SINIF ÖĞRETMENİ ADAYLARININ FEN ÖĞRETİMİ ÖZ-YETERLİK İNANÇLARININ FEN ÖĞRETİMİ DERSİNE BAĞLI OLARAK DEĞİŞİMİ

Bu çalışma sınıf öğretmeni adaylarının fen öğretimi öz-yeterlik inançlarının sorgulamaya dayalı unsurların ön planda olduğu bir fen öğretimi dersine bağlı olarak değişimini incelemek amacıyla yapılmıştır. Kocaeli Üniversitesi Eğitim Fakültesi Sınıf Öğretmenliği Anabilim Dalı 3. sınıfta öğrenim gören 72 kadın 19 erkek, toplam 91 öğretmen adayı çalışmanın örneklemini oluşturmuştur. Katılımcılar fen öğretimi dersini almadan önce ve bu dersi tamamladıktan sonra Fen Öğretiminde Öz-Yeterlik İnancı Ölçeğini doldurmuşlardır. Ölçekten alınan ön-test ve son-test puanları bağımlı gruplar t-testi ile karşılaştırılmış, öğretmen adaylarının fen öğretiminde öz-yeterlik algılarının başarılarına bağlı olarak değişip değişmediğini incelemek adına Fen Öğretimi dersinden aldıkları dönem sonu notları kullanılarak korelasyon analizi gerçekleştirilmiştir. Bulgular göstermiştir ki sınıf öğretmeni adaylarının Fen Öğretimi Öz-Yeterlik İnancı ve Fen Öğretiminde Sonuç Beklentisi boyutlarına ait puanları fen öğretimi dersini aldıktan sonra anlamlı bir biçimde gelişmiştir ve bu gelişme dersten aldıkları nottan bağımsız olarak gerçekleşmiştir. Öğretmen adaylarının fen öğretiminde öz-yeterliklerinin gelişmesi için, üniversitede aldıkları fen derslerinde etkili ve merak uyandırıcı deneyimler yaşamaları gerektiğine dikkat çekilmiştir

THE CHANGE IN ELEMENTARY PRE-SERVICE TEACHERS’ SCIENCE TEACHING EFFICACY BELIEFS AFTER SCIENCE METHODS COURSE

The purpose of this study is to examine the change in elementary pre-service teachers’ science teaching self-efficacy beliefs after completing a constructivist science methods course. A total of 91 (72 female, 19 male) third year pre-service teachers from Kocaeli University Elementary Education Department participated in the study. Participants completed the Science Teaching Self-Efficacy Beliefs survey before and after taking the science methods course. The pre-test and post-test scores were compared using paired samples t-test. Correlation analysis was conducted in order to determine if pre-service teachers’ beliefs and the change in their beliefs are related to their academic performance. Findings showed that pre-service teachers’ Personal Science Teaching Efficacy and Science Teaching Outcome Expectancy scores significantly improved after completing the science methods course regardless of their academic performance. It was emphasized that prospective teachers need to have positive and authentic experiences in their college science courses

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