The Effect of Quantum Learning Model on Science Teacher Candidates’ Self-Efficacy and Communication Skills

Özlem Afacan,İpek Gürel

doi:10.11114/jets.v7i4.4026

Özlem Afacan, İpek Gürel

Open Access

https://doi.org/10.11114/jets.v7i4.4026

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Abstract

The aim of this study was to investigate the effect of quantum learning model on science teacher candidates’ self-efficacy and communication skills. One group pre-test post-test experimental design was performed in the study. The research was carried out with 20 teacher candidates having education in third grade of Division of Science Education in Ahi Evran University. A total of 16 hours’ seminar was given to the teacher candidates in the research group about “Quantum Learning Model” and the techniques used in quantum learning model. The application of the research was performed in 8 weeks and in a total of 32 hours with laboratory experiments arranged in accordance with the “Quantum Learning Model” in the course of Science Teaching Laboratory Practices-II. Before and after the experimental studies, “Science Teaching Self-Efficacy Belief Questionnaire” and “Self-Awareness Inventory” were performed on teacher candidates. The obtained data were analyzed by SPSS package program. According to the results of the research, there was no significant difference between the science teacher candidates’ science teaching self-efficacy pre-test and post-test mean scores. Between the mean scores of science teacher candidates in science teaching self-efficacy pre-test and post-test, there was a significant difference in favor of post-test.

Highlights

1.1 Introduce the ProblemIn today’s information and communication age, countries are constantly changing and developing in cultural, social, economic and technological fields
In order to determine whether the application of quantum learning model given to the science teacher candidates has a significant effect on science teaching self-efficacies of them, paired samples t-test was conducted
It is seen that the science teaching self-efficacy post-test means (M= 107.12) of science teacher candidates were higher than their pre-test mean scores (M=104.92)

Summary

Introduction

In today’s information and communication age, countries are constantly changing and developing in cultural, social, economic and technological fields. Adapting to these necessities of the time can only be achieved by means of well-educated individuals (Brooks & Brooks, 1993). Scientific literacy includes the nature of science, scientific initiatives, and the role of science in social and personal life. Science literacy is to know and understand the scientific concepts and methods necessary to participate in economic productivity, cultural and civil events and make personal decisions (NSES, 1996)

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