Investigation of Self-Efficacy and Concern Levels of Pre-service Teachers about STEM Education

Hüseyin Ateş; Kibar Sungur Gül

Article Details

Investigation of Self-Efficacy and Concern Levels of Pre-service Teachers about STEM Education

Authors:

Hüseyin Ateş | Kibar Sungur Gül

Publisher:

Gazi University

Main Topics:

Eğitim Üzerine Çalışmalar

Journal:

Türk Eğitim Bilimleri Dergisi Vol.21 Issue 1, pp.478-504

Document Type:

Article

Publication Date:

4/2023

Document Language:

Turkish

Document ID (Org No.):

2001288704

pISSN:

2459-1912

Keywords:

Abstract:

 The aim of the study is to determine the self-efficacy and concern levels of pre-service teachers about STEM education. In the study, survey method, one of the quantitative research designs, was used. The sample of the research consists of 390 pre-service science and mathematics teachers who studied at two state universities and participated in the research on a voluntary basis. Self-efficacy and concern scales about STEM education were used as data collection tools. As a result of the analysis, it was determined that the levels of pre-service teachers self-efficacy belief about STEM education were above the average and correspond to the level of agree. Based on the findings of the study, it was determined that the concern levels of the pre-service teachers about STEM education were above the average and corresponded to the level of agreement. Pre-service teachers self-efficacy and concern levels about STEM education showed a significant difference in favor of pre-service science teachers. It was concluded that pre-service teachers self-efficacy beliefs and concerns about STEM education did not differ in terms of gender and grade level variables. It was determined that pre-service science and mathematics teachers STEM self-efficacy and concerns had a positive and significant relationship. In the study, it was concluded that pre-service teachers STEM self-efficacy levels explained 32 of their STEM concern levels. Based on these results, it is recommended to include courses which aim to improve pre-service teachers knowledge and skills on STEM education subjects in undergraduate programs.

 The aim of the study is to determine the self-efficacy and concern levels of pre-service teachers about STEM education. In the study, survey method, one of the quantitative research designs, was used. The sample of the research consists of 390 pre-service science and mathematics teachers who studied at two state universities and participated in the research on a voluntary basis. Self-efficacy and concern scales about STEM education were used as data collection tools. As a result of the analysis, it was determined that the levels of pre-service teachers self-efficacy belief about STEM education were above the average and correspond to the level of agree. Based on the findings of the study, it was determined that the concern levels of the pre-service teachers about STEM education were above the average and corresponded to the level of agreement. Pre-service teachers self-efficacy and concern levels about STEM education showed a significant difference in favor of pre-service science teachers. It was concluded that pre-service teachers self-efficacy beliefs and concerns about STEM education did not differ in terms of gender and grade level variables. It was determined that pre-service science and mathematics teachers STEM self-efficacy and concerns had a positive and significant relationship. In the study, it was concluded that pre-service teachers STEM self-efficacy levels explained 32 of their STEM concern levels. Based on these results, it is recommended to include courses which aim to improve pre-service teachers knowledge and skills on STEM education subjects in undergraduate programs.

 The aim of the study is to determine the self-efficacy and concern levels of pre-service teachers about STEM education. In the study, survey method, one of the quantitative research designs, was used. The sample of the research consists of 390 pre-service science and mathematics teachers who studied at two state universities and participated in the research on a voluntary basis. Self-efficacy and concern scales about STEM education were used as data collection tools. As a result of the analysis, it was determined that the levels of pre-service teachers self-efficacy belief about STEM education were above the average and correspond to the level of agree. Based on the findings of the study, it was determined that the concern levels of the pre-service teachers about STEM education were above the average and corresponded to the level of agreement. Pre-service teachers self-efficacy and concern levels about STEM education showed a significant difference in favor of pre-service science teachers. It was concluded that pre-service teachers self-efficacy beliefs and concerns about STEM education did not differ in terms of gender and grade level variables. It was determined that pre-service science and mathematics teachers STEM self-efficacy and concerns had a positive and significant relationship. In the study, it was concluded that pre-service teachers STEM self-efficacy levels explained 32 of their STEM concern levels. Based on these results, it is recommended to include courses which aim to improve pre-service teachers knowledge and skills on STEM education subjects in undergraduate programs.

 Bu çalışmanın amacı öğretmen adaylarının STEM eğitimine yönelik öz-yeterlik ve endişe düzeylerinin belirlenmesidir. Çalışmada, nicel araştırma desenlerinden tarama araştırma yöntemi kullanılmıştır. Araştırmanın örneklemini, iki devlet üniversitesinde eğitim alan ve araştırmaya gönüllülük esasına dayalı katılan 390 fen bilgisi ve matematik öğretmen adayı oluşturmaktadır. Veri toplama aracı olarak STEM Eğitimi Hakkında Öz-yeterlik ve Endişe Ölçekleri kullanılmıştır. Analiz sonucunda, öğretmen adaylarının STEM eğitimine yönelik öz-yeterlik inanç düzeylerinin ortalamanın üzerinde ve katılıyorum düzeyine karşılık geldiği belirlenmiştir. Araştırmanın bulgularına göre öğretmen adaylarının STEM eğitimine yönelik endişe düzeylerinin ortalamanın üzerinde olduğu ve katılıyorum düzeyine karşılık geldiği tespit edilmiştir. Öğretmen adaylarının STEM eğitimi hakkında öz-yeterlik ve endişe düzeyleri, fen bilgisi öğretmen adayları lehine anlamlı bir farklılık göstermiştir. Öğretmen adaylarının STEM eğitimi hakkında öz-yeterlik inançları ve endişelerinin cinsiyet ve sınıf seviyesi değişkenleri açısından bir farklılık göstermediği sonucuna ulaşılmıştır. Fen bilgisi ve matematik öğretmen adaylarının STEM öz-yeterlik ve STEM endişelerinin pozitif yönde ve anlamlı bir ilişkiye sahip olduğu tespit edilmiştir. Araştırmada, öğretmen adaylarının STEM öz-yeterlik düzeylerinin STEM endişe seviyelerinin 32sini açıkladığı sonucuna ulaşılmıştır. Bu sonuçlardan hareketle öğretmen adaylarının STEM eğitimi konularında bilgi ve beceriler kazanmalarını hedefleyen derslerin lisans programlarında yer alması önerilmektedir.

Article Details

Investigation of Self-Efficacy and Concern Levels of Pre-service Teachers about STEM Education

Authors:

Hüseyin Ateş | Kibar Sungur Gül

Publisher:

Gazi University

Main Topics:

Eğitim Üzerine Çalışmalar

Journal:

Türk Eğitim Bilimleri Dergisi Vol.21 Issue 1, pp.478-504

Document Type:

Article

Publication Date:

4/2023

Document Language:

Turkish

Document ID (Org No.):

2001288704

pISSN:

2459-1912

STEM

Self-efficacy

Concern

Pre-service TeachersSTEM

Öz-yeterlik

Endişe

Öğretmen Adayları

Issues

Article Details

Authors: Hüseyin Ateş | Kibar Sungur Gül

Publisher: Gazi University

Main Topics: Eğitim Üzerine Çalışmalar

Journal: Türk Eğitim Bilimleri Dergisi Vol.21 Issue 1, pp.478-504

Document Type: Article

Publication Date: 4/2023

Document Language: Turkish

Document ID (Org No.): 2001288704

pISSN: 2459-1912

Issues

Authors:

Hüseyin Ateş | Kibar Sungur Gül

Publisher:

Gazi University

Main Topics:

Eğitim Üzerine Çalışmalar

Journal:

Türk Eğitim Bilimleri Dergisi Vol.21 Issue 1, pp.478-504

Document Type:

Article

Publication Date:

4/2023

Document Language:

Turkish

Document ID (Org No.):

2001288704

pISSN:

2459-1912