Investigation of the relationship between pre-service science teachers’ perceived self-efficacy in science teaching and disposition toward reflective thinking
Journal Title: European Journal of Science and Mathematics Education - Year 2016, Vol 4, Issue 3
Abstract
The study aims to examine the relationship between perceived self?efficacy in science teaching and disposition towards reflective thinking in pre?service science teachers based on different variables. For this purpose, the Perceived Selfefficacy Scale for Science Teaching and Disposition Towards Reflective Thinking Scale were conducted in 619 preservice science teachers attending four public universities in Turkey. The research results suggest a positive significant relationship between perceived self?efficacy in science teaching and disposition towards reflective thinking at mediumlevel. While perceived self?efficacy in science teaching did not have any significant difference in respect to gender, grade level, type of education, status of giving private lessons or type of high school, the difference based on the universities and sense of academic success of pre?service science teachers was found to be significant. Disposition towards reflective thinking is not significantly different based on grade, type of education, type of high school or status of giving private lesson, whereas significant differences are observed in respect to gender, universities and sense of academic success. A regression equation was devised for the variables that predict disposition towards reflective thinking. The implications were discussed.
Authors and Affiliations
Uluçınar Sağır, Şafak| Elementary Science Education Department, Amasya University, Amasya, Turkey, Aslan, Oktay| Elementary Science Education Department, Necmettin Erbakan University, Konya,Turkey, Bertiz, Harun| Elementary Science Education Department, Abant İzzet Baysal University, Bolu,Turkey, Öner Armağan, Fulya| Elementary Science Education Department, Erciyes University, Kayseri, Turkey For correspondence: onerf@erciyes.edu.tr
Keywords
Related Articles
- EP ID EP8106
- DOI -
- Views 406
- Downloads 25
Graduate teaching assistants; critical colleagues or casual components in the undergraduate laboratory learning? An exploration of the role of the postgraduate teacher in the sciences.
Laboratory training is key to many science subjects and those that teach the practical laboratory skills maintain a pivotal role in undergraduate science training. Graduate Teaching Assistants (GTAs) are regularly used i...
Towards deeper comprehension in higher engineering education: "method of cornerstones"
During the current millennium, universities have faced a new kind of problem: there is not enough higher learning in higher education. Driving forces have mainly been economical, since financial pressure and effort for i...
Remodeling science education
Radical reform in science and mathematics education is needed to prepare citizens for challenges of the emerging knowledge?based global economy. We consider definite proposals to establish: (1) Standards of science and m...
An inquiry-based learning intervention to support post-primary engagement with science, technology, engineering and mathematics
Science and mathematics education in Ireland is facing an increasing number of challenges due to economic and social change. Some of these challenges mirror international trends while others are unique to the Irish educa...
YASS: A system simulator for operating system and computer architecture teaching and learning
A highly interactive, integrated and multi?level simulator has been developed specifically to support both the teachers and the learners of modern computer technologies at undergraduate level. The simulator provides a hi...