Preservice science teachers' efficacy regarding a socioscientific issue: A belief system approach

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dc.authoridDemirci Guler, Mutlu Pinar -- 0000-0002-8286-4472
dc.contributor.authorKılınç, Ahmet
dc.contributor.authorKartal, Tezcan
dc.contributor.authorEroğlu, Barış
dc.contributor.authorDemiral, Ümit
dc.contributor.authorAfacan, Özlem
dc.contributor.authorPolat, Dilber
dc.contributor.authorDemirci Güler, Mutlu Pınar
dc.contributor.authorGörgülü, Özkan
dc.date.accessioned13.07.201910:50:10
dc.date.accessioned2019-07-29T19:28:06Z
dc.date.available13.07.201910:50:10
dc.date.available2019-07-29T19:28:06Z
dc.date.issued2013
dc.departmentEğitim Fakültesi
dc.description.abstractThe aim of the present study was to understand the nature of teaching efficacy beliefs related to a socioscientific issue (SSI). We investigated Turkish preservice science teachers' teaching efficacy beliefs about genetically modified (GM) foods using a belief system approach. We assumed that preservice teachers' beliefs about GM foods (content knowledge, risk perceptions, moral beliefs, and religious beliefs) and their teaching efficacy beliefs about this topic constitute a belief system, and these beliefs are interrelated due to core educational beliefs. We used an exploratory mixed design to test this model. We developed and administered specific questionnaires to probe the belief system model. The sample for the quantitative part of this study included 441 preservice science teachers from eight universities. We randomly selected eight participants in this group for follow-up interviews. The results showed that preservice science teachers held moderately high teaching efficacy beliefs. Learning and teaching experiences, communication skills, vicarious experiences, emotional states, and interest in the topic were sources of this efficacy. In addition, content knowledge and risk perceptions were predictors of teaching efficacy. We believe that epistemologies based on traditional teaching and the values attached to science teaching are the core beliefs that affect the relationship between predictor variables and teaching efficacy.
dc.identifier.doi10.1007/s11165-013-9368-8
dc.identifier.endpage2475en_US
dc.identifier.issn0157-244X
dc.identifier.issn1573-1898
dc.identifier.issue6en_US
dc.identifier.scopusqualityQ1
dc.identifier.startpage2455en_US
dc.identifier.urihttps://doi.org/10.1007/s11165-013-9368-8
dc.identifier.urihttps://hdl.handle.net/20.500.12451/5986
dc.identifier.volume43en_US
dc.identifier.wosWOS:000327852300014
dc.identifier.wosqualityN/A
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherSpringer
dc.relation.ispartofResearch in Science Education
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/closedAccess
dc.subjectTeaching Efficacy Beliefs
dc.subjectSocioscientific Issues
dc.subjectBelief System
dc.subjectPreservice Science Teachers
dc.titlePreservice science teachers' efficacy regarding a socioscientific issue: A belief system approach
dc.typeArticle

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