Examining the Relationship between Prospective Preschool Teachers’ Self-Efficacy Beliefs in Science Education and Learning Styles

This study was conducted to examine the relationship between the levels of prospective preschool teachers’ self-efficacy beliefs in science education and learning styles. In this study, the correlational survey model was used. The sample of the research was composed of 193 (165 females, 28 males)...

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Autores principales:	Oğuzhan Özdemir, Gamze Hastürk
Formato:	article
Lenguaje:	EN
Publicado:	ICASE 2021
Materias:	learning styles preschool education preschool science education self-efficacy belief Theory and practice of education LB5-3640 Science Q
Acceso en línea:	https://doaj.org/article/eb5df28e7b0b41fe804fac5adea80ead
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spelling	oai:doaj.org-article:eb5df28e7b0b41fe804fac5adea80ead2021-12-02T19:32:27ZExamining the Relationship between Prospective Preschool Teachers’ Self-Efficacy Beliefs in Science Education and Learning Styles 10.33828/sei.v32.i4.32077-2327https://doaj.org/article/eb5df28e7b0b41fe804fac5adea80ead2021-12-01T00:00:00Zhttp://www.icaseonline.net/journal/index.php/sei/article/view/323https://doaj.org/toc/2077-2327 This study was conducted to examine the relationship between the levels of prospective preschool teachers’ self-efficacy beliefs in science education and learning styles. In this study, the correlational survey model was used. The sample of the research was composed of 193 (165 females, 28 males) prospective pre-school teachers studying in their first, second, third, and fourth year in a faculty of education of a state university located in the Black Sea in Turkey. Data were collected using the ‘Science Education Self-Efficacy Belief Scale’ developed by Riggs and Enochs (1990) and adapted into Turkish by Özkan et al. (2002) and ‘Kolb Learning Style Inventory’ developed by Kolb (1984) and adapted into Turkish by Evin Gencel (2007) in the spring semester of the 2019-2020 academic year. Descriptive and inferential statistics were used in the statistical calculations of the data in the study. As a result of the study, it was determined that these prospective pre-school teachers’ self-efficacy beliefs in science education were very high while their personal self-efficacy beliefs and result expectation sub-dimensions were at a high level. In addition, there is no statistically significant difference between prospective teachers' self-efficacy beliefs in science education, personal self-efficacy perception, and result expectation according to their learning styles. Based on the results obtained, to increase the success of prospective teachers in science and achieve desired goals in education, learning environments should be designed according to learning styles, and studies should be conducted to increase the quality of science education by making use of self-efficacy beliefs. Oğuzhan Özdemir Gamze Hastürk ICASEarticlelearning stylespreschool educationpreschool science educationself-efficacy beliefTheory and practice of educationLB5-3640ScienceQENScience Education International, Vol 32, Iss 4, Pp 292-301 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	learning styles preschool education preschool science education self-efficacy belief Theory and practice of education LB5-3640 Science Q
spellingShingle	learning styles preschool education preschool science education self-efficacy belief Theory and practice of education LB5-3640 Science Q Oğuzhan Özdemir Gamze Hastürk Examining the Relationship between Prospective Preschool Teachers’ Self-Efficacy Beliefs in Science Education and Learning Styles
description	This study was conducted to examine the relationship between the levels of prospective preschool teachers’ self-efficacy beliefs in science education and learning styles. In this study, the correlational survey model was used. The sample of the research was composed of 193 (165 females, 28 males) prospective pre-school teachers studying in their first, second, third, and fourth year in a faculty of education of a state university located in the Black Sea in Turkey. Data were collected using the ‘Science Education Self-Efficacy Belief Scale’ developed by Riggs and Enochs (1990) and adapted into Turkish by Özkan et al. (2002) and ‘Kolb Learning Style Inventory’ developed by Kolb (1984) and adapted into Turkish by Evin Gencel (2007) in the spring semester of the 2019-2020 academic year. Descriptive and inferential statistics were used in the statistical calculations of the data in the study. As a result of the study, it was determined that these prospective pre-school teachers’ self-efficacy beliefs in science education were very high while their personal self-efficacy beliefs and result expectation sub-dimensions were at a high level. In addition, there is no statistically significant difference between prospective teachers' self-efficacy beliefs in science education, personal self-efficacy perception, and result expectation according to their learning styles. Based on the results obtained, to increase the success of prospective teachers in science and achieve desired goals in education, learning environments should be designed according to learning styles, and studies should be conducted to increase the quality of science education by making use of self-efficacy beliefs.
format	article
author	Oğuzhan Özdemir Gamze Hastürk
author_facet	Oğuzhan Özdemir Gamze Hastürk
author_sort	Oğuzhan Özdemir
title	Examining the Relationship between Prospective Preschool Teachers’ Self-Efficacy Beliefs in Science Education and Learning Styles
title_short	Examining the Relationship between Prospective Preschool Teachers’ Self-Efficacy Beliefs in Science Education and Learning Styles
title_full	Examining the Relationship between Prospective Preschool Teachers’ Self-Efficacy Beliefs in Science Education and Learning Styles
title_fullStr	Examining the Relationship between Prospective Preschool Teachers’ Self-Efficacy Beliefs in Science Education and Learning Styles
title_full_unstemmed	Examining the Relationship between Prospective Preschool Teachers’ Self-Efficacy Beliefs in Science Education and Learning Styles
title_sort	examining the relationship between prospective preschool teachers’ self-efficacy beliefs in science education and learning styles
publisher	ICASE
publishDate	2021
url	https://doaj.org/article/eb5df28e7b0b41fe804fac5adea80ead
work_keys_str_mv	AT oguzhanozdemir examiningtherelationshipbetweenprospectivepreschoolteachersselfefficacybeliefsinscienceeducationandlearningstyles AT gamzehasturk examiningtherelationshipbetweenprospectivepreschoolteachersselfefficacybeliefsinscienceeducationandlearningstyles
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Examining the Relationship between Prospective Preschool Teachers’ Self-Efficacy Beliefs in Science Education and Learning Styles

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