Fen Bi̇lgi̇si̇ Öğretmen Adaylarinin Araştirma Tabanli Fen Öğreti̇mi̇ne İli̇şki̇n Özyeterli̇k İnanç Düzeyleri̇ni̇n Beli̇rlenmesi̇

Abstract

The aim of this study is to determine the levels of self-efficacy beliefs of prospective science teachers regarding inquiry-based science teaching. The study was carried out with a total of 191 teacher candidates, 51 first grade, 45-second grade, 44-third grade, 51-fourth grade, who were enrolled in Balıkesir University Necatibey Education Faculty Science Teacher Training Program. Within the scope of the research, Inquiry Based Science Instruction Scale was applied to teacher candidates and semi-structured interviews were conducted with a total of 32 teacher candidates including 8 teacher candidates from each class level considering the data obtained from the scale. Analysis of data showed that the prospective teachers had more favourable views on inquiry based science teaching as the class level increased. When teacher candidates' self-efficacy beliefs are considered the first, second, and third-grade teacher candidates have not yet taken a course involving teaching practice, it turns out that they do not have enough experience and they think that they do not have inquiry-based science teaching skills.