Show/Hide Menu
Hide/Show Apps
Logout
Türkçe
Türkçe
Search
Search
Login
Login
OpenMETU
OpenMETU
About
About
Open Science Policy
Open Science Policy
Communities & Collections
Communities & Collections
Help
Help
Frequently Asked Questions
Frequently Asked Questions
Guides
Guides
Thesis submission
Thesis submission
MS without thesis term project submission
MS without thesis term project submission
Publication submission with DOI
Publication submission with DOI
Publication submission
Publication submission
Supporting Information
Supporting Information
General Information
General Information
Copyright, Embargo and License
Copyright, Embargo and License
Contact us
Contact us
Antecedents of nature of science teaching intention: testing the applicability of the theory of planned behavior
Download
index.pdf
Date
2015
Author
Akyol, Gülsüm
Metadata
Show full item record
Item Usage Stats
209
views
88
downloads
Cite This
This study tested the applicability of the Theory of Planned Behavior (TPB) in explaining pre-service science teachers’ intentions to integrate NOS into their science instruction. Data were collected from 1172 senior pre-service science teachers through administration of Intention to Integrate NOS Questionnaire. On the basis of TPB, a model was proposed suggesting that intention to integrate NOS into science instruction is determined by attitude toward behavior, subjective norm (SN), and perceived behavioral control (PBC). Attitude, SN and PBC are assumed to be based on interactions between behavioral belief strength (BBS) and outcome evaluation (OE), between normative belief strength (NBS) and motivation to comply (MC), and between control belief strength (CBS) and power of control factor (PCF), respectively. The proposed model which included latent interactions was assessed by unconstrained approach based on double-mean-centering strategy. Findings revealed that participants’ intention was significantly associated with attitude and PBC but not with SN. Also, although both BBS and OE were significantly linked to attitude, the interaction between BBS and OE was not linked to attitude. Additionally, SN was significantly related to NBS, MC and the interaction between NBS and MC. Besides, while PBC was significantly associated with only CBS, it was not associated with PCF and the interaction between CBS and PCF. Overall, the model explained 16.9 percent of the variance in the intention. These findings suggested the presence of other potential factors in explaining pre-service science teachers’ intentions to integrate NOS into their science instruction such as personal norm, self-identity, and NOS knowledge.
Subject Keywords
Science
,
Student teachers
,
Student teachers
,
Teaching
,
Science teachers.
URI
http://etd.lib.metu.edu.tr/upload/12619469/index.pdf
https://hdl.handle.net/11511/25224
Collections
Graduate School of Social Sciences, Thesis
Suggestions
OpenMETU
Core
Development of pre-service science teachers’ nature of science views and nature of science instructional planning within a contextualized expilicit reflective approach
Bilican, Kader; Çakıroğlu, Jale; Öztekin, Ceren; Department of Elementary Education (2014)
The main focus of the study was to explore pre-service science teachers’ understanding of NOS and translation of this understanding into their instructional planning for teaching NOS within the contextualized explicit reflective NOS based approach. The study, first investigated pre-service science teachers’ development of NOS views as a result of explicit reflective NOS instruction in the context of HOS based science method course, which was designed to improve pre-service science teachers’ both NOS views a...
Exploring preservice science teachers’ energy conservation behavior through motivation, psychological needs and attitude: further supported with their awareness
Çakır Yıldırım, Birgül; Yılmaz Tüzün, Özgül; Department of Elementary Education (2017)
The primary focus of this study was to examine the relationships among attitudes toward energy conservation, self-determined motivation and basic psychological needs of preservice science teachers. To this end a model showing the relationship among these variables was suggested. In order to better understand the observed relationships in the model, interviews with PSTs were conducted. For the purpose of the study mixed method was used. In quantitative part of the study, 1136 preservice science teachers, who...
The Effect of using metacognitive strategies embedded in explicit reflective nature of science instruction on the development of pre-service science teachers/
Baraz, Aytuğba; Çakıroğlu, Jale; Department of Elementary Science and Mathematics Education (2012)
The current study aimed to investigate the effect of using metacognitive strategies embedded in explicit–reflective NOS instruction to improve NOS understanding of pre-service science teachers. Metacognitive Awareness Inventory (MAI) (Schraw & Dennison, 1994) and Views of Nature of Science Questionnaire (VNOS-C) (Lederman et al., 2001) were used both at the beginning and at the end of the study as a pre-test–post-test, comparison group, quasi-experimental design. A total of 33 pre-service science teachers (...
Investigation of the relationship between pre-service science teachers' understandings of nature of science and their personal characteristics
Çetinkaya, Gamze; Çakıroğlu, Jale; Department of Elementary Science and Mathematics Education (2012)
The purpose of this study was to investigate the possible relationships between pre-service science teachers' understanding of nature of science (NOS) and their personal characteristics; understanding of nature of scientific inquiry (NOSI), epistemological world views, self-efficacy beliefs regarding science teaching, attitudes towards science teaching, metacognitive awareness level and faith/worldview schemas. The sample of the present study were 60 PSTs that are 3rd year students at elementary science edu...
Investigation of pre service science teachers perceptions related to pedagogical knowledge and pedagogical content knowledge
Güler, Fulden; Aksu, Meral; Department of Educational Sciences (2015)
The purpose of the present study was to investigate the pre service science teachers’ perceptions related to science teaching. Within this scope, participants’ perceptions related to their pedagogical knowledge (PK) and pedagogical content knowledge (PCK) were examined. Furthermore, it was aimed to investigate the effect of gender and level of achievement on participants’ perceptions regarding PK and PCK. 176 fourth year pre service science teachers from three state universities of Ankara participated in th...
Citation Formats
IEEE
ACM
APA
CHICAGO
MLA
BibTeX
G. Akyol, “Antecedents of nature of science teaching intention: testing the applicability of the theory of planned behavior,” Ph.D. - Doctoral Program, Middle East Technical University, 2015.
