamlarını ağırlıklı olarak deneyimsel öğrenme, doğal çevre ve teknoloji destekli materyallerle ilişkilendirdiklerini göstermektedir. Elde edilen sonuçlar doğrultusunda öğretmen yetiştirme programlarında okul dışı öğrenme uygulamalarına ve materyal geliştirme çalışmalarına daha fazla yer verilmesi önerilmektedir.

Keywords

• Fen bilgisi öğretmen adayı
• okul dışı öğrenme
• öğretim materyali
• öz yeterlik
• öğretmen eğitimi

An Investigation of Science Pre-service Teachers' Self-Efficacy Perceptions Regarding Material Development and Use in Out-of-School Learning Environments

Abstract

This study aimed to explore science pre-service teachers’ self-efficacy perceptions regarding the development and implementation of instructional materials in out-of-school learning environments. In addition, the study examined whether these perceptions varied according to selected personal and educational variables and investigated participants’ views on the use of instructional materials in such settings. A mixed-methods research design was employed by integrating quantitative and qualitative data sources. The participants consisted of 309 pre-service science teachers enrolled in the Science Teacher Education Program at Niğde Ömer Halisdemir University during the 2025–2026 academic year. Data were collected through the Self-Efficacy Perception Scale for Developing and Using Materials in Out-of-School Learning Environments, a personal information form, and open-ended questions. Quantitative data were analyzed using parametric statistical procedures, whereas qualitative responses were examined through content analysis. Findings indicated that the participants generally perceived themselves as competent in developing and utilizing instructional materials for out-of-school learning contexts. Furthermore, students who had completed the Instructional Technologies and Material Design course demonstrated higher levels of self-efficacy than those who had not taken the course. Qualitative findings revealed that participants predominantly associated out-of-school learning environments with experiential learning opportunities, natural settings, and technology-supported materials. The findings highlight the importance of strengthening practical experiences related to material development and out-of-school learning practices within teacher education programs.

Keywords

• Science teacher education
• out-of-school learning
• instructional materials
• self-efficacy
• teacher preparation

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