Samoučinkovitost uporabe laboratorija pri turških študentih, bodočih učiteljih naravoslovja, ki so se usposabljali v različnih programih izobraževanja učiteljev
Povzetek
V Turčiji se je program izobraževanja učiteljev naravoslovja leta 2018 spremenil. Medtem ko smo v prejšnjem programu (Program-I) predmete s področij fizike, kemije in biologije poučevali s teoretično in z laboratorijsko uporabo, so se v novem programu (Program-II) ure teh predmetov skrajšale, laboratorijske ure pa so bile ukinjene. Namen te raziskave, ki uporablja vzročno-primerjalno zasnovo kvantitativne raziskave, je primerjati laboratorijsko samoučinkovitost študentov, bodočih učiteljev naravoslovja, ki so se udeležili teh programov izobraževanja učiteljev naravoslovja. Raziskovalni podatki so bili zbrani na vzorcu 289 študentov, bodočih učiteljev naravoslovja, ki so se izobraževali v programih I in II, s pomočjo lestvice samoučinkovitosti uporabe naravoslovnega laboratorija, nato pa so bili analizirani s t-testom za neodvisne vzorce. Rezultati kažejo, da je skupni rezultat samoučinkovitosti uporabe laboratorija pri študentih, bodočih učiteljih naravoslovja, ki so se izobraževali v Programu-I, bistveno višji. Ugotovljeno je bilo tudi, da so rezultati študentov, bodočih učiteljev naravoslovja, ki so se usposabljali v programu I, bistveno višji od tistih iz programa II glede naslednjih poddimenzij: uporaba fizičnega okolja in opreme, samostojno delo in obvladovanje kriznih situacij. Po drugi strani pa med obema programoma ni bilo pomembnih razlik pri poddimenziji rabe zmožnosti znanstvenega procesa. Ti rezultati in njihove posledice so obravnavani v luči aktualne literature.
Prenosi
Literatura
Afacan, Ö., & Gürel, İ. (2019). The effect of quantum learning model on science teacher candidates’ self-efficacy and communication skills. Journal of Education and Training Studies, 7(4), 86–95.
Al-Naqbi, A. K., & Tairab, H. H. (2005). Practical laboratory work. Journal of Faculty of Education, 18(22), 33–39.
Bandura, A. (1986). The explanatory and predictive scope of self-efficacy theory. Journal of social and clinical psychology, 4(3), 359–373.
Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman and Company.
Berg, D. A. G., & Smith, L. F. (2016). Preservice teacher self-efficacy beliefs: An opportunity to generate “good research” in the Asia-Pacific region. In S. Garvis, & D. Pendergast (Eds.), Asia-Pacific perspectives on teacher self-efficacy (pp. 1–17). Sense Publishers.
Bleicher, R. E., & Lindgren, J. (2005). Success in science learning and preservice science teaching selfefficacy. Journal of science teacher education, 16(3), 205–225.
Böyük, U., Demir, S., & Erol, M. (2010). Analyzing the proficiency views of science and technology teachers on laboratory studies in terms of different variables. TÜBAV Journal of Science, 3(4), 342–349.
Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2011). Scientific research methodology. Pegem Academy.
Caprara, G. V., Barbaranelli, C., Steca, P., & Malone, P. S. (2006). Teachers’ self-efficacy beliefs as determinants of job satisfaction and students’ academic achievement: A study at the school level. Journal of School Psychology, 44(6), 473–490.
Chiapetta E. L. (2007). Inquiry-based science. Strategies and techniques for encouraging inquiry in the classroom. The Science Teacher, 64, 22–26.
Cohen, J. (1988). Statistical power analysis for the behavioral sciences. Lawrence Erlbaum Associates.
Çelik, H., Köken, O., & Kanat, H. (2021). Science teachers’ competences in using laboratory appropriate inquiry approach and problems encountered. Gazi Journal of Education Sciences, 7(2), 196–223.
DeCoito, I., & Myszkal, P. (2018). Connecting science instruction and teachers’ self-efficacy and beliefs in STEM education. Journal of Science Teacher Education, 29(6), 485–503.
Engin, G. (2020). An Examination of primary school students’ academic achievements and motivation in terms of parents’ attitudes, teacher motivation, teacher self-efficacy and leadership approach. International Journal of Progressive Education, 16(1), 257–276.
Fraenkel R. J., & Wallen E. N. (2006) How to design and evaluate research in education. McGraw-Hill, New York.
Fraser, B. J., & Lee, S. S. (2009). Science laboratory classroom environments in Korean high schools. Learning Environments Research, 12(1), 67–84.
González-Gómez, D., Jeong, J. S., & Cañada-Cañada, F. (2022). Enhancing science self-efficacy and attitudes of pre-service teachers (PST) through a flipped classroom learning environment. Interactive Learning Environments, 30(5), 896–907.
Güneş, M. H., Dilek, N. Ş., Topal, N., & Can, N. (2013). Teacher and student assessments regarding to use of science and technology laboratory. Dicle University Journal of Ziya Gökalp Education Faculty, 20, 1–11.
Heradio, R., de la Torre, L., Galan, D., Cabrerizo, F. J., Herrera-Viedma, E., & Dormido, S. (2016). Virtual and remote labs in education: A bibliometric analysis. Computers & Education, 98, 14–38.
Hernawati, D., Amin, M., Irawati, M., Indriwati, S., & Aziz, M. (2018). Integration of project activity to enhance the scientific process skill and self-efficacy in zoology of vertebrate teaching and learning. EURASIA Journal of Mathematics, Science and Technology Education, 14(6), 2475–2485.
Higher Education Council. (2009). Undergraduate science teacher education program. Higher Education Council.
Higher Education Council. (2018). Undergraduate science teacher education program. Higher Education Council. https://www.yok.gov.tr/Documents/Kurumsal/egitim_ogretim_dairesi/Yeni-Ogretmen-Yetistirme-Lisans-Programlari/Fen_Bilgisi_Ogretmenligi_Lisans_Programi.pdf
İnce Aka, E. (2016). An investigation into prospective science teachers’ attitudes towards laboratory course and self-efficacy beliefs in laboratory use. International Journal of Environmental and Science Education, 11(10), 3319–3331.
Karabatak, S., & Turhan, M. (2017). Effect of web-based problem learning on school administrators’ self-efficacy beliefs and attitudes towards principalship profession. Education and Science, 42(191), 1–29.
Kaya, F., Borgerding, L. A., & Ferdous, T. (2020). Secondary science teachers’ self-efficacy beliefs and implementation of inquiry. Journal of Science Teacher Education, 1–15.
Kaymak, A. F., & Karademir, E. (2019). Preservice science teachers’ views on digitalization of science laboratories. ESTUDAM Journal of Education, 4(1), 54–66.
Kılıç, D., Keleş, Ö., & Uzun, N. (2015). Science teachers’ self-efficacy beliefs regarding to use of laboratory: Effect of laboratory applications program. Erzincan University Journal of Education Faculty, 17(1), 218–236.
Kipnis, M., & Hofstein, A. (2007). Inquiring the inquiry laboratory in high school. In R. Pinto, & D. Couso (Eds.), Contributions from science education research. Springer Netherlands.
Kızkapan, O., & Saylan Kırmızıgül, A. (2021). Science laboratory use self-efficacy scale: Validity and reliability study. Trakya Journal of Education, 11(1), 425–438.
Kolil, V. K., Muthupalani, S., & Achuthan, K. (2020). Virtual experimental platforms in chemistry laboratory education and its impact on experimental self-efficacy. International Journal of Educational Technology in Higher Education, 17(1), 1–22.
Kwok, P. W. (2015). Science laboratory learning environments in junior secondary schools. Asia- Pacific Forum on Science Learning and Teaching, 16(1), 1–28.
Leader-Janssen, E. M., & Rankin-Erickson, J. L. (2013). Preservice teachers’ content knowledge and self-efficacy for teaching reading. Literacy Research and Instruction, 52(3), 204–229.
Levitt, K. (2001). An analysis of elementary teachers’ beliefs regarding the teaching and learning of science. Science Education, 86, 1–2.
Menon, D., & Sadler, T. D. (2016). Preservice elementary teachers’ science self-efficacy beliefs and science content knowledge. Journal of Science Teacher Education, 27(6), 649–673.
Ministry of National Education, (2018). Elementary 3-8th grades science education curriculum. Ministry of National Education Publications.
Mojavezi, A., & Tamiz, M. P. (2012). The impact of teacher self-efficacy on the students’ motivation and achievement. Theory & Practice in Language Studies, 2(3), 483–491.
Pajares, F. (2002). Gender and perceived self-efficacy in self-regulated learning. Theory into Practice, 41(2), 116–125. https://doi.org/10.1016/j.iilr.2003.07.001
Palmer, D. H. (2006). Sources of self-efficacy in a science methods course for primary teacher education students. Research in Science Education, 36(4), 337–353.
Pešková, K., Spurná, M., & Knecht, P. (2019). Teachers’ acceptance of curriculum reform in the Czech Republic: One decade later. Center for Educational Policy Studies Journal, 9(2), 73–97.
Plourde, L. A. (2002). The influence of student teaching on preservice elementary teachers science self-efficacy and outcome expectancy beliefs. Journal of Instructional Psychology, 29(4), 245.
Posnanski, T. J. (2002). Professional development programs for elementary science teachers: An analysis of teacher self-efficacy and professional development model. Journal of Science Teacher Education, 13(2), 189–220.
Rubeck, M., & Enochs, L. (1991, April 7–10). A path analytic model of variables that influence science and chemistry teaching self-efficacy and outcome expectancy in middle school science teachers. [Paper presentation]. National Association for Research in Science Teaching Annual Meeting, Lake Geneva, WI, United States.
Saracaloğlu, A. S., & Yenice, N. (2009). Investigating the self-efficacy beliefs of science and elementary teachers with respect to some variables. Journal of Theory and Practice in Education, 5(2), 244–260.
Schwarzer, R., & Hallum, S. (2008). Perceived teacher self-efficacy as a predictor of job stress and burnout: Mediation analyses. Applied Psychology, 57(1), 152–171.
Sezgintürk, M., & Sungur, S. (2020). A multidimensional investigation of students’ science selfefficacy: The role of gender. İlkogretim Online-Elementary Education Online, 19(1), 208–218.
Shahzad, K., & Naureen, S. (2017). Impact of teacher self-efficacy on secondary school students’ academic achievement. Journal of Education and Educational Development, 4(1), 48–72.
Singer S. R., Hilton M. L., & Schweingruber, H. A. (2005). America’s lab report: Investigations in high school science. National Academy Press.
Snetinová, M., Kácovský, P., & Machalická, J. (2018). Hands-on experiments in the interactive physics laboratory: Students’ intrinsic motivation and understanding. Center for Educational Policy Studies Journal, 8(1), 55–75.
Soğukpınar, R., & Gündoğdu, K. (2020). Students’ and teachers’ views on science lesson and laboratory practices: A case study. IBAD Journal of Social Sciences, 8, 275–294.
Stepp, Z. A., & Brown, J. C. (2021). The (lack of) relationship between secondary science teachers’ self-efficacy for culturally responsive instruction and their observed practices. International Journal of Science Education, 43(9), 1504–1523.
Süzer, B. (2019). Investigation of the relationship between science teachers’ self-efficacy beliefs and sources of their self-efficacy: Tokat sample. [Master’s thesis, Tokat Gaziosmanpaşa University, Institute of Education Sciences].
Thomson, M. M., DiFrancesca, D., Carrier, S., & Lee, C. (2017). Teaching efficacy: Exploring relationships between mathematics and science self-efficacy beliefs, PCK and domain knowledge among preservice teachers from the United States. Teacher Development, 21(1), 1–20.
Usta Gezer, S. (2014). The effects of reflective inquiry based general biology laboratory activities’ on preservice science teachers’ laboratory self-efficacy perceptions, critical thinking tendencies and scientific process skills. Marmara University Institute of Education Sciences.
Vinko, L., Delaney, S., & Devetak, I. (2020). Teachers’ opinions about the effect of chemistry demonstrations on students’ interest and chemistry knowledge. Center for Educational Policy Studies Journal, 10(2), 9–25.
Vlah, N., Velki, T., & Kovacic, E. (2021). Teachers’ self-efficacy based on symptoms of attention deficit hyperactivity disorder in primary school pupils. Center for Educational Policy Studies Journal, 11(3), 141–161.
Williams, D. M., & Rhodes, R. E. (2016). The confounded self-efficacy construct: Conceptual analysis and recommendations for future research. Health Psychology Review, 10(2), 113–128.
Woolnough, B. E. (1999). School science – real science? Personal knowledge, authentic science and student research projects. In M. Bandiera, S. Caravita, E. Torracca, & M. Vicentini (Eds.), Research in science education in Europe (pp. 245–251). Kluwer Academic Publisher.
Yener, D., Aydın, F., & Köklü, N. (2012). The effect of animation and simulation on physics selfefficacy of students in the general physics lab. Abant İzzet Baysal University Journal of Education, 17(2), 121–136.
Authors who publish with this journal agree to the following terms:
- Authors are confirming that they are the authors of the submitted article, which will be published online in the Center for Educational Policy Studies Journal (for short: CEPS Journal) by University of Ljubljana Press (University of Ljubljana, Faculty of Education, Kardeljeva ploščad 16, 1000 Ljubljana, Slovenia). The Author’s/Authors’ name(s) will be evident in the article in the journal. All decisions regarding layout and distribution of the work are in the hands of the publisher.
- The Authors guarantee that the work is their own original creation and does not infringe any statutory or common-law copyright or any proprietary right of any third party. In case of claims by third parties, authors commit themselves to defend the interests of the publisher, and shall cover any potential costs.
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under https://creativecommons.org/licenses/by/4.0/deed.en that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
