Preservice Science Teachers’ Efficacy Regarding a Socioscientific Issue: A Belief System Approach

Kılınç, Ahmet; Kartal, Tezcan; Eroğlu, Barış; Demiral, Ümit; Afacan, Özlem; Polat, Dilber; Güler, Mutlu Pınar Demirci; Görgülü, Özkan

doi:10.1007/s11165-013-9368-8

Cited by 30 publications

(14 citation statements)

References 30 publications

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“…Before looking at our second regression results, we first thought that perhaps PTs wanted to cope with students', parents' and principals' traditional education-based expectations as they considered that examination-based traditional education would destroy a student-centered learning environment where Turkish teacher educators strongly promoted in the Formation courses. Such 'Robin Hood effect' was also observed in one of our previous studies (Kılınç et al, 2013). However, the results of second regression reminded us to completely revise our mentality.…”

supporting

confidence: 80%

“…These beliefs are included in a network (Kilinc, Demiral & Kartal 2017). Kılınç et al (2013), for example, have argued that there are central and peripheral beliefs in this network. Central beliefs have been developed through long-term experience and connected to many peripheral beliefs perhaps because of unbounded nature of beliefs (Abelson, 1979).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

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Preservice Teachers’ Risk Perceptions and Willingness to Use Educational Technologies: A Belief System Approach

Demirbağ

Kılınç²

2018

Journal of Education and Future

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One of the beliefs that is responsible for teachers' resistance to educationa l technologies (Ets) is risk perceptions. Risk psychology scholars describe risk perception as people's informal estimation of the probability of an event happening combined with an evaluation of how concerned they would be about the negative consequences of such an incident. About the nature of risk perceptions, three theoretical explanations have been put forwarded: cultural theory, affect heuristic and psychometric paradigm. Because cultural theory has limited predictive power in the empirical research a nd because affect heuristic not only covers risks but also contains benefits, we focus mainly on psychometric paradigm in the present study. The psychometric paradigm emphasizes that risk is a combination of many factors such as knowledge, dread, control, catastrophic potential, equity, voluntariness and tamper with the nature. The purpose of present study was to understand the predictive power of risk perceptions for pre-service teachers (PTs)' willingness to use Ets. We developed a questionnaire covering three sections: personal information, willingness to use Ets and risk perceptions. We administered this questionnaire to 425 Turkish PTs from different backgrounds (STEM and non-STEM branches). We benefited from factor analysis and hierarchical regression for data analyses. The results of factor analyze showed that six dimensions (dread, unnatural consequences, negative impacts on learning, noneducational purposes, traditional education and first-time use) constituted the PTs' risk perceptions. The regression results showed that certain risk perception dimensions were predictors of willingness to use Ets. At the end of the paper, we suggested implications based on enhancement strategies for teacher epistemology and risk mitigation opportunities.

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supporting

confidence: 80%

Section: Theoretical Frameworkmentioning

confidence: 99%

Preservice Teachers’ Risk Perceptions and Willingness to Use Educational Technologies: A Belief System Approach

Demirbağ

Kılınç²

2018

Journal of Education and Future

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“…Sönmez and Kılınç (2012) claimed that teachers with high self-efficacy beliefs were likely to develop appropriate teaching strategies to overcome difficulties in classrooms. Kılınç et. al.…”

Section: Self-efficacy Beliefs To Teach Ssimentioning

confidence: 99%

Pre-service Science Teachers’ Self-efficacy Beliefs to Teach Socio-scientific Issues

Muğaloğlu¹,

Küçük²,

Güven³

2016

Uludağ Üniversitesi Eğitim Fakültesi Dergisi

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This study aims to examine self-efficacy of pre-service science teachers to teach socio-scientific issues (SSI). Twenty-three senior pre-service science teachers participated in the study. Science Teaching Efficacy Belief Instrument (STEBI) was modified with an emphasis on SSI rather than scientific issues. The modified STEBI was applied to the participants before and after the intervention. As for the six-week intervention, three modules, which focused on understanding nature of SSI, teaching and assessing SSI, were followed by micro-teachings on selected SSI. At the end of six weeks, significant difference was found between pre and post-modified STEBI scores. Besides, there was a significant difference between pre and post scores on Personal Socio-scientific Issues Teaching Efficacy subscale, while no significant difference is reported on Socio-scientific Issues Teaching Outcome Expectancy subscale. The paper includes some suggestions for inclusion of SSI in science classes and for further studies on teaching efficacy on SSI.Key Words: Socio-scientific issues, self-efficacy beliefs, pre-service science teachers. Uludağ Üniversitesi Eğitim Fakültesi Dergisihttp://kutuphane.uludag.edu.tr/Univder/uufader.htm E.Z. Muğaloğlu ve ark. / Eğitim Fakültesi Dergisi 29 (1), 2016, 95-110 96Fen Bilimleri ÖğretmenAdaylarının Sosyo-Bilimsel Konuları Öğretmedeki Özyeterlilik İnançları ÖZET Bu çalışma, fen bilimleri öğretmen adaylarının sosyo-bilimsel konuları öğretme hakkındaki öz-yeterliklerini incelemeyi amaçlamaktadır. Çalışmaya, 23 son sınıf fen bilgisi öğretmen adayı katılmıştır. Fen Öğretimi Yeterlik İnanç Ölçeği'ne (STEBI), bilimsel konulardan ziyade sosyo-bilimsel konulara vurgu yapılarak uyarlama yapılmıştır. Uyarlanan ölçek, uygulanan eğitim öncesinde ve sonrasında katılımcılara uygulanmıştır. Altı hafta boyunca uygulanan eğitim, sosyo-bilimsel konuların doğası, sosyo-bilimsel konuların öğretimi ve ölçülmesi hakkında üç modül ve seçilen sosyo-bilimsel konular hakkında hazırlanan mikro-öğretimleri içermektedir. Altı haftanın sonunda, uyarlanan ölçeğin ön ve son-test sonuçları arasında istatiksel olarak anlamlı bir fark bulunmuştur. Ayrıca, Kişisel Sosyobilimsel Konuların Öğretilmesi Yeterliği altölçeğinde de ön ve son-test sonuçları arasında anlamlı bir fark bulunurken, Sosyo-bilimsel Konuların Öğretilmesi Başarı Beklentisi alt ölçeğinde ön ve son-testler sonucunda istatiksel olarak anlamlı bir fark bulunmamıştır. Çalışmada, sosyo-bilimsel konuların fen derslerine dahil edilmesi ve sosyo-bilimsel konuları öğretimi yeterliği hakkında gelecek çalışmalar için öneriler sunulmaktadır.Anahtar Sözcükler: Sosyo-bilimsel konular, öz-yeterlilik inançları, fen bilimleri öğretmen adayları.

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“…For this reason, faculties of education generally suggest Science, Technology, and Society (STS) course and/or its derived versions (i.e., Science, Technology and Social Change course) that engage pre-service teachers with societal issues (e.g., Topçu, Muğaloğlu & Güven, 2014;Ültay & Calik, 2012) or SSI (i.e., Kolstø, 2001;Sadler, 2004;Stolz, Wittteck, Marks & Eilks, 2013;Topcu, 2010). The current paper hereby students' decision-making (i.e., Kapici & Ilhan, 2016;Kaya, 2012;Kılınç et al, 2013;Ottander & Ekborg, 2012;Rundgren, 2011;Topcu, 2010). Further, the only one study by Kapici and Ilhan (2016), who handled nuclear power plants as an SSI, administered the Attitudes towards Socioscientific Issues Scale to pre-service social studies teachers (PST) to seek new evidence about their attitudes towards SSI.…”

Section: Introductionmentioning

confidence: 99%

Does a “Science, Technology and Social Change” Course Improve Scientific Habits of Mind and Attitudes towards Socioscientific Issues?

Çalık¹,

Karataş²

2019

AJTE

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The study aimed at exploring whether a "Science-Technology-Social Change" course improved pre-service social studies teachers' (PST) scientific habits of mind and attitudes towards socio-scientific issues. Within a pre-and post-course experimental design, the study was conducted with 135 second-year PST (68 males and 67 females) from two classes at Department of Social Studies Teacher Education in a large-size university, Turkey. Two different Likert type scales, Scientific Habits of Mind Scale and Attitudes towards Socioscientific Issues Scale, were employed to collect data before and after the course. The data were imported to SPSS 15 TM for descriptive and inferential statistics in order to address research questions. The results indicated that the STSC course had some shortcomings in improving the PST's scientific habits of mind and attitudes towards socio-scientific issues. The current study recommends enriching the STSC course with tasks that integrate socio-scientific issues and scientific habits of mind into social studies.

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Preservice Science Teachers’ Efficacy Regarding a Socioscientific Issue: A Belief System Approach

Cited by 30 publications

References 30 publications

Preservice Teachers’ Risk Perceptions and Willingness to Use Educational Technologies: A Belief System Approach

Preservice Teachers’ Risk Perceptions and Willingness to Use Educational Technologies: A Belief System Approach

Pre-service Science Teachers’ Self-efficacy Beliefs to Teach Socio-scientific Issues

Does a “Science, Technology and Social Change” Course Improve Scientific Habits of Mind and Attitudes towards Socioscientific Issues?

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