Laboratory Use Self-Efficacy of Turkish Pre-Service Science Teachers Trained in Different Teacher Education Programmes
In Türkiye, the science teacher education programme changed in 2018. While physics, chemistry and biology courses were taught through theoretical and laboratory applications in the previous programme (Programme-I), the course hours of these courses were reduced and laboratory hours were abolished in...
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| Format: | Article |
| Language: | English |
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University of Ljubljana
2024-12-01
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| Series: | Center for Educational Policy Studies Journal |
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| Online Access: | https://cepsj.si/index.php/cepsj/article/view/1571 |
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| author | Oktay Kızkapan Nagihan Tanık Önal Aslı Saylan Kırmızıgül |
| author_facet | Oktay Kızkapan Nagihan Tanık Önal Aslı Saylan Kırmızıgül |
| author_sort | Oktay Kızkapan |
| collection | DOAJ |
| description | In Türkiye, the science teacher education programme changed in 2018. While physics, chemistry and biology courses were taught through theoretical and laboratory applications in the previous programme (Programme-I), the course hours of these courses were reduced and laboratory hours were abolished in the new programme (Programme-II). The present research, which adopts a causal-comparative design of quantitative research, aims to compare the laboratory self-efficacy of pre-service science teachers who attended these two science teacher education programmes. The research data was collected from 289 pre-service science teachers educated in Programme-I and II through the science laboratory use self-efficacy scale and then analysed using the independent samples t-test. The results show that the total scores of laboratory use self-efficacy of pre-service science teachers trained in Programme-I is significantly higher. The scores of the pre-service science teachers from Programme-I were also found to be significantly higher than those from Programme-II in terms of the sub-dimensions using the physical environment and equipment, working independently, and crisis management. On the other hand, there was no significant difference between the two programmes in the sub-dimension applying scientific process skills. These results and their implications are discussed in the light of current literature. |
| format | Article |
| id | doaj-art-15eb23a11aa24a3ba92ae504b72d260a |
| institution | Kabale University |
| issn | 1855-9719 2232-2647 |
| language | English |
| publishDate | 2024-12-01 |
| publisher | University of Ljubljana |
| record_format | Article |
| series | Center for Educational Policy Studies Journal |
| spelling | doaj-art-15eb23a11aa24a3ba92ae504b72d260a2025-08-20T03:54:25ZengUniversity of LjubljanaCenter for Educational Policy Studies Journal1855-97192232-26472024-12-0114419521310.26529/cepsj.1571Laboratory Use Self-Efficacy of Turkish Pre-Service Science Teachers Trained in Different Teacher Education ProgrammesOktay KızkapanNagihan Tanık ÖnalAslı Saylan KırmızıgülIn Türkiye, the science teacher education programme changed in 2018. While physics, chemistry and biology courses were taught through theoretical and laboratory applications in the previous programme (Programme-I), the course hours of these courses were reduced and laboratory hours were abolished in the new programme (Programme-II). The present research, which adopts a causal-comparative design of quantitative research, aims to compare the laboratory self-efficacy of pre-service science teachers who attended these two science teacher education programmes. The research data was collected from 289 pre-service science teachers educated in Programme-I and II through the science laboratory use self-efficacy scale and then analysed using the independent samples t-test. The results show that the total scores of laboratory use self-efficacy of pre-service science teachers trained in Programme-I is significantly higher. The scores of the pre-service science teachers from Programme-I were also found to be significantly higher than those from Programme-II in terms of the sub-dimensions using the physical environment and equipment, working independently, and crisis management. On the other hand, there was no significant difference between the two programmes in the sub-dimension applying scientific process skills. These results and their implications are discussed in the light of current literature.https://cepsj.si/index.php/cepsj/article/view/1571self-efficacyscience laboratoryteacher educationpre-service science teachers |
| spellingShingle | Oktay Kızkapan Nagihan Tanık Önal Aslı Saylan Kırmızıgül Laboratory Use Self-Efficacy of Turkish Pre-Service Science Teachers Trained in Different Teacher Education Programmes Center for Educational Policy Studies Journal self-efficacy science laboratory teacher education pre-service science teachers |
| title | Laboratory Use Self-Efficacy of Turkish Pre-Service Science Teachers Trained in Different Teacher Education Programmes |
| title_full | Laboratory Use Self-Efficacy of Turkish Pre-Service Science Teachers Trained in Different Teacher Education Programmes |
| title_fullStr | Laboratory Use Self-Efficacy of Turkish Pre-Service Science Teachers Trained in Different Teacher Education Programmes |
| title_full_unstemmed | Laboratory Use Self-Efficacy of Turkish Pre-Service Science Teachers Trained in Different Teacher Education Programmes |
| title_short | Laboratory Use Self-Efficacy of Turkish Pre-Service Science Teachers Trained in Different Teacher Education Programmes |
| title_sort | laboratory use self efficacy of turkish pre service science teachers trained in different teacher education programmes |
| topic | self-efficacy science laboratory teacher education pre-service science teachers |
| url | https://cepsj.si/index.php/cepsj/article/view/1571 |
| work_keys_str_mv | AT oktaykızkapan laboratoryuseselfefficacyofturkishpreservicescienceteacherstrainedindifferentteachereducationprogrammes AT nagihantanıkonal laboratoryuseselfefficacyofturkishpreservicescienceteacherstrainedindifferentteachereducationprogrammes AT aslısaylankırmızıgul laboratoryuseselfefficacyofturkishpreservicescienceteacherstrainedindifferentteachereducationprogrammes |