مرکز منطقه ای اطلاع رساني علوم و فناوري - THE RELATIONSHIPS AMONG PRE-SERVICE SCIENCE AND TECHNOLOGY TEACHERS’ BIOLOGY SELF-EFFICACY PERCEPTIONS AND EPISTEMOLOGICAL BELIEFS

Abstract :

This study addresses pre-service science and technology teachers’ biology self-efficacy beliefs and epistemological beliefs in terms of such variables as gender, type of high school, and class level is a significant relation between these beliefs. Research is survey model. The research was held in the Pamukkale University Faculty of Education, Department of Science and Technology Education 1st, 3rd, and 4th grade students – 200 students in total. Research data have been gathered with “Biology Self Efficacy Scale” developed by Baldvin, Ebert-May, Burns (1999) and adapted to Turkish by Ekici (2005) and “Epistemological Beliefs Scale’’ (Schommer, 1990). Data collected regarding prospective teacher biology self-efficacy beliefs and epistemological beliefs were analyzed using descriptive statistics, SPSS 16. According to the overall results, students’ biology self efficacy levels have been determined as medium level. While students’ biology self efficacy levels show a statistically meaningful difference according to their gender, classes it has been determined that this efficacy belief does not show a statistically meaningful difference according to their the kind of the high school from which they graduated. When pre-service science and technology teachers’ were observed generally the students have higher mean in “learning depends on ability dimension compared with other dimensions. There were statistically significant a difference in the learning depends on ability dimensions for pre-service teachers’ gender.