Personal Science Teaching Efficacy Research Articles

Improving Elementary Pre-Service Teachers’ Science Teaching Self-Efficacy through Garden-Based Technology Integration

School gardens and outdoor learning spaces are increasingly available to support authentic, student-centered exploration in the areas of science, technology, engineering, and mathematics (STEM). Integrating technology tools into school garden spaces in alignment with modern agricultural practices can support inquiry-based learning in which students engage in science practices such as collecting and analyzing data. However, educators currently lack the necessary knowledge, skills, and instructional support to enact technology-rich, garden-based STEM learning experiences. The Garden TOOLS program was designed to support teachers in leveraging technology to support inquiry-based teaching (IBT) in outdoor learning spaces. In this paper, we examine the impact of combining Garden TOOLS professional development workshops with lesson plan implementation in a practicum setting on elementary pre-service teachers’ (PSTs) science teaching self-efficacy. We administered the STEBI-B pre- and post-intervention and assessed change in the STEBI-B subscales, personal science teaching efficacy (PSTE), and science teaching outcome expectancy (STOE). Participants included thirty-nine elementary PSTs enrolled in a 300-level science methods course in the rural Midwest. Garden TOOLS professional development workshop participants saw a statistically significant increase from pre- to post-workshop in their PSTE. Participants who also implemented the Garden TOOLS lesson showed both an increase in PSTE and STOE.

A Project Monitoring Study on the Improvement of Elementary Science Teacher's Science Teaching Efficacy through a Flexible Online Training Course

The curricular revamp in the Philippine's Basic Education aimed to improve the learning outcomes of Filipino Students. In science education, this revision in the curriculum posed a mismatch in the past teacher preparation and current basic education science education curriculum. As a response, a flexible training program was conducted to address this curriculum gap. This study investigated the improvement of science teaching efficacy utilizing rapid project monitoring through a pre-experimental research design. Standardized adopted questionnaires were utilized before and after the training program. At the end of the training program, teachers were found to have improved in all aspects of science teaching efficacy except in the personal science teaching efficacy, which indicates success in achieving the training objectives. In addition, all targeted concepts for science teaching efficacy were improved after the training. The results of this present work support the notion that professional development programs are potential ways to address curricular gaps in teacher and curriculum mismatch. It is recommended that further studies be conducted to examine science teachers' experiences during the training program to understand how it contributes to the development of their science teaching efficacy.

Science Teaching Efficacy Beliefs of Palestinian Elementary Education Students

To assess elementary education students’ self-efficacy beliefs in science teaching, the Science Teaching Efficacy Belief Instrument developed by Enochs and Riggs was used. The instrument consisted of two scales, Personal Science Teaching Efficacy Belief Scale and the Outcome Expectancy Scale. It was administered to 90 undergraduate university students majoring in elementary education at a large public Palestinian university. Results indicated that students’ self-efficacy beliefs in science teaching were comparable to those reported in the original study by Enochs and Riggs. Overall, the participants presented moderate to high self-efficacy in science teaching.

INVESTIGATION OF PRE-SERVICE TEACHERS’ TEACHING EFFICACY BELIEFS: A MULTI-VARIANCE ANALYSIS

Öğretim yeterliği, öğretmenlerin öğretim hakkında ne düşündüklerini, kendilerini nasıl motive ettiklerini ve sınıfta nasıl davrandıklarını etkiler. Fen öğretimi bağlamında yeterlik inancının iki boyutu vardır: kişisel fen öğretimi özyeterliği ve fen öğretimi sonuç beklentisidir. Bu çerçevede öğretmen adaylarının fen öğretimi öz yeterliği ve sonuç beklentisi inançlarının incelenmesi amaçlanmıştır. Araştırmada betimsel araştırma desenlerinden kesitsel tarama modeli kullanılmıştır. Araştırma örneklemi Orta Anadolu bölgesinde öğrenim görmekte olan ve lisans dönemi boyunca en az bir defa fen bilimleri dersi almış öğretmen adayları arasından rastgele seçilmiştir. Verilerin elde edilmesinde kişisel bilgi formu ve fen öğretimi yeterlik inanç ölçeği kullanılmıştır. Öğretmen adaylarının fen öğretimi öz yeterlik ve fen öğretimi sonuç beklentisi inançları üzerinde bağımsız değişkenlerin (öğrenim görülen bölüm, cinsiyet ve sınıf düzeyi) etkisi ayrı ayrı ve birlikte çift yönlü MANOVA testi ile incelenmiştir. Öğretmen adaylarının fen öğretimi öz yeterlik ve fen öğretimi sonuç beklentisi inançları öğrenim gördükleri bölüme göre farklılaşmaktadır. Sınıf düzeylerine göre öğretmen adaylarının fen öğretiminde sonuç beklentilerinde son sınıf öğretmen adayları lehine farklılık göstermiştir. Fakat fen öğretimi özyeterlik inançlarında farklılık görülmemiştir. Öğretmen adaylarının fen öğretimi yeterlik inançlarının desteklenmesi için fen ve öğretimine yönelik derslerin sayısı arttırılabilir. Öğretmen eğitim programlarında önemli miktarda alan bilgisi ile mesleki deneyimlerine daha fazla vurgu yapılması fen eğitiminin kalitesini arttırabilir.

An alternative to STEBI-A: validation of the T-STEM science scale

BackgroundThe Science Teaching Efficacy Belief Instrument A (STEBI-A; Riggs & Enochs, 1990 in Science Education, 74(6), 625-637) has been the dominant measurement tool of in-service science teacher self-efficacy and outcome expectancy for nearly 30 years. However, concerns about certain aspects of the STEBI-A have arisen, including the wording, validity, reliability, and dimensionality. In the present study, we revised the STEBI-A by addressing many concerns research has identified, and developed a new instrument called the T-STEM Science Scale. The T-STEM Science Scale was reviewed by expert panels and piloted first before it was administered to 727 elementary and secondary science teachers. The combination of classical test theory (CTT) and item response theory (IRT) approaches were used to validate the instrument. Multidimensional Rasch analysis and confirmatory factor analysis were run.ResultsBased on the results, the negatively worded items were found to be problematic and thus removed from the instrument. We also found that the three-dimensional model fit our data the best, in line with our theoretical conceptualization. Based on the literature review and analysis, although the personal science teaching efficacy beliefs (PTSEB) construct remained intact, the original outcome expectancy construct was renamed science teacher responsibility for learning outcomes beliefs (STRLOB) and was divided into two dimensions, above- and below-average student interest or performance. The T-STEM Science Scale had satisfactory reliability values as well.ConclusionsThrough the development and validation of the T-STEM Science Scale, we have addressed some critical concerns emergent from prior research concerning the STEBI-A. Psychometrically, the refinement of the wording, item removal, and the separation into three constructs have resulted in better reliability values compared to STEBI-A. While two distinct theoretical foundations are now used to explain the constructs of the new T-STEM instrument, prior literature and our empirical results note the important interrelationship of these constructs. The preservation of these constructs preserves a bridge, though imperfect, to the large body of legacy research using the STEBI-A.

Assessment of Greek Pre-service Primary Teachers’ Efficacy Beliefs in Physics Teaching

ABSTRACT International research shows that primary school teachers don’t have the necessary level of self-efficacy to provide high quality science learning and teaching opportunities to their students. The aim of the present study is to validate the Science Teaching Efficacy Belief Instrument (STEBI-B) and to investigate the self-efficacy beliefs of 408 Greek pre-service primary teachers to teach physics. The STEBI-B assesses two dimensions: Personal Science Teaching Efficacy Beliefs (PSTEB) and Science Teaching Outcome Expectancy (STOE). An exploratory and confirmatory factor analysis substantiated this 2-factor structure. Moreover, results revealed that gender and year of study did not have a significant effect on Personal Physics Teaching Efficacy Beliefs (PPTEB) or Physics Teaching Outcome Expectancy (PTOE). On the contrary, high school course specialization had an effect on PPTEB. Both self-efficacy dimensions were positively correlated with variables such as interest in the subject of physics, interest in teaching physics, general self-efficacy in teaching physics, self-related knowledge in concepts of physics and self-related effectiveness in teaching physics. The findings also showed that variables such as interest in physics and self-related effectiveness in physics teaching were predictors of the PPTEB and PTOE dimensions. The discussion presents implications for the organization, structure, and dynamics of elementary teacher preparations. The limitations section acknowledges the weaknesses that restrict the applicability of the findings to other contexts.

Developing Pre-service Elementary Science Teachers’ Science Teaching Efficacy Beliefs through Microteaching by Promoting Efficacy Sources

Science teaching efficacy belief (STEB) is of paramount importance as it motivates teachers to teach science or hinders them from teaching science. Pre-service teachers' efficacy beliefs may change during their method courses. Knowing how pre-service teachers' beliefs change over time can significantly contribute to teacher educators to improve teacher efficacy. This study examined the effect of microteaching on pre-service elementary science teachers' STEB. Pretest-posttest control group design was utilized. Data was collected using the Science Teaching Efficacy Beliefs Instrument (STEBI-B) developed by Enochs and Riggs (1990) both at the beginning and end of the study. The treatment group planned and taught mini-lessons. The lessons were videotaped and evaluated in detail by watching the videotapes. The microteachers replanned and retaught the mini-lessons based on the feedback. The microteaching practices were conducted to support efficacy sources. The control group only planned and taught mini-lessons and received brief and undetailed feedback. Results showed significant differences in participants' personal science teaching efficacy beliefs and student outcome expectancy beliefs in terms of the treatment group. The STEB scores of the control group also decreased at the end of the study. It is suggested that pre-service teachers should have the opportunity to reflect on their performances, artifacts, or lesson plans and to design them several times.

The Factors Predicting Pre-service Science Teachers’ Scientific Literacy

The purposes of the study are to investigate pre service science teachers’ level of scientific literacy, beliefs about science teaching, and science teaching efficacy belief and how much variance in pre service science teachers’ scientific literacy can be explained by beliefs about science teaching, science teaching efficacy belief and grade point average (GPA). The survey design was used in this study and the sample of this study consisted of 172 pre service science teachers enrolled in elementary science education department in the university. Test of basic scientific literacy, science teaching efficacy belief instrument, beliefs about science teaching questionnaire were used as data collection tools of this study. Descriptive statistics and multiple regression analyses were used as data analyses technique. Descriptive analysis results revealed that while preservice science teachers had high levels of scientific literacy and beliefs about science teaching, they had low level of personal science teaching efficacy belief. On the other hand, preservice science teachers’ science teaching outcome expectancy and grade point average indicating academic achievement was acceptable level. Multiple regression analyses results revealed that preservice science teachers’ academic achievement was the best predictor of the variance in preservice science teachers’ scientific literacy. Besides, science content knowledge, personal science teaching efficacy belief, and beliefs about science teaching with respect to assessment made significant contribution to explaining science teachers’ scientific literacy. Key Words: Scientific literacy, Science teaching efficacy belief, Beliefs about science teaching, DOI: 10.7176/JSTR/7-05-02

Designing teaching and reflection experiences to develop candidates’ science teaching self-efficacy

ABSTRACT Background Teacher self-efficacy beliefs are known to be a predictor of future teaching practices and are related to teacher effectiveness and student learning. Science teaching self-efficacy beliefs are especially important in elementary school teacher preparation where candidates are traditionally less confident and interested in science. However, there is a lack of understanding as how to best structure science methods courses to allow candidates to become self-efficacious teachers of science. Purpose This study draws attention to a science methods course structure and the experiences within the course that developed candidates’ self-efficacy beliefs related to science teaching and learning. Sample Participants were 50 teacher candidates enrolled in a Masters of Art in Childhood Education degree at a large, private university in the Northeast United States. Design and methods A mixed-method triangulation design was employed to best capture the development of candidates’ self-efficacy related to science teaching and learning. Data sources included the Science Teaching Efficacy Beliefs Instrument-B, weekly self-ratings on confidence as a learner and teacher as a science, and weekly reflective journal entries. Results There was a significant increase in Personal Science Teaching Efficacy, Science Teaching Outcome Expectancy, and self-rating of confidence as teacher of science and as a learner of science. Qualitative data analysis identified similar transformations in candidates’ science teaching self-efficacy. Conclusion These findings provides evidence-based guidance for designing science methods courses that address Bandura’s (1977) four sources of self-efficacy (emotional arousal, social persuasion, vicarious experience, and mastery experience) to allow for the development of candidates’ science teaching self-efficacy and further elucidates the dynamic nature of self-efficacy development. Specific recommendations for the design of science methods courses are provided.

Strengthening Pedagogical Content Knowledge of Prospective Chemistry Teacher: Metacognitive Based Preparation Program for Students’ Self-Efficacy

The self-efficacy of prospective teachers is fostered through a program to prepare prospective teachers. Self-efficacy is one factor that influences personal and professional development in the future to become a professional teacher. The research aimed to investigate the impact of metacognition preparation in designing learning programs on prospective chemistry teachers' self-efficacy. Descriptive qualitative research is used as a method to interpret the data obtained. The subjects of this study were 34 students of the fifth semester of the Chemistry Education Department of the 2019/2020 academic year at one of the LPTKs in the city of Makassar. Data collection was carried out using a self-efficacy questionnaire adapted from the Science Teaching Efficacy Belief Instrument-Pre service (STEBI-B), which includes the dimensions of Personal Science Teaching Efficacy (PSTE) and Science Teaching Outcome Expectancy (STOE). The questionnaire data were analyzed by means of the average class score. The results showed that the metacognition debriefing program in designing learning could increase student self-efficacy as seen from the increase in the average class score at four stages of implementation, namely: 61.5; 66.1; 67.9; and 72.2. The students' average self-efficacy scores on the PSTE dimension were: 33.5; 38.2; 39.0; 41.8. The mean score of student self-efficacy in the STOE dimension was 28.0; 28.0; 28.9; 30.4. Student self-efficacy increased in both dimensions with higher PSTE scores than STOE scores.

Agriscience Teacher Professional Development Focused on Teaching STEM Principles in the Floriculture Curriculum

Agriscience teachers help support the mission of the American Floral Endowment to inspire people to pursue careers working with plants by providing curricula related to ornamental horticulture. Nevertheless, an overall understanding of how the horticulture industry is connected to the studies of science, technology, engineering, and mathematics (STEM) has left a shortage of skilled professionals. A professional development program was designed to provide agriscience teachers with experiences focused on STEM concepts taught in horticulture and floriculture curricula. The Science Teaching Efficacy Belief (STEB) instrument was used before and after the three days of content specific inquiry-based instruction to determine participants’ perceptions of their performance pre, post, and post-post. While teachers showed growth in their mean scores for the Science Teaching Outcome Expectancy (STOE) and Personal Science Teaching Efficacy Beliefs (PSTEB) constructs of the STEB between all three testing periods, no significant difference was found across the period-of-time. It is recommended that teacher educators consider how to create professional development experiences for agriscience teachers that target content to positively impact teacher self-efficacy. Further, it is recommended that professional development opportunities contain follow-up communication to determine whether teachers utilize curricular resources and ascertain how the teacher’s new knowledge is transferred to inform instructional change. The final recommendation is to measure student learning outcomes as a result of content-specific teacher professional development.

PRE-SERVICE TEACHERS’ SCIENTIFIC EPISTEMOLOGICAL BELIEFS AND SCIENCE TEACHING EFFICACY BELIEFS: A CORRELATIONAL STUDY

The purpose of the study was to determine the relationship between pre-service teachers’ scientific epistemological beliefs and their science teaching efficacy beliefs. A correlational research design was used. The sample consisted of 115 level 100 pre-service teachers (73 males and 42 females). The Students Scientific Epistemological Views questionnaire (SSEV) and the Science Teaching Efficacy Beliefs Inventory (STEBI-B) were used to collect the data. It was found that scientific epistemological views of pre-service teachers were availing as indicated by the overall mean above 3 ( M = 3.58, SD = .49). The dimensions of methodological approach and scientific attitude ( M =3.90, SD = .62) and nature of scientific knowledge ( M = 3.54, SD = .58 were availing. However, the dimension of authority and accuracy of scientific knowledge ( M = 3.23, SD = .68) was less availing. It was also found that pre-service teachers’ science teaching efficacy beliefs were low ( M = 3.3, SD = .38).On the subscales, pre-service teachers’ Personal Science Teaching Efficacy (PSTE) was low ( M = 2.99, SD = .44). However, their Science Teaching Outcome Expectancy (STOE) was high ( M = 3.76, SD = .58). The results indicated that there was a significant positive association between scientific epistemological views and science teaching efficacy beliefs (r = .591, p < .01). Also, the scores of STEBI significantly predicted SSEV scores (R 2 = .42, p = .01). Personal science teaching efficacy (PSTE) did not significantly predict scientific epistemological views ( t = 2.441, p = .016). However, science teaching outcome expectancy (STOE) significantly predicted scientific epistemological views ( t = 8.184, p < .01). Article visualizations:

Science Teachers’ Perceptions of Personal Science Efficacy Beliefs and Science Teaching in Saudi Arabia, Pakistan, and the United Arab Emirates

This study sought to explore the science efficacy beliefs of in-service teachers from the Kingdom of Saudi Arabia (KSA) (n = 226), Pakistan (n = 130), and the United Arab Emirates (UAE) (n = 99) by administering the Science Teaching Efficacy Belief Instrument (STEBI-B) in a cross-sectional survey research design. A comparison of the three datasets indicated differences in terms of teachers’ personal science teaching efficacy (PSTE) and science teaching outcome expectancy efficacy (STOE). Teachers’ academic qualifications and experience showed relevance with the PSTE and STOE of the KSA sample but did not show relevance for UAE and Pakistan. These results have implications for teacher education programs in all three countries, which need to strengthen their teaching content and make science teachers more efficacious in order to bring about positive changes in students’ science learning. Other recommendations include: providing culturally tailored teacher education that respects the role of cultural adaptation, nationality, gender, academic qualifications, and years of teaching experience; and introducing effective professional development models to strengthen science teachers’ efficacy beliefs.

Chemistry teaching self-efficacy: A scale development

This study was aimed to develop the Chemistry Teaching Self-efficacy (CT-SE) instrument. The method of this study is an applied survey method. The data of pre-service teachers’ CT-SE was obtained through a questionnaire. Three dimensions of self-efficacy were examined in this study, Personal Science Teaching Efficacy belief (PSTE), knowledge efficacy, and teaching efficacy. A group expert confirmed the content validity of the CT-SE with 50 items that had been administered to 137 pre-service teachers. The data were analyzed using the Rasch model that the met criteria of the unidimensionality, item fit, difficulty/ability estimation, reliability, and information function. The results of the Rasch model showed that there are 39 items CT-SE that fit with the Rash model and high reliability for the person’s reliability and excellent reliability for the item reliability. The chemistry teaching self-efficacy is acceptable as a good instrument to collect the data. This study suggests that chemistry teaching self-efficacy will prove to be a useful instrument for the measure of pre-service teacher self-efficacy for acid-base topics in chemistry learning.

ENHANCING PERFORMANCE AND ATTITUDES TOWARDS INSTRUCTIONAL PLANNING AMONG HIGHER DIPLOMA SCIENCE TEACHERS USING COGNITIVE APPRENTICESHIP MODE

The focus of the expert interaction in a cognitive apprenticeship is on developing cognitive skills of reflection through discourse and application of knowledge. The propose of this study explanatory a method for enhancing the effectiveness of cognitive apprenticeship theory for improving personal science teaching efficacy beliefs of higher diploma preservice teachers. The research is based on the study of the impact of cognitive apprenticeship in studying science materials. The study involved 22 teachers (20-30 years) enrolled in 14-week Science teaching strategies course in the high general diploma in Science and Humanities College-Jubail, Imam Abdulrahman Bin Faisal University, Saudi Arabia. The instrument contained 23 items and divided into two sub-scales: 13 items measuring personal science teaching efficacy PSTE and 10 items measuring science teaching outcome efficacy STOE. The quantitative findings showed a continuous statistically significant linear increase between before and after course measures of PSTE. However, a slight decrease in their PSTE was observed in the final post-course measure that is a commonly observed long-term effect after many educational interventions. A t-test determined that the decline was not statistically significant, indicating that teaching internship had no significant effect on the preservice teachers' science teaching efficacy beliefs. The study provides a significant evidence to suggest that the preservice teachers perceived that their learning experience in the Science teaching strategies course by cognitive apprenticeship methods was unique when compared to before teaching methods courses taken.

The Impact of a Summer Camp-Based Science Methods Course on Preservice Teachers’ Self-Efficacy in Teaching Science as Inquiry

ABSTRACTThe purpose of this research is to examine the effect of a summer camp-based science methods course on elementary pre-service teachers’ self-efficacy in teaching science as inquiry. The science camp was offered to K-6 students as part of the 4-week, 3-credit science teaching methods course over the summer. The preservice teachers were asked to teach camp children for two weeks for their practicum requirement. This study utilized a mixed-methods design using both qualitative and quantitative data collected with 55 participants over four years. The TSI (Teaching Science as Inquiry) was administered at the beginning and end of the course to estimate participants’ self-efficacy. We only measured PSTEB (Personal Science Teaching Efficacy Belief) using 34 items out of the TSI to reduce test fatigue. We also conducted semi-structured interviews at the end of the course to investigate sources for their self-efficacy. The paired samples t-test of the pre- and post-course survey indicates that preservice teachers’ self-efficacy in teaching science as inquiry increased significantly as a result of participating in the course (p < .001). Analysis of the interview data revealed eight main sources of self-efficacy and each one’s relative significance compared to other sources. The findings of this study imply that the camp-based course increased pre-service teachers’ self-efficacy by providing not only various mastery experiences, but also unique experiences that afforded reflection and mentoring, and drew camp participants’ positive reactions. This study highlights the potential of informal science education settings as field experience sites especially for elementary science methods courses.

CHANGES IN PRESERVICE ELEMENTARY TEACHERS’ SCIENCE TEACHING SELF-EFFICACY BELIEFS

The purpose of this study was to investigate the effect of the inquiry-based science methods course on preservice elementary teachers’ self-efficacy beliefs about science teaching. Eighty-six preservice elementary education majors enrolled in the elementary science methods course participated in the study. Data were collected through Science Teaching Efficacy Belief Instrument- Form B (STEBI-B), a participant information form, and semi-structured interviews. Findings from the quantitative data revealed that there was significant difference between pre-test and post-test scores on both the Personal Science Teaching Efficacy (PSTE) and Science Teaching Outcome Expectancy (STOE), which are two subscales of STEBI-B. The qualitative findings of the study were utilized to further clarify the quantitative results. Overall, findings from the study indicated a positive relationship between participating in the elementary science methods course and changes in science teaching self- efficacy beliefs. Article visualizations:

Infusing Culturally Responsive Science Curriculum into Early Childhood Teacher Preparation

Previous research studies in early childhood teacher education have indicated that teacher candidates are not adequately prepared to demonstrate the knowledge and skills needed to teach science to all children including culturally and linguistically diverse students. To address this issue, the researchers provided 31 early childhood teacher candidates with instructions through a culturally responsive science education curriculum that integrates American and Korean science curriculum corresponding to the American and Korean standards for teacher education. The results showed a statistically significant increase in their Personal Science Teaching Efficacy (PSTE). In addition, the teacher candidates were able to create a multicultural/diverse lesson in the developing and proficiency levels based on Ambrosio’s lesson matrix. This study provides teacher candidates’ knowledge as well as an additional resource for developing their self-efficacy and understanding the role of multicultural/diverse lesson planning for science instruction. Also, teacher candidates could be better prepared by understanding how other countries approach science education and integrating this knowledge to enrich their own science instruction.

Preservice Elementary Teachers’ Science Self-Efficacy Beliefs and Science Content Knowledge

Self-efficacy beliefs that relate to teachers’ motivation and performance have been an important area of concern for preservice teacher education. Research suggests high-quality science coursework has the potential to shape preservice teachers’ science self-efficacy beliefs. However, there are few studies examining the relationship between science self-efficacy beliefs and science content knowledge. The purpose of this mixed methods study is to investigate changes in preservice teachers’ science self-efficacy beliefs and science content knowledge and the relationship between the two variables as they co-evolve in a specialized science content course. Results from pre- and post-course administrations of the Science Teaching Efficacy Belief Instrument-B (Bleicher, 2004) and a physical science concept test along with semi-structured interviews, classroom observations and artifacts served as data sources for the study. The 18 participants belonged to three groups representing low, medium and high initial levels of self-efficacy beliefs. A repeated measures multivariate analysis of variance design was used to test the significance of differences between the pre- and post-surveys across time. Results indicated statistically significant gains in participants’ science self-efficacy beliefs and science conceptual understandings. Additionally, a positive moderate relationship between gains in science conceptual understandings and gains in personal science teaching efficacy beliefs was found. Qualitative analysis of the participants’ responses indicated positive shifts in their science teacher self-image and they credited their experiences in the course as sources of new levels of confidence to teach science. The study includes implications for preservice teacher education programs, science teacher education, and research.

The Effect of the Elementary Science Inquiry Classes on Pre-service Elementary Teachers’ Attitude toward Science, Perception of Science Teaching-Learning and Personal Science Teaching Efficacy

The Effect of the Elementary Science Inquiry Classes on Pre-service Elementary Teachers’ Attitude toward Science, Perception of Science Teaching-Learning and Personal Science Teaching Efficacy