INVESTIGATING THE EFFECT OF SCIENCE AND TECHNOLOGY LABORATORY APPLICATIONS COURSE ON SCIENCE TEACHING SELF EFFICACY BELIEFS


In this research, the effect of Science and Technology Laboratory Applications course on self-efficacy beliefs towards science teaching of elementary preservice teachers is examined. In addition, it was examined whether these beliefs differ according to gender variable. Single group pre-test and post-test model was followed. The study group consisted of 121 preservice elementary teachers (85 female and 36 male). “Elementary teacher’s science teaching self efficacy belief instrument” developed by Enochs and Riggs (1990) and translated into Turkish with validity and reliability analysis by Bıkmaz (2002) was used. The instrument was applied to preservice teachers at the beginning and end of Science and Technology Laboratory Applications course (14 weeks long). It was seen that Science and Technology Laboratory Applications course significantly increased the personal science teaching efficacy belief scores, which is one of the dimensions of self-efficacy beliefs toward science of preservice teachers, and did not significantly change the science teaching outcome expectancy which is another dimension. It was found that the total scores of the instrument increased significantly with the application. It has been concluded that the self-efficacy scores of the preservice teachers do not show a significant difference in pre-test or post-test depending on gender. It was understood that the significant improvement in the self-efficacy beliefs of the preservice teachers towards science was due to females, because it was found that there was no significant difference between the pre-test and post-test data for males.


Keywords


Self Efficacy Beliefs, Science Teaching, Preservice Teacher Education, Science and Technology Laboratory Applications.

Author : Rabia TANEL
Number of pages: 3391-3407
DOI: http://dx.doi.org/10.29228/TurkishStudies.37015
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Turkish Studies-Educational Sciences
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