Primary Student Teachers' Teaching-Learning Conceptions, Attitudes and Self-Efficacy Beliefs toward Science Teaching


  • Tuğba Ecevit Assist. Prof. Dr. Duzce University
  • Sevgi Kingir Hacettepe University


teaching-learning conceptions, attitude toward science teaching, self-efficacy belief toward science teaching


Science education has an important role at the elementary school level. Elementary school teachers (ESTs) are the first to introduce science courses to students. Teaching-learning conceptions, attitudes, and self-efficacy of ESTs towards science teaching are influential on elementary school students’ science learning. The aim of this study is to investigate elementary school teacher candidates' (student teachers or STs) teaching-learning conceptions, attitudes, and self-efficacy beliefs toward science teaching.  In this survey research, the sample consisted of 231 STs from a public university in Turkey. Attitude Toward Science Teaching Scale, Science Teaching Self-Efficacy Belief Instrument, and Teaching-Learning Conceptions Questionnaire were used for data collection.  Descriptive statistics, multivariate analysis of variance, Pearson correlation analysis were utilized for analyzing the data. Results revealed that STs have a traditional approach rather than a constructivist approach. STs' mean scores on self-efficacy beliefs and attitudes toward science teaching were found higher than the average.  Females were more dominant than males in terms of the constructivist approach and the traditional approach. Moreover, it was found out that female's self-efficacy beliefs and outcome expectancy were higher than males.


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How to Cite

Ecevit, T., & Kingir, S. (2022). Primary Student Teachers’ Teaching-Learning Conceptions, Attitudes and Self-Efficacy Beliefs toward Science Teaching. Journal of Turkish Science Education, 19(3).

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