Science Literacy and Science Learning Skills as Predictive Factors of Preservice Teachers' Self-Efficacious Beliefs in Teaching Science

Abstract: Geometry can be defined as finding patterns and standard principles within and between the shapes, which contributes to learning of mathematics. This study aims at revealing the perceptions of pre-service primary school teachers on the geometry concept using metaphors. For this purpose, pre-service teachers were asked to fill in the blanks in a sentence, which was “Geometry is like/similar to…, because…”. The study was conducted with 120 voluntary preservice primary school teachers. Then, the metaphors they used were analyzed in three phases, consisting of determining the subject (1) and source (2) of the metaphor, and evaluating the relationship (3) between the source and subject. The responses of the participants were evaluated by the researchers, whose reliability was obtained as 97% using the reliability formula provided by Miles and Huberman (1994). The most commonly used metaphors were “puzzle” and “space” among the total 71 different metaphors generated by the pre-service teachers. These metaphors were classified into 11 categories under the titles of “feature” and “feeling”. Results illustrated that pre-service teachers generally reflected geometry as “difficult” and “complex” but “entertaining” involving the relations between part and whole.

This study was aimed to examine the relationship between pre-service science teachers' attitudes toward the teaching profession, their learning styles, and their self-efficacy beliefs toward teaching science. The sample of the research consisted of 127 teacher candidates studying in the Science Education Department of a state university in the 2020-2021 academic year. The data collection tool in the research was the Science Teaching Self-Efficacy Belief Scale; Kolb Learning Style Inventory III and Attitude towards Teaching Profession Scale were used. The research model is the relational survey model, which is under the general survey model. In the survey method, the aim is to uncover a statement in detail. The analysis of the data was carried out with the SPSS statistical program. In the study, it was determined that pre-service science teachers generally have an assimilating learning style, and their learning styles differ according to their grade levels but not according to their gender. In the study, it was determined that teacher candidates generally have a positive attitude toward the teaching profession and their attitudes differ according to their grade levels but not according to their gender. In the study, it was determined that teacher candidates generally have a positive attitude towards the teaching profession and their attitudes differ according to their grade levels but not according to their gender. In addition, the pre-service science teachers' self-efficacy beliefs in science teaching were at a "sufficient" level; significant differences were found in the sub-dimensions of science self-efficacy, belief in efficacy, and outcome expectation, according to gender and grade levels. In addition, a significant relationship was found between pre-service teachers' attitudes toward the teaching profession and their learning styles. There is a positive but low-level relationship between pre-service teachers' level of result expectation, which is the science self-efficacy sub-dimension, and their attitudes towards the teaching profession; No significant relationship was found between the level of efficacy belief, which is the sub-dimension of science self-efficacy, and the attitude towards the teaching profession.

Teachers' Sense of Efficacy: An Important Factor in School Improvement

Mathematical activities, which have the potential to engage students cognitively, are an essential component of modern educational approaches. The design of learning environments that facilitate the full realization of the potential of mathematical activities is as crucial as the activities themselves. Well-designed physical, social, and emotional learning environments significantly contribute to students’ holistic development. Pre-service teachers’ perceptions regarding the ideal learning environment for mathematical activities can shape the quality of learning environments they will create professionally. This study explores the perceptions of pre-service primary school teachers and pre-service elementary mathematics teachers regarding the ideal learning environment for mathematical activities through their drawings and related reflections. This study employs a qualitative case study design, and data were collected through freehand drawings depicting ideal learning environments and semi-structured interviews with pre-service teachers. The analysis reveals five prominent components of the ideal learning environment for mathematical activities: purpose, instructional methods and techniques, teacher–student roles, seating arrangements, and interrelations among these components. The findings indicate differences in perceptions between pre-service primary school teachers and pre-service elementary mathematics teachers. Additionally, the results highlight that these components are interrelated within the learning environment, with the purpose component serving as a guiding factor for the others.

Primary school teachers are one of the main actors in basic education. In this context, their 21st-century skills, math literacy, and financial literacy affect the quality of their teaching. This study aims at examining the relationship between pre-service primary school teachers' mathematical literacy, 21st-century skills, and financial literacy levels. This study used a relational survey model, and the study group involved a total of 276 pre-service primary school teachers. “Mathematical Literacy Self-Efficacy Scale,” “21st-Century Skills Efficacy Perceptions Scale,” and “Financial Literacy Attitude and Behavior Scale” were used in the study. The results showed that pre-service primary school teachers' perceptions of 21st-century skills efficiency were high, the mathematical literacy self-efficacy of the pre-service primary school teachers was above the average, and the pre-service primary school teachers' financial literacy attitude and behavior levels were low. Also, a positive and significant relationship was found between the mathematical literacy self-efficacy of pre-service primary school teachers and their perceptions of 21st-century skills efficiency. In addition, a negative and significant correlation was found between the mathematical literacy self-efficacy of the pre-service primary school teachers and their financial literacy attitudes and behaviors.

The purpose of this study was to examine the relationship between the level of pre-service primary school teachers’ self-efficacy beliefs in science teaching and their level of determining taxonomy, strategy, and teaching methods-techniques for the curriculum’s objectives in primary science education. A total of 101 pre-service teachers who were enrolled in the third and fourth grade of the department of primary school teachers in the 2017–2018 academic year at a private university in Gaziantep, Turkey participated in this study. The level of teacher candidates’ self-efficacy beliefs toward science teaching was determined through the “Science Teaching Efficacy Belief Instrument.” In addition, teacher candidates’ levels and reasons for determining the appropriate taxonomy, strategies, methods, and techniques while teaching the objectives in the science curriculum were examined through “form of determining suitable taxonomy, strategy, and method-techniques for objective.” Therefore, qualitative and quantitative data were examined together. This was a correlational study but it was enriched through qualitative data. Results showed that pre-service teachers’ self-efficacy beliefs toward science teaching and determination levels of appropriate taxonomy, strategy, and teaching methods-techniques were relatively high. In addition, a statistically weak but positive relationship was found between these two variables. As a result, it is recommended to give more importance to these courses in teacher education of pre-service primary school teachers.

This research investigated the relationship between science content knowledge and mathematics content knowledge in relation to the preservice primary school teachers’ conceptions of STEM education in Indonesia. The survey method was used to collect data about science content knowledge, mathematics content knowledge, and STEM conceptualizations. A total of 139 preservice primary school teachers participated in this study. The results indicate that science and mathematics content knowledge can influence preservice primary school teachers’ conceptions of STEM education. There is no significant relationship between gender and STEM education conceptualization was detected.

Purpose: The aim of this study is to examine the effects of different methods of cooperative learning model on pre-service primary school teachers' attitudes towards environmental problems, conceptual knowledge changes and to reveal their cognitive perceptions. Design/Methodology/Approach: The study group consists of 50 pre-service primary school teachers (30 females and 20 males) studying in the first year of the Department of Primary School Teaching at a state university. An embedded mixed design, one of the mixed research designs, was used in the research. In the quantitative part of the research, a quasi-experimental design without a control group was used. Therefore, the study group consists of two experimental groups, namely Student Teams Achievement Divisions (STAD) and Jigsaw, which are cooperative learning methods. In the qualitative part of the research, phenomenology was used. As data collection tools, the "Attitude Scale towards Environmental Problems (ASEP)," the "Environmental Problems Word Association Test (EPWAT)," and mind maps (MM) prepared by pre-service teachers were used. Findings: According to the results obtained from the ASEP, it was determined that cooperative learning methods (STAD and Jigsaw) increased the post-test attitude scores of pre-service primary school teachers towards environmental problems compared to the pre-test scores, but this increase was not statistically significant. According to the results obtained from the EPWAT, cooperative learning methods increased pre-service teachers' conceptual knowledge and quality of concepts related to environmental problems. According to the results obtained from MM, it was determined that the pre-service teachers in the groups had perceptions about global environmental problems, types of environmental pollution and preventing environmental problems. Highlights: It is seen that cooperative learning methods have positive effects on pre-service teachers' conceptual knowledge changes and cognitive perceptions about environmental problems. For this reason, it is emphasized that different methods of cooperative learning should be used in future research on environmental problems.

Pre-service primary school teachers’ preference of the problem solving strategies for word problems

The purpose of this study was to conduct a comparative analysis of pre-service primary school and science teachers' identification of scientific process skills. The study employed the survey method, and the sample included 95 pre-service science teachers and 95 pre-service primary school teachers from the Faculty of Education at Recep Tayyip Erdogan University in Turkey. All participating students were in their third year. A 24-question Scientific Process Skills Test was employed as the data collection tool. Students were asked to choose the correct answer for each question and specify which scientific process skills were measured with the answer. The analysis of the students' answers involved tabulating the correct answers given for each question and students' answers concerning the scientific process skill measured by the answer along with their frequencies. The analysis indicated that pre-service science teachers gave more correct answers than pre-service primary school teachers in the first section of the study, which made them more successful overall. Considering that the second section of the test included questions about acquisitions, the pre-service teachers, who were from two different departments, provided similar answers, and no significant difference was found. Furthermore, the pre-service teachers from both departments used many skills interchangeably.

This study aims to examine the factors influencing pre-service primary school teachers' nomination decisions in identifying gifted and talented students using scenario-based student profiles. A case study approach, one of the qualitative research designs, was adopted, and the sample consisted of 70 pre-service teachers who had successfully completed the Special Education and Inclusion course. The data were collected using the “Student Profiles Questionnaire,” adapted into Turkish by Erdimez (2019) and featuring diverse student profiles with various individual characteristics. The data were analyzed through content analysis with the help of MAXQDA software. The findings were categorized into four main themes: (1) Pre-service teachers’ perceptions and expectations of giftedness influence their nomination decisions; (2) Achievement in quantitative subjects is perceived as more valuable than achievement in verbal subjects; (3) Social-emotional difficulties may overshadow students’ cognitive strengths; (4) When additional diagnoses were suspected (e.g., ADHD and learning disabilities), pre-service teachers tend to refer students to intervention programs, such as Guidance and Research Centers) rather than to the Science and Art Centers. The findings suggest that pre-service teachers’ knowledge, attitudes, and biases significantly influence their decision-making processes when identifying gifted students. It is recommended that pre-service primary school teachers receive targeted training to deepen their understanding about giftedness and be provided with both pre-service and in-service professional development to enhance their ability to identify gifted students.

The aim of this study is to determine the view of primary school teachers and pre-service primary teachers on European Union citizenship. This study is a descriptive and quantitative research in survey methodology. The data of the research was collected from 207 primary school teachers teaching in 22 primary school in the city center of Kırşehir and 282 pre-service primary teachers studying in Department of Primary Education, Faculty of Education, Ahi Evran University, As the data collection tool, two different Personal Information Forms for teachers and pre-service teachers and View on European Union (EU) Citizenship Questionnaire were used. Arithmetic Mean (), standard deviation (sd), independent samples t-test, factor analysis, analysis of variance (ANOVA) and Scheffe test were applied to the data collected from teachers and pre-service teachers. At the end of the research, it was found that in comparison to pre-service primary teachers, primary school teachers evaluated EU citizenships as more active citizens. Also, it was determined that both primary school teachers and pre-service primary teachers were indecisive about whether or not EU citizens included socio-cultural negativity. Besides, it was seen that both primary school teachers and pre-service primary teachers thought that EU citizens were individually developed in terms of economy and they had awareness in point of rights and responsibilities. Key words: Primary school teacher, preservice primary teacher, European Union, EU citizenship.

The aim of this study is find out pre-service primary school teacher's perceptions which are related teacher, teaching and concepts through metaphors and evaluating these perceptions from the point of constructivism. The participants for this study included 112 pre-service teachers who studied in the Department of Elementary Teaching at education faculty of a university in the Western Anatolia.This is a qualitative case study. The descriptive analysis technique was used analyse and interpret the study data. According the results of the study, the pre-service teachers' perceptions were gathered around the themes 'host and guide' for the concept of teacher, giving directions and to offer alternativesfor the concept of teaching and, 'learning is the goal and learning the tool' for the concept of learning. According the findings, it was reached that pre-service teachers attribute meanings which are much more suitable for behaviourism the teacher, teaching and concepts.

The teaching of natural sciences and technology in primary schools presents an opportunity to use innovative approaches to teach STEM-based activities. The subject presents opportunities for learners to experience STEM-based instructional approaches in their early school years; therefore, it is essential that preservice primary school teachers are adequately prepared for the task. This study explored the perceptions of preservice teachers of STEM-based teaching in natural sciences and technology classrooms. Using a qualitative research approach and a single case study of a science and technology teaching methods course at a South African university, five participants were purposively selected from a group of 42 preservice teachers who had participated in a project to develop lesson plans and reflect on how to teach STEM. The data collected were analysed using thematic content analysis techniques. The findings indicate that the preservice teachers used natural sciences as an entry point to teach STEM and underestimated the technology component. The preservice teachers had the perception that STEM is taught through activity-based strategies while incorporating assessment for learning. Although they identified activities that could be used to teach STEM, they did not link the activities with developing specific skills in the lesson plans. The study recommends that preservice teachers be taught to link STEM activities with the development of specific STEM skills.

In this study, it was is aimed to examine the predictive power of primary school teacher candidates’ digital reading attitudes on their digital literacy. The relational survey model was used inthe study. Data were collected from 207 pre-service primary school teachers during the 2022-2023 academic year using a personal informational form, a digital reading attitude scale, and a digital literacy scale, which were administered through a simple random sampling method by applying personal informational form, attitude towards digital reading scale and digital literacy scale to 207 preservice primary school teachers who were reached by simple random method in the 2022-2023 academic year. Whether there was is a significant difference between the digital reading attitudes and digital literacies of pre- service primary school teacher and various variables (gender, grade level, number of digital devices owned, Daily internet usage time) was analyzed by t-test and Anova analysis,; the relationship between digital reading attitudes and digital literacies was analyzed by Pearson correlation analysis. And finally,; assessment the extent to which digital reading attitudes predict digital literacy the prediction of digital reading attitudes on digital literacies was analyzed by multiple regression analysis. At the end of the research, it was concluded that the digital reading attitudes of pre-service primary school teachers did not differ significantly in the variables of grade level and daily internet usage time; however there was a significant difference in gender and the number of digital devices owned. In addition, it was concluded that the digital literacy of pre-service primary school teachers did not differ significantly in gender, grade level and Daily internet usage time variables; however, it was concluded that it differed significantly in the number of digital devices owned. There is a positive correlation between primary school teacher candidates’ digital reading attitudes and digital literacy. Furthermore, the study found that digital reading attitudes signicantly predict digital literacy. In this context, it can be inferred that an increase in digital reading attitudes may contribute to digital literacy development.