Ebru Z MUĞALOĞLU, Zerrin DOĞANÇA KÜÇÜK, Devrim GÜVEN

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

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.

Fen Bilimleri ÖğretmenAdaylarının Sosyo-Bilimsel Konuları Öğretmedeki Özyeterlilik İnançları

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.

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