This study examined preservice science teachers&rsquo / conceptions about teaching and learning, self-efficacy beliefs, learning approaches and images of themselves as a science teachers. The study was also interested in examining the possible relationships among preservice science teachers&rsquo / conceptions about teaching and learning, learning approaches and self-efficacy beliefs.
The study was carried out during 2011-2012 spring semester at three different public universities in Ankara. A total of 208 senior preservice science teachers who were volunteers involved. Data were collected through Draw-A-Science-Teacher-Test Checklist, Teaching and Learning Conceptions Questionnaire, Science Teaching Efficacy Belief Instrument, and The Learning Approach Questionnaire and analyzed by descriptive statistics, paired-sample t-test and canonical correlation analysis.
Paired-sample t-test analyses results showed that preservice science teachers prefer constructivist conception more than traditional conception / and meaningful learning approaches more than rote learning approaches. Besides, preservice science teachers were also found to have generally high sense of self-efficacy beliefs in science teaching. Moreover, the results of the DASTT-C showed that preservice science teachers&rsquo / perspectives of science teaching conception is 42.7% student-centered, 7.0% teacher-centered and 50.3% neither student-centered nor teacher-centered. Furthermore, the canonical correlation analysis revealed that the first canonical variate demonstrated that preservice science teachers&rsquo / constructivist conception and traditional conception are associated with their self-efficacy beliefs and learning approaches.
| Identifer | oai:union.ndltd.org:METU/oai:etd.lib.metu.edu.tr:http://etd.lib.metu.edu.tr/upload/12615392/index.pdf |
| Date | 01 January 2013 |
| Creators | Sacici, Semra |
| Contributors | Cakiroglu, Jale |
| Publisher | METU |
| Source Sets | Middle East Technical Univ. |
| Language | English |
| Detected Language | English |
| Type | M.S. Thesis |
| Format | text/pdf |
| Rights | Access forbidden for 1 year |
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