Determining pre-service teachers' astronomy-related self-efficacy belief levels.

Autor/inn/en	Ezberci Cevik, Ebru; Bektas, Oktay
Titel	Determining pre-service teachers' astronomy-related self-efficacy belief levels. Paralleltitel: Ravni prepricanja o samoucinkovitosti v povezavi s poznavanjem astronomije pri studentih pedagoskih smeri.
Quelle	In: CEPS journal, 13 (2023) 1, S. 205-233Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext kostenfreie Datei (3) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2232-2647
DOI	10.25656/01:26464 10.26529/cepsj.1149
URN	urn:nbn:de:0111-pedocs-264643
Schlagwörter	Faktorenanalyse; Quantitative Forschung; Umfrage; Selbstwirksamkeit; Astronomie; Umfrage; Faktorenanalyse; Grundschule; Naturwissenschaftlicher Unterricht; Sozialwissenschaften; Türkei; Lehramtsstudent; Überzeugung; Selbstwirksamkeit; Grundschule; Lehramtsstudent; Lehramtsstudiengang; Messverfahren; Naturwissenschaftlicher Unterricht; Überzeugung; Astronomie; Sozialwissenschaften; Einflussfaktor; Türkei
Abstract	This study aims to reveal the astronomy-related self-efficacy beliefs of pre-service teachers studying science education, primary school education, and social studies education programmes. The study is conducted using the survey design, a quantitative research method. The study sample consists of 322 pre-service teachers in their third or fourth year of a science education, primary school education, or social studies education programme at a university in Turkey's Central Anatolia Region during the 2016 fall semester. The Astronomy Teaching Self-Efficacy Belief Scale developed by Günes was used as the data collection tool. SPSS 22 was used to analyse the data, and the analyses benefited from descriptive and inferential statistics. Based on the findings, the pre-service teachers' total scores for astronomy self-efficacy showed no significant difference in terms of certain variables (i.e., gender, age, year, and having taken a previous astronomy course). However, significant differences were found regarding self-efficacy scores in terms of the programme and having taken part in astronomy and sky-gazing activity. Concerning the obtained results, the following suggestions can be made: pre-service teachers should be actively involved during the astronomy course, and their classroom management experiences should be promoted to improve their astronomy self-efficacy belief levels. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2024/1