A Study Of Pre-Service Teachers' Science Teaching Efficacy Beliefs During The Elementary Science Laboratory Course

Abstract

The purpose of this study was to investigate effects of the teaching science laboratory course on pre-service teachers' self-efficacy beliefs about science teaching. Seventy-two pre-service teachers enrolled in two sections of the course from two different departments, elementary and gifted education at a large urban university in Turkey participated in the study. The Turkish version of Science Teaching Efficacy Beliefs Instrument (Hazir-Bikmaz, 2004) was administered twice to the participants at the beginning of the course and at the end of the course. Results indicated that overall pre-service teachers' self-efficacy beliefs significantly increased during the course. Although pre-service teachers' personal teaching efficacy beliefs significantly increased, their outcome expectancy beliefs did not change. (C) 2014 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/3.0/). Selection and peer-review under responsibility of the Organizing Committee of WCLTA 2013.