Fen Bilgisi Öğretmen Adaylarının 6-8. Dönemler Arasındaki Fen Öğretimine Yönelik Öz Yeterlik İnançları ve Bu İnanca İlişkin Görüşleri

Önen, Fatma; Kaygisiz, Gülfem Muşlu

doi:10.12738/estp.2013.4.1853

Cited by 9 publications

(7 citation statements)

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“…Based on the reviewed literature, researchers who conducted studies related to self-efficacy (Avery & Meyer, 2012;Aydin & Boz, 2010;Bayraktar, 2011;Bleicher & Lindgren, 2005;Bursal, 2008Bursal, , 2012Ebrahim, 2012;Kahraman, Yilmaz, Bayrak, & Gunes, 2014;McDonnough & Matkins, 2010;Murphy, Neil & Beggs, 2007;Onen & Kaygisiz, 2013;Tosun, 2000;Yılmaz & Cavas, 2008;Yilmaz-Tuzun, 2008) are in agreement with Bandura's (1977) definition of perceived self-efficacy as the belief "in one's capabilities to organize and execute the courses of action required to produce given attainments" (p. 2). Bandura (1986) differentiated between self-efficacy and outcome expectations in that "individuals can believe that a particular course of action will produce certain outcomes, but they do not act on that outcome belief because they question whether they can actually execute the necessary activities" (p. 392).…”

Section: Self-efficacymentioning

confidence: 61%

“…Enochs and Riggs' (1990) contribution is the development of a valid and reliable instrument -the Science Teaching Efficacy Belief Instrument for preservice teachers (STEBI-B) -which can be administered to measure personal self-efficacy levels of pre-service teachers. Many studies of personal self-efficacy (Aydin & Boz, 2010;Bayraktar, 2011;Bleicher & Lindgren, 2005;Bursal, 2008Bursal, , 2012Ebrahim, 2012;Kahraman et al, 2014;McDonnough & Matkins, 2010;Murphy et al, 2007;Onen & Kaygisiz, 2013;Tosun, 2000;Yılmaz & Cavas, 2008) have used the STEBI-B to measure the impact of certain variables on pre-service teachers' personal self-efficacy levels.…”

Section: Self-efficacymentioning

confidence: 99%

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Pre-Service Elementary Teachers’ Scientific Literacy and Self-Efficacy in Teaching Science

Sultan¹,

Henson²,

Fadde³

2018

IJE

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Many educators and educational institutions worldwide have agreed that the main goal of science education is to produce a scientifically literate community. Science teachers are key to the achievement of scientific literacy at all levels of education because of the essential role they play in preparing scientifically literate individuals. Studies show that pre-service elementary teachers need to build more confidence in teaching science and scientific literacy during their teacher education programs in order for them to successfully teach science knowledge to their students. Therefore, the purpose of this study is threefold. First, preservice elementary teachers' scientific literacy levels were examined. Second, pre-service teachers' self-efficacy beliefs were measured by distinguishing between their personal and subject-specific self-efficacy beliefs. Third, the extent to which pre-service elementary teachers' scientific literacy levels and self-efficacy levels are related was investigated. Participants were 49 pre-service elementary teachers registered in two science methods courses (introductory and advanced) at a mid-sized university in the United States. Quantitative data were collected using the Test of Basic Scientific Literacy, the Science Teaching Efficacy Belief Instrument-Preservice, and Beliefs about Teaching. Results showed that participants had a satisfactory level of scientific literacy. However, pre-service teachers had borderline scores on the Nature of Science scale. Regarding self-efficacy, findings showed that both groups had the highest self-efficacy in teaching biology and the lowest in teaching physics. Participants in the advanced science methods course exhibited a moderate preexisting positive relationship between scientific literacy and subject-specific self-efficacy in teaching science.

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Section: Self-efficacymentioning

confidence: 61%

Section: Self-efficacymentioning

confidence: 99%

Pre-Service Elementary Teachers’ Scientific Literacy and Self-Efficacy in Teaching Science

Sultan¹,

Henson²,

Fadde³

2018

IJE

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“…In a study byŞeker & Erdogan [51], it was found out that the post-test evaluations in geometry, taught through GeoGebra software, were significantly different from the pre-test evaluations, and this indicated that the experimental group actively participated in both the computer use and learning processes. Ötürk [80] and Önen & Muşlu Kaygısız [81] stated in their studies that self-efficacy could be developed positively through theoretical and applied teaching. Similarly, Bahçeçi & Kuru [82] and Ilhan Beyaztaş [83] pointed out that practicising background knowledge increased self-efficacy positively.…”

Section: Discussionmentioning

confidence: 99%

The Effect of Coding Teaching on Students’ Self-Efficacy Perceptions of Technology and Design Courses

Özden

Tezer

2018

Sustainability

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The aim of this research was to examine the effect of coding teaching on students’ self-efficacy perceptions of technology and design courses. A consecutive-explanatory design in a combined research model was used in this study. The qualitative dimension of the research was carried out through a random experimental design with pre/post-tests with controlled groups, and the qualitative dimension was conducted through interview techniques. The participants were seventh grade students from Şehit Hüseyin Ruso Secondary school in Lefkoşa, North Cyprus, in the 2016–2017 academic year. The quantitative data were collected through the “Technology and Design Course Self-efficacy Perception Scale”, developed by the researcher, and the qualitative data were collected through interview forms oriented around “Coding Teaching and Revised Technology and Design Course Teaching Program”. The quantitative data were analyzed through related and unrelated sampling t-test, Cohen’s d effect size coefficiency, and two-way variance analyses, and the qualitative data were analyzed through content analysis. A significant difference was observed between the students, taking coding teaching, and self-efficacy perceptions of Technology and Design courses compared to the control groups. Besides, it was noted that students taking coding teaching courses exhibited a positive attitude towards the course, and they practiced their metacognitive thinking and social skills at top levels. Based on the students’ views, it is obvious that coding teaching has a positive effect on their self-efficacy perceptions of the subject.

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“…In this way, the teacher candidates gained knowledge and experience of what scientific literacy is, and their belief in educating scientifically literate people have strengthened. In their study, Önen and Muşlu Kaygısız (2013) found that teacher candidates who were given the chance of applying activities and experiencing direct teaching received several positive contributions, including "taking responsibility for teaching, taking on the teaching profession more and gaining teaching experience." Similarly, a study by Özdemir (2008) on 223 classroom teacher candidates showed that it is a must for teacher candidates to gain knowledge and skills on how to apply and assess teaching activities to boost their self-efficacy perceptions.…”

Section: Discussionmentioning

confidence: 99%

The Impact of Science-Fiction Movies on the Self- Efficacy Perceptions of Their Science Literacy of Science Teacher Candidates

2017

EDUC SCI-THEOR PRACT

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This study aims to determine the impact of science-fiction movies on science teacher candidates' selfefficacy perceptions of their scientific literacy. A mixed methodology was used in the study, which was conducted in the classes of Natural Sciences and Society with a total of 20 second-year teacher candidates from the department of primary education science teaching at a public university in Istanbul during the spring semester of the 2012-2013 academic year, over five weeks; 10 science-fiction movies were watched by these students in this period. Data were collected using a survey designed to capture self-efficacy perception of scientific and technological literacy that was composed of a 33-item instrument, with a 5-point Likert scale for responses to each item, and seven interview questions. The research data were assessed using the t-test for dependent samples, the descriptive statistics technique found in SPSS, and the descriptive analysis method, a qualitative method. The results show that science-fiction movies had a positive impact on the teacher candidates' self-efficacy perceptions of their scientific literacy. Furthermore, teacher candidates rated themselves "moderately capable" in 17 items in response to the survey instrument in the pre-implementation period, but this figure decreased to five following the implementation period.

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Fen Bilgisi Öğretmen Adaylarının 6-8. Dönemler Arasındaki Fen Öğretimine Yönelik Öz Yeterlik İnançları ve Bu İnanca İlişkin Görüşleri

Cited by 9 publications

References 0 publications

Pre-Service Elementary Teachers’ Scientific Literacy and Self-Efficacy in Teaching Science

Pre-Service Elementary Teachers’ Scientific Literacy and Self-Efficacy in Teaching Science

The Effect of Coding Teaching on Students’ Self-Efficacy Perceptions of Technology and Design Courses

The Impact of Science-Fiction Movies on the Self- Efficacy Perceptions of Their Science Literacy of Science Teacher Candidates

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