Abstract
Preservice teachers' self efficacy belief is considered to increase their teaching performance. The purpose of this study is to investigate how designing original experimental activities affects science teaching self efficacy beliefs among elementary teacher candidates. Sample of this study is randomly selected and assigned into two groups; as experimental and control groups (N=97). Experiemental group has designed original hands-on activities while control group has done the experiments planned beforhand by researcher. The instrument used to measure self-efficacy belief is adapted from STEBI-B and consists of 28 Likert-type items. Data analysis is carried out by deploying two-way ANOVA. The results show that preservice teachers who participate in the design of original experimental activities had significantly higher science teaching self efficacy belief scores compared to those of who have not produced original activities. Experimental group also shows more creativity in planning teaching styles, and tendency to use project-based teaching techniques. Some recommendations are made to increase preservice elementary teachers' science teaching self efficacy believes.
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