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

Yıl 2017, Cilt: 3 Sayı: 2, 50 - 59, 30.08.2017

Burcu Şenler

Öz

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.

Anahtar Kelimeler

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

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

Öz

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.

Anahtar Kelimeler

Öz-yeterlik inançları, Bilimsel sorgulama, Öğretmen adayı

Kaynakça

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