The Impact of Science-Fiction Movies on the Self- Efficacy Perceptions of Their Science Literacy of Science Teacher Candidates

Abstract

This study aims to determine the impact of science-fiction movies on science teacher candidates' selfefficacy perceptions of their scientific literacy. A mixed methodology was used in the study, which was conducted in the classes of Natural Sciences and Society with a total of 20 second-year teacher candidates from the department of primary education science teaching at a public university in Istanbul during the spring semester of the 2012-2013 academic year, over five weeks; 10 science-fiction movies were watched by these students in this period. Data were collected using a survey designed to capture self-efficacy perception of scientific and technological literacy that was composed of a 33-item instrument, with a 5-point Likert scale for responses to each item, and seven interview questions. The research data were assessed using the t-test for dependent samples, the descriptive statistics technique found in SPSS, and the descriptive analysis method, a qualitative method. The results show that science-fiction movies had a positive impact on the teacher candidates' self-efficacy perceptions of their scientific literacy. Furthermore, teacher candidates rated themselves "moderately capable" in 17 items in response to the survey instrument in the pre-implementation period, but this figure decreased to five following the implementation period.

Science Fiction as an Instructional Strategy: Foundations, Procedures, and Results for Pre-service Teachers

“…Thus, SF and the topics it addresses can be used to grow students’ interest in science. Studies in science education have shown that using the SF genre for teaching is quite effective and offers a valuable context for classroom practice (e.g., Bixler, 2007 ; Liberko, 2004 ; Önen Öztürk, 2017 ; Surmeli, 2012 ). Integrating SF for instructional purposes in science classes can involve movies (e.g., Barnett & Kafka, 2007 ; Bixler, 2007 ; Surmeli, 2012 ), stories (e.g., Reis & Galvão, 2004 , 2007 ; Vrasidas et al, 2015 ), and novels (e.g., Liberko, 2004 ).…”