The Effects of Elective Course Designed With Different Contents on Pre-Service Science Teachers’ Self-Efficacy Beliefs and Knowledge About Organizing Curriculum Based Field Trips

Abstract

This research examined the effect of a course designed with different content on pre-service science teachers’ self-efficacy beliefs and knowledge about organizing curriculum-based trips. A pre-test post-test quasi experimental design was used in the research. One-hundred and thirty pre-service science teachers participated in the research. The research was carried out within the context of an elective course called “Informal Learning Environments in Science Education” and was conducted over 14 weeks in total for two hours per week. The research data were obtained by means of a questionnaire, self–efficacy scale for designing curriculum-based field trips (CFTSES) and semi-structured focus-group interviews. As a result of the research, it was found that the course content which included in-class and out-of-school setting practices in the 3rd group was the most effective. This was followed by the 2nd group which included only in-class implementations. The first group which was supported with visuals and theoretical related presented information was the group which was the least effected. The results of the research revealed that pre-service science teachers had mainly different concerns about safety, but that this did not deter them, as they still continued to design curriculum-based field trips for learners. Keywords: elective course, field trip, knowledge level, pre-service teachers, self-efficacy.

Ortaokul Öğretmenlerinin Okul Dışı Çevrelere Gezi Düzenlemeye İlişkin Öz Yeterliklerinin Farklı Değişkenler Açısından İncelenmesi: Tokat İli Örneği

“…Öğretmenlerin cinsiyet değişkenine göre eğitim amaçlı gezi düzenleyebilme öz-yeterlik puanları incelendiğinde, erkek ve kadın öğretmenlerin puan ortalamalarının birbirine yakın olduğu ve aralarında anlamlı bir farkın olmadığı sonucuna ulaşılmıştır. Bozdoğan (2018) yaptığı çalışmada öğretmen adaylarının okul dışı çevrelere eğitim amaçlı gezi düzenleyebilme öz yeterlik puanları arasında cinsiyet değişkeni açısından benzer sonuçlara ulaşmıştır. Literatürde benzer sonuçlara rastlanmaktadır (Hamurcu ve diğ., 2019).…”

“…Araştırmaya katılan öğretmenlerin okul dışı çevrelere eğitim amaçlı gezi düzenleyebilme öz yeterlilik puanlarının mezun oldukları bölüm değişkenine göre de anlamlı bir farklılık göstermediği belirlenmiştir. Bozdoğan (2018), yaptığı çalışmada Sosyal Bilgiler ve Fen Bilimleri öğretmen adaylarının okul dışı çevrelere eğitim amaçlı gezi düzenleyebilme öz yeterlik puanları arasında da anlamlı bir farkın olmadığını ancak Sınıf öğretmen adaylarının öz yeterlik puanlarının düşük olduğunu ve diğer iki bölüm öğrencileri lehine anlamlı bir farkın tespit edildiğini belirtmiştir. Bu çalışma sonucu da literatürle kısmen paralellik göstermekle birlikte farklı çalışmalarla durumun ortaya konması gerektiği görülmektedir.…”

Teacher Anxiety Scale for Organizing Trips to Out-of-School Learning Environments: Development and Validity of the Scale

“…In a study similar to this research, a measurement tool was developed to measure the anxiety of science teachers about out-of-school learning environments (Üner, 2019). In the second stage, the items of the measurement tool were written in light of the information obtained from the literature (Adıyaman & Ünal, 2020;Balkan Kıyıcı & Yavuz Topaloğlu, 2016;Bolat & Köroğlu, 2020;Bozdoğan, 2007Bozdoğan, , 2016Bozdoğan, , 2018Göloğlu Demir & Çetin, 2021a, 2021bPekin & Bozdoğan, 2021;Şen et al, 2021;Tal & Morag, 2009;Tatar & Bağrıyanık, 2012;Üner, 2019). While preparing the items of the measurement tool, the following has been considered: The items are written in a plain and understandable language, the items examine the relevant behaviour and are not narrow-scoped, each item contains only a judgment, opinion, emotion, or thought, unnecessary explanations and expressions are avoided in the item's origin, no expressions leading to options are used in the item's origin, and the items are appropriate for the student level (Crocker & Algina, 1986;Cohen & Swerdlik, 2010;DeVellis, 2003).…”

“…These challenges that teachers may encounter in out-of-school learning environments cause negative attitudes and thoughts, anxiety, worries, and even fear for these environments in teachers (Bozdoğan, 2018;Pekin & Bozdoğan, 2021;Tatar & Bağrıyanık, 2012). Anxiety can be defined as the feeling of tension and fear against the possibility of a danger, which can originate from both the inner and outer worlds of individuals.…”

“…It can be said that there are not many studies investigating the concerns about the teachers not using the out-of-school environments in their courses. A study conducted in this context determined that prospective science teachers have various concerns about ensuring the safety and control of students during the field trip, not being able to meet the guidance needs, and not keeping the motivation of the students at a high level (Bozdoğan, 2018). Another study also determined that the majority of secondary school teachers (Science, Social Studies, Turkish, and Mathematics teachers) were concerned about the safety of students during the field trip (Pekin & Bozdoğan, 2021).…”