Relationship between pre- school preservice teachers environmental literacy and science and technology literacy self efficacy beliefs

Abstract

This study examined the relationship between preschool teachers’ environmental literacy and their science and technology self efficacy beliefs. 120 preschool teachers from teacher education programme at one university participated in this study. Data were collected by using Environmental Literacy Scale and Science and Technology Literacy Self Efficacy Belief Scale; quantitative data analysis was conducted for each of the scale. Results indicated that preschool preservice teachers’ environmental knowledge and awareness of environmental uses were found to be somewhat satisfactory but their environmental literacy level was found insufficient. In addition their science and technology literacy self efficacy beliefs were found to be quite sufficient. Correlation analysis showed positive and significant relationship among the subdimensions of environmental literacy, but no significant realtionship between preservice teachers’ attitudes towards the environment and their self efficacy beliefs and between preservice teachers’ environmental uses and their self efficacy beliefs regarding science and technology literacy. However, results indicated a significant interaction between pre-service teachers’ environmental concerns and their self efficacy beliefs regarding science and technology literacy. Key words: Science and technology literacy, environmental literacy, pre-school preservice teachers.