Pre-service Primary Teachers' Science Teaching Efficacy Beliefs and Attitudes Toward Science: The Effect of a Science Methods Course

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dc.contributor.authorBayraktar, S.
dc.date.accessioned2020-03-26T17:45:52Z
dc.date.available2020-03-26T17:45:52Z
dc.date.issued2009
dc.departmentSelçuk Üniversitesien_US
dc.description.abstractThe purpose of this study was to examine the effect of a two-semester science methods course on pre-service primary teachers' science teaching efficacy beliefs (self-efficacy beliefs and outcome expectancy) and attitudes toward science. The study also examined whether there is a relationship between attitudes toward science and science teaching efficacy beliefs. One hundred and twenty four pre-service primary teachers participated in the study. Efficacy beliefs of pre-service teachers were measured by utilizing the Turkish version of "Science Teaching Efficacy Beliefs Instrument" which was developed by Enochs and Riggs (1990) Attitudes toward science were assessed by utilizing an attitude scale consisted of 34 items which was constructed by using items from various attitude scales. The instruments were administered to student-teachers at the beginning and at the end of the two-semester science methods course in school year 2007-2008. Data was analyzed through statistical techniques such as means, t-test and regression analysis. Results of the study showed that pre-service primary teachers' science teaching efficacy beliefs were moderately positive at the beginning of the course(=3.32) and improved through the course period(=3,52). t-test results indicated that the difference between student teachers self efficacy beliefs before and after taking the science methods course is statistically significant (t=3.58, p=0.000). Results indicated that pre-service teachers' attitudes toward science were mostly positive at the beginning of the course (=3.68) and improved through the course period (=3.86). The attitudinal difference was found to be statistically significant (t=2.201, p=0.029). The present study also revealed a moderate positive relationship between attitudes toward science and science teaching self efficacy beliefs (r=0.646, p=0.000).en_US
dc.identifier.citationBayraktar, S., (2009). Pre-service Primary Teachers' Science Teaching Efficacy Beliefs and Attitudes Toward Science: The Effect of a Science Methods Course. International Journal of Learning, 16(7), 383-396. Doi: 10.18848/1447-9494/CGP/v16i07/46413
dc.identifier.doi10.18848/1447-9494/CGP/v16i07/46413en_US
dc.identifier.endpage396en_US
dc.identifier.issn1447-9494en_US
dc.identifier.issue7en_US
dc.identifier.scopusqualityQ4en_US
dc.identifier.startpage383en_US
dc.identifier.urihttps://dx.doi.org/10.18848/1447-9494/CGP/v16i07/46413
dc.identifier.urihttps://hdl.handle.net/20.500.12395/24175
dc.identifier.volume16en_US
dc.indekslendigikaynakScopusen_US
dc.institutionauthorBayraktar, S.
dc.language.isoenen_US
dc.publisherCommon Ground Publishingen_US
dc.relation.ispartofInternational Journal of Learningen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.selcuk20240510_oaigen_US
dc.subjectAttitudes toward scienceen_US
dc.subjectPre-service primary teachersen_US
dc.subjectScience teaching efficacy beliefsen_US
dc.titlePre-service Primary Teachers' Science Teaching Efficacy Beliefs and Attitudes Toward Science: The Effect of a Science Methods Courseen_US
dc.typeArticleen_US

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