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

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dc.authorid0000-0003-1906-8454
dc.contributor.authorKılınç, Ahmet
dc.contributor.authorKartal, Tezcan
dc.contributor.authorEroğlu, Baış
dc.contributor.authorDemiral, Ümit
dc.contributor.authorAfacan, Özlem
dc.date.accessioned2021-06-23T19:34:07Z
dc.date.available2021-06-23T19:34:07Z
dc.date.issued2013
dc.departmentBAİBÜ, Eğitim Fakültesi, Eğitim Bilimleri Bölümüen_US
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.en_US
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.scopus2-s2.0-84889080790en_US
dc.identifier.scopusqualityQ1en_US
dc.identifier.startpage2455en_US
dc.identifier.urihttps://doi.org/10.1007/s11165-013-9368-8
dc.identifier.urihttps://hdl.handle.net/20.500.12491/7383
dc.identifier.volume43en_US
dc.identifier.wosWOS:000327852300014en_US
dc.identifier.wosqualityQ1en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.institutionauthorKılınç, Ahmet
dc.language.isoenen_US
dc.publisherSpringeren_US
dc.relation.ispartofResearch In Science Educationen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectTeaching Efficacy Beliefsen_US
dc.subjectSocioscientific Issuesen_US
dc.subjectBelief Systemen_US
dc.subjectPreservice Science Teachersen_US
dc.titlePreservice science teachers' efficacy regarding a socioscientific issue: a belief system approachen_US
dc.typeArticleen_US

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