THE CONVERGENCE OF PERCEIVED EFFICACY BELIEFS AND SCIENCING IN EARLY CHILDHOOD CLASSROOMS
Öz
Like many other countries, Turkey is also suffering from the lack of science in early years. Considering the literature and previous experiences in Turkey’s early childhood centers, it is obvious that science is the most neglected subject area in the curriculum. Furthermore, lack of science centers and materials in Turkey is also recognized by few available studies. This study employed survey research design with a sample of 242 in-service teachers from every region of Turkey. Results of the analyses support the reliability and construct validity of measuring science teaching efficacy with the SETAKIST instrument among early childhood teachers. Result of the correspondence analysis revealed that the higher levels of both teaching efficacy and knowledge efficacy are associated with more frequent science activities in classrooms. Another variable that was associated with more frequent science teaching was the year of teaching experience. Because the number of teachers who utilize science activities every day is relatively small, it is positioned apart from other components.
Anahtar Kelimeler
Early childhood, science education, teacher self-efficacy, multiple correspondence analyses.
Kaynakça
- Abdi, H. & Valentin, D. (2007). Multiple correspondence analysis. In N.J. Salkind, (Ed.). Encyclopedia of measurement and statistics, pp. 651-657. Thousand Oaks: CA: Sage
- Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Bulletin, 84, 191-215. Byrne, B.M. (2001). Structural equation modeling with AMOS: Basic concepts, applications, and programming. Mahwah, NJ: Lawrence Erlbaum.
- Cullen, J. (2000). The early years: Conceptual issues and future challenges. New Zealand Research in Early Childhood Education, 3, 3-11.
- Eshach, H. (2006). Science literacy in primary schools and pre-schools. London: Springer.
- French, L. (2004). Science as the center of a coherent, integrated early childhood curriculum. Early Childhood Research Quarterly, 19,1, 138¬-149.
- Garbett, D. (2003). Science education in early childhood teacher education: Putting forward a case to enhance student teacher's confidence and competence. Research in Science Education, 33, 467-481.
- Gibson, S., & Dembo, M.H. (1984). Teacher efficacy: A construct validation. Journal of Educational Psychology, 76, 569-582.
- Ginsburg, H.P., & Golbeck, S.L. (2004). Thoughts on the future of research on mathematics and science learning and education. Early Childhood Research Quarterly, 19,1, 190-200.
- Hair, J.F., Anderson, R. E., Tatham, R. L., & Black, W. C. (1998). Multivariate data
- analysis with readings. Englewood Cliffs, NJ: Prentice-Hall.