Beliefs of Teacher Candidates Toward Science Teaching

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dc.contributor.authorKucukaydin, Mensure Alkis
dc.contributor.authorGokbulut, Yasin
dc.date.accessioned2024-02-23T14:20:28Z
dc.date.available2024-02-23T14:20:28Z
dc.date.issued2020
dc.departmentNEÜen_US
dc.description.abstractThis study aimed to compare the beliefs of teacher candidates from preschool teaching, classroom teaching and science teaching programs have toward their science teaching. A correlational survey model was applied for the design of the study. The study sample consisted of 236 teacher candidates who were selected using the maximum variation sampling method in the 2018?2019 academic year. The candidates were selected from undergraduate students of varying socio-economic backgrounds who were enrolled in different departments of public universities in Turkey?s eastern, western and central regions. The study data were collected using DASTT-C. Results from the study indicated that a large proportion of the preschool teacher candidates had an exploratory teaching style, that classroom teacher candidates obtained similar scores in traditional and conceptual teaching methods, and that a majority of the science teacher candidates had a traditional teaching style. The scores obtained from the drawings of the teacher candidates were subjected to descriptive analysis based on the sub-scales constituting the DASTT-C, and it was found that the teacher candidates from different departments achieved high scores, especially on the ?teacher? sub- scale, which indicates that the teacher candidates adopted a traditional teaching style. Furthermore, the teacher candidates obtained lower scores on the ?student? sub-scale, which means that they adopted an exploratory teacher style. Finally, the study analyzes showed that the male teacher candidates had higher DASTT-C scores, an indication that they tended to apply traditional teaching styles in the sciences.en_US
dc.description.sponsorshipScientific Research Projects, Necmettin Erbakan University, Turkey [181210012]en_US
dc.description.sponsorshipFunding of this research work is supported by the Scientific Research Projects, Necmettin Erbakan University, Turkey, project number [181210012].en_US
dc.identifier.doi10.1080/1046560X.2019.1673603
dc.identifier.endpage150en_US
dc.identifier.issn1046-560X
dc.identifier.issn1573-1847
dc.identifier.issue2en_US
dc.identifier.scopus2-s2.0-85074330845en_US
dc.identifier.scopusqualityQ1en_US
dc.identifier.startpage134en_US
dc.identifier.urihttps://doi.org/10.1080/1046560X.2019.1673603
dc.identifier.urihttps://hdl.handle.net/20.500.12452/13157
dc.identifier.volume31en_US
dc.identifier.wosWOS:000490948100001en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.publisherRoutledge Journals, Taylor & Francis Ltden_US
dc.relation.ispartofJournal Of Science Teacher Educationen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectPre-Service Teachersen_US
dc.subjectRelational Screening Modelen_US
dc.subjectScience Teachingen_US
dc.titleBeliefs of Teacher Candidates Toward Science Teachingen_US
dc.typeArticleen_US

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