Factors Influencing Pre-Service Early Childhood Teachers' Outcome Expectancy Beliefs Regarding Science Teaching

Date

2014-04-01

Author

Olgan, Refika
Öztekin, Ceren

Metadata

Show full item record

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Item Usage Stats

200
views

0
downloads

This study investigated the contribution of scientific epistemological beliefs, personal self-efficacy beliefs, and attitudes towards science teaching on pre-service early childhood teachers' outcome expectancy beliefs. Data were collected from 362 pre-service early childhood teachers through administration of the Epistemological Beliefs Questionnaire, the Science Teaching Efficacy Belief Instrument and the Science Teaching Attitude Scale and were analyzed by using Multiple Regression analysis. The results revealed that justification of scientific knowledge and personal self-efficacy beliefs found to be important factors predicting pre-service early childhood teachers' outcome expectancy beliefs regarding science teaching. On the other hand, belief about source/certainty of scientific knowledge, development of scientific knowledge, and attitudes towards science teaching did not contribute the participants' outcome expectancy beliefs.

Subject Keywords

Pre-service early childhood teachers, Attitudes, outcome expectancy, Self-efficacy beliefs, Scientific epistemological beliefs, Science teaching

URI

https://hdl.handle.net/11511/54221

Journal

EGITIM VE BILIM-EDUCATION AND SCIENCE

Collections

Department of Elementary and Early Childhood Education, Article

Suggestions

OpenMETU
Core

Are Pre-Service Mathematics Teachers' Teaching Concerns Related to Their Epistemological Beliefs? BOZ, NİHAT; Boz, Yezdan (2014-01-01) The purposes of this study were to evaluate the effect of year on pre-service teachers' epistemological beliefs and their teaching concerns as well as to investigate the relationship between teaching concerns and epistemological beliefs. One hundred seventy seven mathematics pre-service teachers enrolled in the Department of Secondary Mathematics Education in two universities participated in the present study. Two instruments: Teaching Concerns Checklist and Schommer Epistemological Questionnaire were used ...
Preservice Science Teachers' Epistemological Beliefs and Informal Reasoning Regarding Socioscientific Issues Ozturk, Nilay; Yılmaz Tüzün, Özgül (2017-12-01) This study investigated preservice elementary science teachers' (PSTs) informal reasoning regarding socioscientific issues (SSI), their epistemological beliefs, and the relationship between informal reasoning and epistemological beliefs. From several SSIs, nuclear power usage was selected for this study. A total of 647 Turkish PSTs enrolled in three large universities in Turkey completed the open-ended questionnaire, which assessed the participants' informal reasoning about the target SSI, and Schommer's (1...
Preservice science teacher's efficacy beliefs regarding science teaching and their classroom management beliefs Savran, Ayşe; Çakıroğlu, Jale Us; Department of Secondary Science and Mathematics Education (2002) This study intended to explore preservice science teachers' science teaching efficacy beliefs and their classroom management beliefs. In addition, preservice science teachers' efficacy and classroom management beliefs were compared regarding gender, and grade level. Also, the intenelationships among their efficacy beliefs, classroom management beliefs, the number of university pedagogical courses completed and university cumulative point grade average (CGPA) were investigated. The present study was conducte...
When early childhood teachers close the door: Self-reported fidelity to a mandated curriculum and teacher beliefs COBANOGLU, Rahime; Çapa Aydın, Yeşim (2015-01-01) This study examined the influence of early childhood teachers' beliefs about teaching and self-efficacy beliefs on their self-reported fidelity to a mandated constructivist curriculum. The data were collected from a sample of 308 early childhood teachers from public schools in Turkey. The results of hierarchical regression analyses revealed that early childhood teachers reported a considerably higher level of fidelity to the constructivist curriculum when their beliefs aligned more with the constructivist a...
Multilevel analysis of students science achievement in relation to constructivist learning environment perceptions, epistemological beliefs, self-regulation and science teachers characteristics Pamuk, Savaş; Çakıroğlu, Jale; Öztekin, Ceren; Department of Elementary Education (2014) This study aimed to examine student science achievement in relation to constructivist learning environment perceptions, epistemological beliefs, self-regulation and science teacher characteristics. Data were collected using a battery of instruments administered to both 137 science teachers and their 3281 seventh grade students in Ankara, Turkey. Several Hierarchical Linear Modeling analyses were conducted to analyze the two level-data which were student-level that were self-regulation (i.e., self-efficacy, ...

Citation Formats

R. Olgan and C. Öztekin, “Factors Influencing Pre-Service Early Childhood Teachers’ Outcome Expectancy Beliefs Regarding Science Teaching,” EGITIM VE BILIM-EDUCATION AND SCIENCE, pp. 288–298, 2014, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/54221.