The Interrelation between pre-service science teachers' conceptions of teaching and learning, learning approaches and self-efficacy beliefs

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2013
Saçıcı, Semra
This study examined preservice science teachers’ conceptions about teaching and learning, self-efficacy beliefs, learning approaches and images of themselves as a science teachers. The study was also interested in examining the possible relationships among preservice science teachers’ conceptions about teaching and learning, learning approaches and self-efficacy beliefs. The study was carried out during 2011-2012 spring semester at three different public universities in Ankara. A total of 208 senior preservice science teachers who were volunteers involved. Data were collected through Draw-A-Science-Teacher-Test Checklist, Teaching and Learning Conceptions Questionnaire, Science Teaching Efficacy Belief Instrument, and The Learning Approach Questionnaire and analyzed by descriptive statistics, paired-sample t-test and canonical correlation analysis. Paired-sample t-test analyses results showed that preservice science teachers prefer constructivist conception more than traditional conception; and meaningful learning approaches more than rote learning approaches. Besides, preservice science teachers were also found to have generally high sense of self-efficacy beliefs in science teaching. Moreover, the results of the DASTT-C showed that preservice science teachers’ perspectives of science teaching conception is 42.7% student-centered, 7.0% teacher-centered and 50.3% neither student-centered nor teacher-centered. Furthermore, the canonical correlation analysis revealed that the first canonical variate demonstrated that preservice science teachers’ constructivist conception and traditional conception are associated with their self-efficacy beliefs and learning approaches.

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Citation Formats
S. Saçıcı, “The Interrelation between pre-service science teachers’ conceptions of teaching and learning, learning approaches and self-efficacy beliefs,” M.S. - Master of Science, Middle East Technical University, 2013.