This study intended to explore preservice elementary teachers&rsquo / science
knowledge level, attitude toward science teaching and their efficacy beliefs regarding
science teaching. In addition, the contribution of science knowledge level and
attitudes toward science teaching on Turkish preservice elementary teachers&rsquo / efficacy
beliefs was investigated.
The present study was conducted at the end of the spring semester of 2003-
2004 academic year with a total number of 750 (n=531 females / n=216 males / and
n=3 gender not provided) fourth-year preservice elementary teachers who enrolled at
elementary teacher education programs of nine different universities in Turkey. Data
were collected utilizing three questionnaires: the Science Teaching Efficacy Belief
Instrument (STEBI-B) developed by Riggs and Enochs (1990), Science Achievement
Test, and Science Teaching Attitude Scale developed by Thompson and Shrigley
(1986).
Data of the present study were analyzed utilizing descriptive and inferential
statistics. Analysis of the self-efficacy survey indicated that preservice elementary
teachers had moderate sense of self-efficacy beliefs regarding science teaching on
both Personal Science Teaching Efficacy and Outcome Expectancy dimensions of
the STEBI-B. Also, preservice elementary teachers indicated low level of science
knowledge and generally positive attitude toward science teaching. Furthermore,
science knowledge level and attitude towards science teaching made a statistically
significant contribution to the variation in preservice elementary teachers&rsquo / personal
science teaching efficacy beliefs and outcome expectancy.
| Identifer | oai:union.ndltd.org:METU/oai:etd.lib.metu.edu.tr:http://etd.lib.metu.edu.tr/upload/12605301/index.pdf |
| Date | 01 September 2004 |
| Creators | Sarikaya, Hilal |
| Contributors | Cakiroglu, Jale |
| Publisher | METU |
| Source Sets | Middle East Technical Univ. |
| Language | English |
| Detected Language | English |
| Type | M.S. Thesis |
| Format | text/pdf |
| Rights | To liberate the content for public access |
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