Antecedents of nature of science teaching intention: testing the applicability of the theory of planned behavior

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2015
Akyol, Gülsüm
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.