Science Literacy and Science Learning Skills as Predictive Factors of Preservice Teachers' Self-Efficacious Beliefs in Teaching Science

Abstract

This study aims to investigate the effects of science literacy level, science learning skills, grade, gender, and academic success on the self-efficacy perceptions of preservice primary school teachers in teaching science. In the research using the relational survey model, a sample of 241 preservice primary school teachers was studied. The “Science Teaching Self-Efficacy Belief Scale”, “Science Learning Skills Scale” and “Basic Science Literacy Test” were used for data collecting. Parametric tests were applied using SPSS for data analysis. Gender and grade level did not significantly affect the positive self-efficacy dimension and overall science teaching self-efficacy beliefs, but there was a notable difference between groups in the negative self-efficacy dimension. Academic achievement increases self-efficacy beliefs and science learning skills. However, scientific literacy did not differ significantly according to gender, grade level or academic achievement. Also, science learning skills showed no significant differences based on gender or grade level according to total scores and sub-dimensions too. The science teaching self-efficacy and science learning skills are moderately related, while both show weaker correlate to science literacy. Together, science learning skills, basic science literacy, grade level, and academic success accounted for 51% of the variance in self-efficacy perceptions of preservice primary school teachers in teaching science. The research suggests that developing preservice teachers' scientific literacy and science learning skills, and supporting their academic success, is crucial for effective science teaching. The development of these three variables together can be supported with science content knowledge and courses and practices in science teaching.

Affiliated Institutions

• Amasya Üniversitesi TR

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