Akademik Veri Yönetim Sistemi
European Conference on Educational Research (ECER), Yerevan, Ermenistan, 1 - 09 Eylül 2022
This study aims to explore the impact of experiences on
preservice science teachers' self-efficacy in teaching science concepts in the
context of socioscientific issues (SSI). The research employed a mixed-method
design, where qualitative data were collected to supplement quantitative findings.
The SSI-related self-efficacy beliefs scale and semi-structured interviews were
used to collect data from 38 senior preservice science teachers pursuing their
education in a public university in Turkey. The findings revealed that mastery
experiences, such as experiences in mentoring schools and university courses,
were the most influential source of self-efficacy in SSI-based teaching
practices. The quantitative analysis showed that preservice science teachers
had the highest self-efficacy in fostering argumentation and decision-making in
SSI but scored the lowest on general instructional strategies of SSI teaching.
The qualitative data highlighted the importance of experiences for effective
SSI-based instruction and the need for more opportunities to develop
pedagogical skills in the dynamic nature of the argumentation environment.
Overall, this study suggests that preservice science teachers' self-efficacy in
teaching science concepts in the context of SSI can be enhanced through diverse
and meaningful experiences during their teacher education programs.