@article{article_337190, title={Examination of Pre-service Science Teachers’ Science Teaching Self-Efficacy Beliefs and Views about Scientific Inquiry}, journal={Journal of Education, Theory and Practical Research}, volume={3}, pages={50–59}, year={2017}, author={Şenler, Burcu}, keywords={Öz-yeterlik inançları,Bilimsel sorgulama,Öğretmen adayı}, abstract={<p> <span style="font-size:10.0pt;line-height:107%; font-family:"Times New Roman","serif";mso-fareast-font-family:Calibri; mso-fareast-theme-font:minor-latin;mso-ansi-language:TR;mso-fareast-language: EN-US;mso-bidi-language:AR-SA">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. </span> <br> </p>}, number={2}, publisher={Sabri SİDEKLİ}