Akademik Veri Yönetim Sistemi
National Association for Research in Science Teaching (NARST) Annual International Conference [All-Virtual Day], Colorado, Amerika Birleşik Devletleri, 08 Mart 2024, ss.18-19
The purpose of the present study is to investigate the effect of an online science laboratory course on pre-service science teachers’ (PSTs’) efficacy beliefs, personal science teaching efficacy (PSTE) and science teaching outcome expectancy (STOE), and epistemological beliefs, the dimensions of source, certainty, development, and justification. For this purpose, one group pre-test post-test experimental design was utilized. A total of 20 junior PSTs consisted of the sample of the present study. PSTs’ efficacy and epistemological beliefs were obtained through STEBI-B (Enochs & Riggs, 1990) and Epistemological Beliefs Questionnaire (EBQ) (Conley et al., 2004), respectively. Paired sample t-tests were conducted to analyze the differences in PSTs’ efficacy and epistemological beliefs before and after participating in the online science laboratory course. Descriptive statistics regarding both STEBI-B and EBQ showed that PSTs’ mean scores on all dimensions in the post-test were higher than those in the pre-test. The results of paired sample t-tests indicated that the difference in only PSTE mean scores was found statistically significant. The present study might have the potential for teacher education programs in consideration of planning specific activities to improve future teachers’ efficacy and epistemological beliefs.