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Makale Özeti:
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This study has been conducted to investigate conceptions of learning science (COLS) and
personal science teaching efficacy belief (PSTE) of Turkish preservice elementary science
teachers (PSTs) and to explore the relationship between these variables. Two instruments
COLS questionnaire and PSTE subscale of Science Teaching Efficacy Beliefs Instrument
(STEBI-B) have been administered to 379 PSTs from seven different universities.
Descriptive analyses have pointed out that PSTs have higher level of COLS and
moderately higher level of PSTE. The results obtained from the structural equation model
have revealed that the conceptions ‘testing’, ‘calculate and practice’, ‘increase of
knowledge’, ‘applying’ and ‘understanding and seeing in a new way’ have significantly
predicted PSTE. We have assumed that lower level of conceptions ‘memorizing’, ‘testing’,
and ‘calculate and practice’ predict PSTE by negative coefficients while higher level of
conceptions ‘increase of knowledge’, ‘applying’ and ‘understanding and seeing in a new
way’ predict by positive coefficients. However, ‘calculating and practicing’ has positively
predicted and ‘applying’ has negatively predicted PSTE. Considering the results,
adaptation of inquiry- and argumentation-based learning and teaching environments in
science teacher education, creating opportunities to develop PSTs’ pedagogical skills about
knowledge transfer and application, and utilization of diagnostic tools to pursue PSTs’
development of COLS have been suggested.
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