A Case Study on Preservice Science Teachers’ Laboratory Usage Self Efficacy and Scientific Process Skills

Abstract

Laboratory usage self efficacy and scientific process skills are effective variables for science teachers’ professional careers. Therefore, teacher education systems need to have activities to promote preservice teachers’ development of affective and cognitive skills like laboratory usage self efficacy perceptions and scientific process skills. The aim of the study is to investigate the preservice science teachers’ laboratory usage self efficacy perceptions and scientific process skills and to figure out if there is any relationship between these two variables. The study was conducted in 2010-2011 academical year, at a state university's education faculty. 66 preservice science teachers were enrolled in this study. Laboratory Self Efficacy Scale and Scientific Process Skills Test were applied to preservice teachers. For data analyze SPSS 21.00 programme was used. Independent sample t test and Pearson Product-Moment Correlation Coefficient method were used to analyze the data. There were statistically significant realtionships found between all sub dimensions of laboratory usage self efficacy scale. Significant relationships also were found between all sub dimensions of scientific process skills test. Howewer any significant relationship wasn’t found between these two data collection tools. Neither laboratory usage self efficacy scale nor scientific process skills test results didn’t show any significant difference according to gender variable.