A Study Of Pre-Service Teachers' Science Teaching Efficacy Beliefs During The Elementary Science Laboratory Course

Creative Commons License

Savasci-Acikalin F.

4th World Conference on Learning, Teaching and Educational Leadership (WCLTA), Barcelona, İspanya, 27 - 29 Ekim 2013, cilt.141, ss.221-226, (Tam Metin Bildiri) identifier

  • Yayın Türü: Bildiri / Tam Metin Bildiri
  • Cilt numarası: 141
  • Doi Numarası: 10.1016/j.sbspro.2014.05.038
  • Basıldığı Şehir: Barcelona
  • Basıldığı Ülke: İspanya
  • Sayfa Sayıları: ss.221-226
  • Anahtar Kelimeler: Pre-service elementary and gifted teachers, teaching science laboratory course, self-efficacy, science teaching efficacy beliefs, SELF-EFFICACY, CONFIDENCE, ATTITUDES
  • Açık Arşiv Koleksiyonu: AVESİS Açık Erişim Koleksiyonu
  • İstanbul Üniversitesi-Cerrahpaşa Adresli: Hayır

Özet

The purpose of this study was to investigate effects of the teaching science laboratory course on pre-service teachers’ self- efficacy beliefs about science teaching. Seventy-two pre-service teachers enrolled in two sections of the course from two different departments, elementary and gifted education at a large urban university in Turkey participated in the study. The Turkish version of Science Teaching Efficacy Beliefs Instrument (Hazir-Bikmaz, 2004) was administered twice to the participants at the beginning of the course and at the end of the course. Results indicated that overall pre-service teachers’ self- efficacy beliefs significantly increased during the course. Although pre-service teachers’ personal teaching efficacy beliefs significantly increased, their outcome expectancy beliefs did not change.