The Effects of Science School Projects on Graduate Students’ Self-Efficacy Beliefs About Teaching Astronomy (abstract only)  

Oleh:

UZUN, Naim ; KELES, Özgül ; UZUN, Funda VARNACI

Jenis: Article from Proceeding
Dalam koleksi: The International Symposium on Social Sciences (TISSS) and Hong Kong International Conference on Education, Psychology and Society (HKICEPS) at Hongkong, December 2013, page 871.
Topik: astronomy self-efficacy beliefs; science school; graduate students
Fulltext: Hong Kong-Conference 138.pdf (285.57KB)

Isi artikel

While astronomy has recently re-emerged in many science curricula, there remain unresolved teaching and learning difficulties peculiar to astronomy education. To discover the effects of astronomy education on self–efficacy beliefs is very important subject. Self-beliefs of efficacy play a key role in the self-regulation of motivation (Bandura, 1991). Self-efficacy theory maintains that all processes of psychological change operate through the alteration of the individual's sense of personal mastery or efficacy. The purpose of the present study is to elicit the effects of activities performed in science schools on graduate students’ self-efficacy beliefs about teaching astronomy within the framework of the project “Aksaray Astronomy Education Science School”. The study group consists of thirty graduate students participating in the project of Aksaray Astronomy Education Science School carried out between 08 and 14 July 2013. As a data collection tool, self-efficacy belief scale developed by Riggs and Enochs (1990) and translated into Turkish by Özkan, Tekkaya and Çakiroglu (2002) was used to evaluate the self-efficacy of the participants. The study was conducted according to pretest-posttest experimental design. The analysis of the data was conducted through SPSS package program and dependent samples t-test was used in the analysis of the data. Cronbach alfa reliability coefficient of the scale is a=.80. At the end of the study, it was found that the participants of the study were undecided about their state of self-efficacy for teaching astronomy.

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