The 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).
|Keywords:||Science Teaching Efficacy Beliefs, Attitudes toward Science, Pre-Service Primary Teachers|
Assistant Professor, Primary Education, Selçuk University, Konya, Turkey
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