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European Journal of Education Studies ISSN: 2501 - 1111 ISSN-L: 2501 - 1111 Available on-line at: www.oapub.org/edu Volume 3 │ Issue 12 │ 2017 doi: 10.5281/zenodo.1127676 CHANGES IN PRESERVICE ELEMENTARY TEACHERS’ SCIENCE TEACHING SELF-EFFICACY BELIEFS Isil Koci Department of Mathematics and Science Education, Hasan Ali Yucel College of Education, Istanbul University, 34452, Istanbul, Turkey Abstract: The purpose of this study was to investigate the effect of the inquiry-based science methods course on preservice elementary teachers’ self-efficacy beliefs about science teaching. Eighty-six preservice elementary education majors enrolled in the elementary science methods course participated in the study. Data were collected through Science Teaching Efficacy Belief Instrument- Form B (STEBI-B), a participant information form, and semi-structured interviews. Findings from the quantitative data revealed that there was significant difference between pre-test and post-test scores on both the Personal Science Teaching Efficacy (PSTE) and Science Teaching Outcome Expectancy (STOE), which are two subscales of STEBI-B. The qualitative findings of the study were utilized to further clarify the quantitative results. Overall, findings from the study indicated a positive relationship between participating in the elementary science methods course and changes in science teaching self- efficacy beliefs. Keywords: teacher efficacy, self-efficacy beliefs; preservice elementary teachers; science teaching; teacher education 1. Introduction Teacher efficacy has emerged as an important construct in teacher education over the past twenty-five years (Cantrell, Young & Moore, 2003). Teacher efficacy is mainly based upon the ”andura’s 977 social cognitive theory, which roots human agency in a sense of self-efficacy. According to Bandura, self-efficacy beliefs foster people toward specific actions in all aspects of their lives, and therefore have predictive value. The construct of Copyright © The Author(s). All Rights Reserved. © 2015 – 2017 Open Access Publishing Group 355 Isil Koc CHANGES IN PRESERVICE ELEMENT“RY TE“CHERS’ SCIENCE TEACHING SELF-EFFICACY BELIEFS self-efficacy beliefs consists of two dimensions: personal self-efficacy and outcome expectancy. Personal self-efficacy is a judgment of one’s capabilities to organize and execute given types of performance, whereas outcome expectancy is a judgment of the likely consequence such performances will produce ”andura, 997, p. . When applied to science teaching, self- efficacy beliefs have generally been identified as teacher’s belief that he/she has the ability to teach science effectively and can affect students’ behavior and achievement positively (Dembo & Gibson, 1985). Teachers’ attitudes, beliefs, and interactions are critical elements in the success of scientific literacy for all students (Ritter, Boone & Rubba, 2001). A relationship among teacher self-efficacy, teacher effectiveness, and student achievement has been studying by various studies (Ashton, 1984; Ashton & Webb, 1986; Czerniak, 1989; Czerniak & Chiarelott, 1990; Czerniak & Shriver, 1994; Dembo & Gibson, 1985; Enochs, Scharmann & Riggs, 1995; Ramey-Gassert & Shroyer, 1992; Ross, 1992; Woolfolk, Rosoff & Hoy, 1990). Based on research, teachers with high self-efficacy show greater awareness of student achievement and have higher expectations for their students. In addition, such teachers have a tendency to take personal responsibility for student learning and achievement and use innovative teaching techniques. Changes in teacher preparation programs will be necessary to produce teachers who possess attitudes and skills to make the necessary changes in the elementary science classroom (Wingfield, Freeman & Ramsey, 2000). Actually, the elementary science methods course provides preservice elementary teachers prepare for teaching in their future classrooms. By interacting with content in life, earth, and physical sciences through hands-on and engaging inquiry-based activities across the K-8 science curriculum in science, preservice elementary teachers have a chance to learn and practice strategies and teaching methods. As preservice elementary teachers engage in the methods and practicum experiences, their beliefs and attitudes about science teaching may change. For viewing / downloading the full article, please access the following link: https://oapub.org/edu/index.php/ejes/article/view/1311 European Journal of Education Studies - Volume 3 │ Issue 12 │ 2017 356