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Article (journal) accessible via
URN: urn:nbn:de:0111-pedocs-303878
DOI: 10.25656/01:30387; 10.26529/cepsj.1571
URN: urn:nbn:de:0111-pedocs-303878
DOI: 10.25656/01:30387; 10.26529/cepsj.1571
| Original Title |
Laboratory use self-efficacy of turkish pre-service science teachers trained in different teacher education programmes |
|---|---|
| Parallel title | Samoučinkovitost uporabe laboratorija pri turških študentih, prihodnjih učiteljih naravoslovja, ki so se usposabljali v različnih programih izobraževanja učiteljev |
| Authors |
Kızkapan, Oktay  ;
Tanık Önal, Nagihan ;
Saylan Kırmızıgül, Aslı |
| Source | CEPS Journal 14 (2024) 4, S. 195-213  |
| Document | full text (1.415 KB) (formally revised edition) |
| License of the document |
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| Keywords (German) | Selbstwirksamkeit; Naturwissenschaften; Labor; Lehramtsstudent; Lehrerbildung; Programm; Vergleich; Empirische Untersuchung; Türkei |
| sub-discipline | Intercultural and International Comparative Educational Research Empirical Educational Research |
| Document type | Article (journal) |
| ISSN | 2232-2647; 1855-9719; 22322647; 18559719 |
| Language | English |
| Year of creation | 2024 |
| review status | Peer-Reviewed |
| Abstract (English): | In Türkiye, the science teacher education programme changed in 2018. While physics, chemistry and biology courses were taught through theoretical and laboratory applications in the previous programme (Programme-I), the course hours of these courses were reduced and laboratory hours were abolished in the new programme (Programme-II). The present research, which adopts a causal-comparative design of quantitative research, aims to compare the laboratory self-efficacy of pre-service science teachers who attended these two science teacher education programmes. The research data was collected from 289 pre-service science teachers educated in Programme-I and II through the science laboratory use self-efficacy scale and then analysed using the independent samples t-test. The results show that the total scores of laboratory use self-efficacy of pre-service science teachers trained in Programme-I is significantly higher. The scores of the pre-service science teachers from Programme-I were also found to be significantly higher than those from Programme-II in terms of the sub-dimensions using the physical environment and equipment, working independently, and crisis management. On the other hand, there was no significant difference between the two programmes in the sub-dimension applying scientific process skills. These results and their implications are discussed in the light of current literature. (DIPF/Orig.) |
| other articles of this journal | CEPS Journal Jahr: 2024 |
| Statistics |  Number of document requests
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| Checksums | checksum comparison as proof of integrity |
| Date of publication | 09.04.2026 |
| Citation | Kızkapan, Oktay; Tanık Önal, Nagihan; Saylan Kırmızıgül, Aslı: Laboratory use self-efficacy of turkish pre-service science teachers trained in different teacher education programmes - In: CEPS Journal 14 (2024) 4, S. 195-213 - URN: urn:nbn:de:0111-pedocs-303878 - DOI: 10.25656/01:30387; 10.26529/cepsj.1571 |
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