Examining the Primary School Teacher Candidates’ Science Learning Skills in Terms of Their Attitudes Towards Science and Their Science Teaching Self-Efficacy Beliefs
This study aims to investigate the relationship between the science learning skills of primary school teacher candidates and various variables. A corr.
- Pub. date: November 15, 2022
- Pages: 853-864
- 331 Downloads
- 801 Views
- 2 Citations
This study aims to investigate the relationship between the science learning skills of primary school teacher candidates and various variables. A correlational survey design was used in the study as a research methodology. With the correlational survey design, the relationships between the science learning skills of the primary school teacher candidates and some variables were examined and their effectiveness in predicting their science learning skills was determined. This study was conducted on 160 teacher candidates in the spring term of the 2019-2020 academic year. As a result of the study, a high level of correlation was found between the science learning skills of the primary school teacher candidates and their self-efficacy belief in science education. In addition, it was found that 38% of science learning skills were explained by attitudes and beliefs. In other words, it was seen that the affective characteristics of pre-service teachers about science significantly affected their science learning skills. In the light of these results, it is recommended to carry out studies in the education process to develop the necessary skills before considering the cognitive competencies of primary school teachers about science. They should also develop positive feelings towards science and gain the understanding that science is not a field of memorization, but a fun field necessary to make sense of the world.
Keywords: Attitudes towards science, science learning skills, self-efficacy belief, teacher candidates.
References
Akbaş, A., & Çelikkaleli, Ö. (2006). Sınıf öğretmeni adaylarının fen öğretimi özyeterlik inançlarının cinsiyet, öğrenim türü ve üniversitelerine göre incelenmesi [The examination of elementary pre-service teachers’ self-efficacy beliefs in science teaching in terms of gender education type and universities]. Mersin University Journal of the Faculty of Education/Mersin Üniversitesi Eğitim Fakültesi Dergisi, 2(1), 98-110. https://cutt.ly/ZM86mdo
Akpullukçu, S., & Günay, Y. (2013). Fen ve Teknoloji dersinde araştırmaya dayalı öğrenme ortamının öğrencilerin akademik başarı, hatırda tutma düzeyi ve tutumlarına etkisi [The effect of inquiry based learning environment in science and technology course on the students’ academic achievements, attitudes and retention level]. Ege Journal of Education/Ege Eğitim Dergisi, 14(1), 67-89. https://cutt.ly/kM86Tnk
Aktaş, İ., & Ceylan, E. (2016). Fen bilgisi öğretmen adaylarinin bilimsel süreç beceri düzeylerinin belirlenmesi ve akademik başariyla ilişki düzeyinin incelenmesi [Determination of pre-service science teachers’ science process skills and investigating of relationship with general academic achievement). Mustafa Kemal University Journal of Social Sciences Institute, 13(33), 123-136. https://cutt.ly/ZM86I6h
Anagün, Ş. S. (2011). PISA 2006 sonuçlarına göre öğretme-öğrenme süreci değişkenlerinin öğrencilerin fen okuryazarlıklarına etkisi [The impact of teaching-learning process variables to the students’ scientific literacy levels based on PISA 2006 results]. Education and Science/Eğitim ve Bilim, 36(162), 84-102. https://bit.ly/anagun2006
Aripin, I., Hidayat, T., Rustaman, N., & Riandi, R. (2021). The effectiveness of science learning research skills: A meta-analysis study. Scientiae Educatia: Jurnal Pendidikan Sains, 10(1), 40-47 https://doi.org/jm9q
Arseven, A. D. (1986). Benlik tasarımı [The self-design]. Hacettepe University Journal of Education/Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 1, 15-26. https://bit.ly/arseven
Aşkar, P., & Umay, A. (2001). İlköğretim matematik öğretmenliği öğrencilerinin bilgisayarla ilgili öz-yeterlik algısı [Perceived computer self-efficacy of the students in the elementary mathematics teaching programme]. Hacettepe University Journal of Education/Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 21, 1-8. http://bit.ly/3ESDrIi
Aslan-Efe, H., & Özmen, S. (2018). Examining secondary school students’ competencies for learning science. Journal of Computer and Education Research, 6(11), 88-105. https://doi.org/10.18009/jcer.376953
Aydoğdu, B. (2014). Science process skills. In Ş. S. Anagün & N. Duban (Eds.), Science Teaching (pp. 87-113). Anı Publishing.
Aynas, N., & Aslan, M. (2021). The effects of authentic learning practices on problem-solving skills and attitude towards science courses. Journal of Learning for Development, 8(1), 146-161. https://doi.org/10.56059/jl4d.v8i1.482
Bandura, A. (1982). Self-efficacy mechanism in human agency. American Psychologist, 37(2), 122-147. https://doi.org/10.1037/0003-066X.37.2.122
Bandura, A. (1989). Human agency in social cognitive theory. American Psychologist, 44(9), 1175-1184. https://doi.org/10.1037/0003-066x.44.9.1175
Bandura, A. (1994). Self-efficacy. In V. S. Ramachandran (Ed.), Encyclopedia of Human Behavior (pp. 71-81). Academic Press.
Bandura, A. (1997). Self-Efficacy: The Exercise of Control. Freeman.
Bıkmaz, F. H. (2002). Self-efficacy belief instrument in science teaching. Educational Sciences and Practice, 1(2), 197-210. https://cutt.ly/FM86Fu1
Birinci-Konur, K., & Yıldırım, N. (2016). Pre-service science and primary school teachers’ identification of scientific process skills. Universal Journal of Educational Research, 4(6), 1273-1281. https://doi.org/10.13189/ujer.2016.040604
Bybee, R., & McCrae, B. (2011). Scientific literacy and student attitudes: Perspectives from PISA 2006 science. International Journal of Science Education, 33(1), 7-26. https://doi.org/10.1080/09500693.2010.518644
Chang, H. P., Chen, C. C., Guo, G. J., Cheng, Y. J., Lin, C. Y., & Jen, T. H. (2011). The development of a competence scale for learning science: Inquiry and communication. International Journal of Science and Mathematics Education, 9(5), 1213-1233. https://cutt.ly/YM86Ve2
Çalışkan, H. (2008). İlköğretim 7. sınıf Sosyal Bilgiler dersinde araştırmaya dayalı öğrenme yaklaşımının derse yönelik tutuma, akademik başarıya ve kalıcılık düzeyine etkisi [The effect of inquiry-based learning approaches in 7th grade social studies course in primary school on attitude towards course, academic achievement and the degrees of retention] [Doctoral dissertation, University of Gazi]. Turkish Council of Higher Education National Thesis Center. https://bit.ly/dissertation-caliskan
Çepni, S., Bacanak, A., & Küçük, M. (2003). Fen eğitiminin amaçlarında değişen değerler: Fen - teknoloji - toplum [Changing values in the goals of science education: Science-technology-society]. Journal of Values Education/Değerler Eğitimi Dergisi, 1(4), 7-29. https://cutt.ly/QM86KHP
Dwikoranto, D., Madlazim, M., & Erman, E. (2019). Project based laboratory learning as an alternative learning model to improve sciences process skills and creativity of physics teacher candidate. Journal of Physics: Conference Series, 1387, 012074. https://doi.org/jm9r
Ekici, G. (2002). Biyoloji Ögretmenlerinin Laboratuvar Dersine Yönelik Tutum Ölçegi (BÖLDYTÖ) [Biology Teachers' Attitude Scale Toward Laboratory Lessons]. Hacettepe University Journal of Education/Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 22, 62-66. https://cutt.ly/kM4qwQP
Enochs, L. G., & Riggs, I. M. (1990). Further development of an elementary science teaching efficacy belief instrument: A pre-service elementary scale. School Science and Mathematics, 90(8), 694-706. https://doi.org/d84rp5
Fidan, N. (1985). Okulda öğrenme ve öğretme [Learning and teaching at the school]. Alkım Publishing.
Gençtürk, H. A., & Türkmen, L. (2007). İlköğretim 4. Sınıf Fen Bilgisi dersinde sorgulama yöntemi ve etkinliği üzerine bir çalışma [A study of effectiveness and application of inquiry method in a 4th grade science course]. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 27(1), 277-292. https://cutt.ly/TM4qu53
Güden, C., & Timur, B. (2016). Ortaokul öğrencilerinin bilimsel süreç becerilerinin incelenmesi (Çanakkale örneği) [Examining secondary school students’ cognitive process skills (Çanakkale sample)]. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 16(1), 163-182. https://bit.ly/guden-timur
Gürdal, A. (1997). Sinif öğretmenliği öğrencilerinin fene karşi tutumlari ve fen öğretiminde entegrasyonun önemi [Primary school students' attitudes toward science and importance of integration in science teaching]. Marmara University Atatürk Education Faculty Journal of Educational Sciences, 9, 237-253. https://cutt.ly/nM4qsOe
Huyugüzel-Çavaş, P. (2009). Sınıf öğretmenlerinin fen ve teknoloji okuryazarlıkları ile öğretim yeterliklerinin belirlenmesi [The investigation of elementary teachers? Science and technology literacy and their competence in science teaching] [Doctoral dissertation, University of Dokuz Eylül]. Dokuz Eylül Üniversitesi Kurumsal Akademik Açık Arşivi. http://hdl.handle.net/20.500.12397/6832
Jeong, J. (2004). Analysis of the factors and the roles of hrd in organizational learning styles as identified by key informants at selected corporations in the republic of Korea [Master’s thesis, University of Texas A&M]. Texas A&M University Libraries. https://bit.ly/thesis-jeong
Kaptan, F. (1999). Fen öğretimi [Science teaching] (3rd ed.). Milli Eğitim Basımevi.
Karasar, N. (2000). Bilimsel araştırma yöntemi [Scientific research method]. Nobel Publishing and Distribution.
Kılınç, Ç. A., Polatcan, M., Atmaca, T., & Koşar, M. (2021). Öğretmen mesleki öğrenmesinin yordayıcıları olarak öğretmen öz yeterliği ve bireysel akademik iyimserlik: Bir yapısal eşitlik modellemesi [Teacher self-efficacy and individual academic optimism as predictors of teacher professional learning: A structural equation modeling]. Education and Science, 46(205), 373-394. https://doi.org/10.15390/EB.2020.8966
Küçükyılmaz, E. A., & Duban, N. (2009). Primary teacher candidates’ science teaching self-efficacy beliefs and their opinions regarding to the effective factors of self-efficacy beliefs. E-Journal of New World Sciences Academy, 4(1), 71-83. https://cutt.ly/ZM4qjFp
Lee, S. W. (2005). Encyclopedia of school psychology. Sage Publication.
Lewitt, K. E. (2002). An analysis of elementary teachers’ beliefs regarding the teaching and learning of science. Science Education, 86(1), 1-22. https://doi.org/10.1002/sce.1042
Limatahu, I., Sutoyo, S., Wasis, W., Prahani, B. K., & Alfin, J. (2019). Improving science process skills learning ability of physics teacher candidates through the implementation of CCDSR learning model. Journal of Physics: Conference Series, 1171, Article 012005. https://doi.org/jm9h
Martin, D. J. (1996). Elementary science methods: A constructivist approach. Delmar Publishes.
Milli Egitim Bakanlıgı (MEB) [Ministry of National Education]. (2005). Primary School Science Course Curriculum. The Board of Education within the Republic of Turkey. www.meb.gov.tr
Moseley, C., & Utley, J. (2006). The effect of an integrated science and mathematics content-based course on science and mathematics teaching efficacy of pre-service elementary teaching. Journal of Elementary Science Education, 18(2), 1-12. https://doi.org/10.1007/BF03174684
Papanastasiou, C. (2002). School, teaching and family influence on student attitudes toward science: Based on TIMSS data for Cyprus. Studies in Educational Evaluation, 28(1), 71-86. https://doi.org/cjb437
Podsakoff, P. M., MacKenzie, S. B., Lee, J.-Y., & Podsakoff, N. P. (2003). Common method biases in behavioral research: A critical review of the literature and recommended remedies. Journal of Applied Psychology, 88(5), 879-903. https://doi.org/10.1037/0021-9010.88.5.879
Samosir, B. (2022). Implementation of process oriented guided inquiry learning model learning (POGIL) on understanding of science concepts, skills science process and student's critical thinking ability. International Journal of Multidisciplinary: Applied Business and Education Research, 3(9), 1673-1682. https://doi.org/10.11594/ijmaber.03.09.08
Saracaloğlu, A. S., Yenice, N., & Özden, B. (2013). Relationship between self-efficacy perceptions towards science and technology literacy with attitudes towards science of science teachers’. International Journal of New Trends in Arts, Sports & Science Education, 2(1), 58-69.
Scholes, L., Stahl, G. D., Comber, B., McDonald, S., & Brownlee, J. L. (2021). ‘We don’t read in science’: Student perceptions of literacy and learning science in middle school. Cambridge Journal of Education, 51, 451 - 466. https://doi.org/10.1080/0305764X.2020.1860192
Schunk, D. H. (2000). Learning theories: An educational perspective. Prentice hall.
Senemoğlu, N. (2009). Gelisim ogrenme ve ogretme [Development learning and teaching]. Pegem Academy.
Seven, S., & Akıllı, M. (2009). İlköğretim fen bilgisi öğretmen adaylarının bazı değişkenlere göre fen öğretimi özyeterlik inanç düzeylerinin incelenmesi [The investigation of prospective science teachers’ self-efficacy beliefs of their science teaching with respect to some variables]. Bayburt University Journal of Education Faculty, 4(1), 61-71. https://cutt.ly/0M4qWTM
Sinan, O., & Uşak, M. (2011). Biyoloji öğretmen adaylarının bilimsel süreç becerilerinin değerlendirilmesi [Evaluating of prospective biology teachers’ scientific process skills]. Mustafa Kemal University Journal of Social Sciences Institute/Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 8(15), 333-348. https://cutt.ly/lM4qUqr
Suyatman, S., Saputro, S., Sunarno, W., & Sukarmin, S. (2021). The implementation of research-based learning model in the basic science concepts course in improving analytical thinking skills. European Journal of Educational Research, 10(3), 1051-1062. https://doi.org/10.12973/eu-jer.10.3.1051
Syazali, M., Erfan, M., & Khair, B. (2021). Learning facilities that can develop science process skills in indonesia: Review of experimental studies. Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran, 7(4), 910-923. https://doi.org/10.33394/jk.v7i4.4414
Şenler, B. (2014). Turkish adaptation of the competence scale for learning science: Validity and reliability study. Journal of Theory and Practice in Education, 10(2), 393-407. https://cutt.ly/TM4qSgg
Tatar, N. (2006). İlköğretim fen eğitiminde araştırmaya dayalı öğrenme yaklaşımının bilimsel süreç becerilerine, akademik başarıya ve tutuma etkisi [The effect of inquiry-based learning approaches in the education of science in primary school on the science process skills, academic achievement and attitude] [Doctoral dissertation, University of Gazi]. Turkish Council of Higher Education National Thesis Center. https://bit.ly/YOK-TEZ-TATAR
Terzi, C., I. (2008). İlköğretim I. kademede fen ve teknoloji dersini yürüten sınıf öğretmenleri ile II. kademede fen ve teknoloji dersini yürüten fen bilgisi (fen ve teknoloji) öğretmenlerinin fen okuryazarlık düzeylerinin belirlenmesi ve sonuçların karşılaştırılması [Defining the science literacy level of the primary school teachers who conduct science technology lesson in primary grades as well as the science technology teachers who conduct science technology lesson in secondary grades and comparison of the results] [Master’s thesis, University of Muğla]. Turkish Council of Higher Education National Thesis Center. https://bit.ly/thesis-terzi
Tezbaşaran, A. (1997). Likert tipi ölçek hazırlama klavuzu [Likert-type scale development guide]. Turkish Psychological Association Publication.
Ulutaş, Ö. (2009). An investigation of pre-service elementary science teachers' scientific literacy level and their attitudes towards science [Master’s thesis, University of Middle East Technical]. Turkish Council of Higher Education National Thesis Center. https://bit.ly/thesis-ulutas
Uyanık, G. (2016). Öğrenme döngüsü yaklaşımına dayalı fen öğretiminin sınıf öğretmeni adaylarının fen öğretimine yönelik öz-yeterlik inançlarına etkisi [Effect of the science teaching based on learning cycle approach to self-efficacy beliefs towards science teaching of elementary teacher candidates]. Karaelmas Journal of Educational Sciences/Karaelmas Eğitim Bilimleri Dergisi, 4, 25-37. https://cutt.ly/EM4qLnW
Uyanık-Balat, G., Akman, B., & Günşen, G. (2018). Fen eğitimine karşı tutum, öz yeterlilik algısı ve bilişsel harita bulguları [Attitude against science education, self-efficacy perception and cognitive map findings]. Mersin University Journal of the Faculty of Education, 14(2), 756-777. https://doi.org/10.17860/mersinefd.355520
Ültay, E., & Uludüz, Ş. M. (2018). Sınıf öğretmeni adaylarının fen öğretimi öz yeterlik inançları üzerine yapılan çalışmaların incelenmesi [Examination of the studies on primary teacher candidate's self-efficacy belief in teaching science]. Ondokuz Mayıs University Journal of Education Faculty, 37(1), 129-143. https://doi.org/10.7822/omuefd.341242
Ürey, M., & Cerrah-Özsevgeç, L. (2015). Sınıf öğretmen adaylarının fen bilgilerini günlük yaşamla ilişkilendirebilme düzeyleri ile fen tutum ve okuryazarlıkları arasındaki ilişki [The relation between the pre-service elementary teachers’ levels of relating science knowledge to daily life and their attitude and scientific literacy]. Journal of Theoretical Educational Science, 8(3), 397-420. https://doi.org/10.5578/keg.9627
Yıldız-Duban, N., & Gökçakan, N. (2012). Sinif öğretmeni adaylarinin fen öğretimi öz-yeterlik inançlari ve fen öğretimine yönelik tutumlari [Class teacher candidates’ self-efficiency beliefs in science teaching and attitudes to science teaching]. Journal of Çukurova University Institute of Social Sciences/Çukurova Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 21(1), 267-280. https://cutt.ly/EM4qVL2