AN INVESTIGATION OF PRE-SERVICE SCIENCE TEACHERS’ PERCEPTIONS AND ATTITUDES TOWARD EDUCATION 4.0

Haluk Yılmaz, Mehmet Tunçel

Abstract


The purpose of this study is to determine the perceptions and attitudes of pre-service science teachers toward Education 4.0 and to examine whether these attitudes differ significantly based on gender, grade level, and academic achievement. Designed using the descriptive survey model, a quantitative research method, the study was conducted in the spring semester of the 2023–2024 academic year with 98 pre-service teachers enrolled in the science education program at a public university in Türkiye. Data were collected using the “Education 4.0 Attitude Scale” developed by Karaman, Çalışır, and Taş (2020) and analyzed using SPSS 28.0. Since the data did not show normal distribution, non-parametric tests—Mann-Whitney U and Kruskal-Wallis H—were employed. The results indicated that the participants’ overall attitude toward Education 4.0 was above average. A statistically significant difference was observed in favor of male students in some sub-dimensions based on gender. Regarding grade level, a significant difference was found only in the “Perception” sub-dimension, in favor of second-year students. No significant difference was observed in attitudes according to academic achievement. The findings suggest that while pre-service science teachers generally hold positive attitudes toward Education 4.0, these attitudes may vary depending on individual and demographic factors in certain sub-dimensions.

 

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Keywords


Education 4.0, teacher education, pre-service science teachers, digital competence, attitude

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References


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DOI: http://dx.doi.org/10.46827/ejes.v12i7.6062

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