Investigation of The relationship between preservice science teachers' 21st century skills and science learning self-efficacy beliefs with structuralequation model

Fulya Zorlu; Yusuf Zorlu

doi:10.36681/

Authors

Fulya Zorlu Zonguldak Bülent Ecevit University, Ereğli Faculty of Education, Department of Mathematics and Science Education
Yusuf Zorlu Kütahya Dumlupınar University

DOI:

https://doi.org/10.36681/

Keywords:

21st-century learner skills, 21st-century teacher skills, science education, cience learning self-efficacy beliefs

Abstract

The aim of this study was investigated the relationship between preservice science teachers’ 21st century learner and teacher skills and their science learning self-efficacy beliefs. The research method used was the correlational research method, one of the quantitative research methods. The sample of the study was consisting of 318 preservice science teachers studying in the third and fourth grades of the science education department of the education faculties at three public universities. Data collection tools of this study were the 21st Century Learner Skills Scale, the 21st Century Teacher Skills Scale and the Science Learning Self-Efficacy Questionnaire. The data obtained were analyzed by structural equation modeling (SEM). In the results obtained from the SEM1, SEM2 and SEM3, a correlation was determined between the preservice science teachers' 21st century teacher skills, 21st century learner skills and science learning self-efficacy beliefs. In addition, the preservice science teachers' science learning self-efficacy beliefs positively correlated with their 21st century learner skills and negatively correlated with their 21st century teacher skills while their 21st century learner skills positively correlated with their 21st century learner skills. The preservice science teachers' 21st century skills and science learning self-efficacy beliefs was found to be predicting each other. Studies to identify the relationship between different dimensions of science education and 21st century skills should be performed to contribute to the relevant literature.

Downloads

Download data is not yet available.

References

Akkoyunlu, B., Orhan, F., & Umay, A. (2005). A study on developing teacher self-efficacy scale for computer teachers. H. U. Journal of Education, 29, 1-8.

Akkuzu-Güven, N., & Uyulgan, M. A. (2020). The relationship between self-efficacy and feedback: A study on science prospective teachers. Mehmet Akif Ersoy University Journal of Education Faculty, 53, 18-41. https://doi.org/10.21764/maeuefd.531970

Alkan, C. (1987). Öğrenme-öğretme süreçleri ilkeler [Learning-teaching processes principles]. Ankara University Journal of Faculty of Educational Sciences (JFES), 20(1), 209-229.

Anagün, Ş. S., Atalay, N., Kılıç, Z., & Yaşar, S. (2016). The development of a 21st century skills and competences scale directed at teaching candidates: Validity and reliability study. Pamukkale University Journal of Education, 40, 160-175. https://doi.org/10.9779/PUJE768

Ananiadou, K., & Claro, M. (2009). 21st century skills and competences for new millennium learners in OECD countries. OECD Education Working Papers, No. 41, OECD Publishing Retrieved from http://dx.doi.org/10.1787/218525261154

Atik-Kara, D., & Sağlam, M. (2014). Evaluation of professional teaching knowledge courses in terms of competencies regarding the learning and teaching process. Journal of Qualitative Resarch in Education, 2(3), 28-86. https://doi.org/10.14689/issn.2148-2624.1.2c3s2m

Azar, A. (2010). In-service and pre-service secondary science teachers’ self-efficacy beliefs about science teaching. ZKU Journal of Social Sciences, 6(12), 235-252.

Bacak, N. (2018). Examination of self-efficacy beliefs according to teaching styles of science teachers [Unpublished master’s thesis]. Marmara University.

Bandura, A. (1995). Exercise of personal and collective efficacy in changing societies. Self- efficacy in changing societies. Australia: Cambridge University.

Bautista, N. U. (2011). Investigating the use of vicarious and mastery experiences in influencing early childhood education majors’ self-efficacy beliefs. Journal of Science Teacher Education, 22(4), 333–349. https://doi.org/10.1007/s10972-011-9232-5

Bayram, N. (2013). Yapısal eşitlik modellemesine giriş AMOS uygulamaları [Introduction to structural equality modeling AMOS applications]. Bursa: Ezgi.

Berkant, G., & Ekici, G. (2007). Sınıf öğretmeni adaylarının fen öğretiminde öğretmen özyeterlik inanç düzeyleri ile zeka türleri arasındaki ilişkinin değerlendirilmesi [Evaluation of the relationship between teacher self-belief levels and types of intelligence in science teaching of classroom teacher candidates]. Çukurova University Journal of Social Sciences Institute, 16(1), 113-132.

Biggs, J. (1999). Teaching for quality learning at university. London: Open University Press.

Bıkmaz, F. H. (2002). Self-efficacy belief instrument in science teaching. Eğitim Bilimleri ve Uygulama [Educational Sciences and Practice], 1(2), 197-210.

Bozkurt, E. (2008). The effect on students’ success of a virtual laboratory application prepared in the physics education [Unpublished doctorate thesis]. Selçuk University, Konya.

Britner, L. S., & Pajares, F. (2001). Self-efficacy beliefs, motivation, race, and gender in middle school science. University Journal of Women and Minorities in Science and Engineering, 7, 271-285. https://doi.org/10.1615/JWomenMinorScienEng.v7.i4.10

Burns, T., & Sinfield, S. (2004). Teaching, learning and study skills: A guide for tutors. Sage.

Cansoy, R. (2018). 21st century skills according to international frameworks and building them in the education system. Journal of the Human and Social Science Researches, 7(4), 3112-3134. https://doi.org/10.15869/itobiad.494286

Çelik, H. E., & Yılmaz, V. (2016). Lisrel 9.1 ile Yapısal Eşitlik Modellemesi temel kavramalar, uygulamalar, programlama [Structural Equation Modeling with Lisrel 9.1 basic concepts, applications, programming] (3rd ed.). Ankara: Anı.

Dağhan, G., Nuhoğlu-Kibar, P., Menzi-Çetin, N., Telli, E., & Akkoyunlu, B. (2017). 21st century learners’ and teachers’ characteristıcs from ICT preservice teachers’ perspectives. Educational Technology Theory and Practice, 7(2), 215-235.

Demirel, R. (2015). The effect of scientific argumentation students’ conceptual understanding and willingness for argumentation. Kastamonu Education Journal, 24(3), 1087-1108.

Doğan, S., Kıvrak, E., & Baran, Ş. (2004). The levels of secondary school students making connection between daily life and the knowledge gained during biology lectures. Erzincan University Journal of Education Faculty, 6(1), 57-63.

Dökme, İ., & Ozansoy, Ü. (2004). Communicating in science education. XIII. Ulusal Eğitim Bilimleri Kurultayı [Paper presented at XIII. National Educational Sciences Congress], 6-9 July 2004 Inönü University, Faculty of Education, Malatya.

Eggen, P., & Kauchak, D. (1999). Educational psychology (Fourth ed.). New Jersey: Prentice-Hall, Inc.

Ekinci, N. (2015). The Relationships between approaches to learning and self-efficacy beliefs of candidate teachers. Hacettepe University Journal of Education, 30(1), 62-76.

Enginar, İ., Saka, A., & Sesli, E. (2002). Lise 2 öğrencilerinin biyoloji derslerinde kazandıkları bilgileri güncel olaylarla ilişkilendirebilme düzeyleri [The level of high school 2 students' associating the knowledge gained in biology lessons with current events]. V. Ulusal Fen Bilimler ve Matematik Eğitimi Kongresi [Paper presented at V. National Science and Mathematics Education Congress], Ankara.

Enochs, I. G., & Riggs, I. M. (1990). Further development of an elementary science teaching efficacy belief instrument. A preservice elementary scale. School Science and Mathematics, 90(8), 694-706.

Erden, E. (2007). The effects of in-service elementary teachers? science teaching self-efficacy beliefs on students? science attitudes and achiviements [Unpublished master’s thesis]. Ege University.

Eryılmaz, S., & Uluyol, Ç. (2015). Evaluation of FATIH project in the consideration of 21st century skills. Gazi University Journal of Gazi Educational Faculty, 35(2), 209-229.

Gibbs, G. (1994). Improving student learning. Theory and practice. Oxford: The Oxford Centre for Staff Development.

Günüç, S., Odabaşı, F. H., & Kuzu, A. (2013). The defining characterıstıcs of students of the 21st century by student teachers: A twitter activity. Journal of Theory and Practice in Education, 9(4), 436-455.

Hamurcu, H. (2006). Sınıf öğretmeni adaylarının fen öğretimine yönelik öz-yeterlik inançları [Self-suffered beliefs of class teacher candidates for science teaching]. Eurasian Journal of Educational Research (EJER), 24, 112-122.

Hasırcı, Ö. K. (2006). Sınıf öğretmenliği öğrencilerinin öğrenme stilleri: Çukurova Üniversitesi örneği [Learning styles of prospective primary school teachers: Çukurova university case]. Journal of Theory and Practice in Education, 2(1), 15-25.

Hazır-Bıkmaz, F. (2004). Self-efficacy belief instrument in science teaching. Educational Sciences and Practice, 1(2), 197-210.

İpekşen, S. (2019). Investigation of the relation between preservice science teachers' 21st century learner skills and learning formats, learning styles and multiple intelligence fields [Unpublished master’s thesis]. Kütahya Dumlupınar University.

İsrael, E. (2007). Self-regulation instruction, science achievement and self-efficacy [Unpublished doctoral dissertation]. Dokuz Eylül University.

International Society for Technology in Education [ISTE]. (2007). National educational technology standards for students. Retrieved from https://id.iste.org/docs/pdfs/20-14_ISTE_Standards-S_PDF.pdf

Karakaş, M. M. (2015). Investigation of the eight-grade secondary school students' levels of 21st century skills in science education [Unpublished master’s thesis]. Osmangazi University.

Karasar, N. (2016). Bilimsel araştırma yöntemi [Scientific research method] (31th ed.). Ankara: Nobel Akademik.

Karataş, E. (2014). A comperative analysis of teaching and learning styles in the education of social studies [Unpublished master’s thesis]. Gazi University.

Kartal, Ş. (2020). Examination of innovative thinking skills according to the views of pre-service social studies teacher [Unpublished master’s thesis]. Erzincan Binali Yıldırım University, Erzincan.

Kivunja, C. (2014). Teaching students to learn and to work well with 21st century skills: Unpacking the career and life skills domain of the new learning paradigm. International Journal of Higher Education, 1(4), 1-11. https://doi.org/10.5430/ijhe.v4n1p1.

Kıyasoğlu, E., & Çeviker-Ay, Ş. (2020). What are the views of classroom teachers on their levels of using 21st century learner and teacher skills? e-Kafkas of Educational Research, 7, 240-261. https://doi.org/10.30900/kafkasegt.689976

Korkmaz, H. (2019). The effect of argumentation based science learning approach to 7th grade students 'scientific epistemological beliefs and 21st century skills [Unpublished master’s thesis]. Muğla Sıtkı Koçman University.

Kurbanoğlu, S. (2004). Self-efficacy belief and its importance for information professionals. Information World, 5(2), 137-152.

Leithwood, K. (2007). What we know about educational leadership. In J.M. Burger, C. Webber & P. Knick. (Eds.) Intelligent Leadership (pp. 41–66). Springer.

Leung, T. W., Siu, O. L., & Spector, P. E. (2000). Faculty stressors, job satisfaction, and psychological distress among university teachers in Hong Kong: The role of locus of control. International Journal of Stress Management, 7(2), 121-138.

Lin, T. J., & Tsai, C. C. (2013). A multi-dimensional instrument for evaluating Taiwan high school students’ learning self-efficacy in relation to their approaches to learning science. International Journal of Science and Mathematics Education, 11(6), 1275-1301.

Menon, D. (2020). Influence of the sources of science teaching self-efficacy in preservice elementary teachers' identity development. Journal of Science Teacher Education, 31(4), 460-481. https://doi.org/10.1080/1046560X.2020.1718863

Menon, D., & Sadler, T. D. (2016). Preservice elementary teachers’ science self-efficacy beliefs and science content knowledge. Journal of Science Teacher Education, 27(6), 649-673. https://doi.org/10.1007/s10972-016-9479-y

Michaels, R., Truesdell, E., & Brown, B. (2015). Incorporating 21st-century skills into teacher preparation programs: A collaborative approach. Journal of Scholastic Inquiry: Education, 5(1), 47-72.

Ministry of National Education [MNE], (2018). İlköğretim kurumları fen bilimleri dersi öğretim programı [Primary education institutions science course curriculum]. Ankara: Board of Education.

Minton, D. (2005). Teaching skills in further and adult education (3rd ed.). Thomson Learning.

Morgan, N., & Saxton, J. (1994). Asking better questions. Ontario: Pembroke Publishers.

Morgil, İ., Seçken, N., & Yücel, A. S. (2004). Based on some investigation of self-efficacy beliefs of preservice chemistry teachers variables. Journal of Balikesir University Institute of Science and Technology, 6(1), 62-72.

Nouri, J., Zhang, L., Mannila, L., & Norén, E. (2020). Development of computational thinking, digital competence and 21st century skills when learning programming in K-9. Education Inquiry, 11(1), 1-17. https://doi.org/10.1080/20004508.2019.1627844

Orhan-Göksün, D. (2016). The relationship between 21st century learner skills use and 21st century teacher skills use [Unpublished doctoral dissertation]. Anadolu University.

Orhan-Göksun, D., & Kurt, A. A. (2017). The relationship between pre-service teachers’ use of 21st century learner skills and 21st century teacher skills. Education and Science, 42(190), 107-130.

Pana, G. U., & Escarlos, G. S. (2017). Contemporary teaching strategies on students’ attitude, academic performance and acquisition of the 21st century skills. International Journal of Scıentıfıc & Technology Research, 8(6), 332-337.

Partnership for 21st Century Learning [P21] (2016). Framework for 21st century learning. Retrieved from www.p21.org/about-us/p21-framework.

Pehlivanoğlu, S. (2011). Eğitimde inovasyon forumu açılış konuşması [Opening speech of the innovation forum in education]. Retrieved from http://www.selcukpehlivanoglu.com/?tag=egitimde-inovasyon

Ramsden, P. (2000). Learning to teaching in higher education. New York: Routhladge Falmer.

Rogers, E. M. (2010). Diffusion of innovations. Simon and Schuster.

Şahin, M. C. (2009). Instructional design principles for 21st century learning skills. Procedia Social and Behavioral Sciences, 1, 1464-1468.

Schunk, D. H. (2001). Social cognitive theory and self-regulated learning. In B. J. Zimmerman & D. H. Schunk (Eds.), Self-regulated learning and academic achievement: Theoretical perspectives (p. 125–151). Lawrence Erlbaum Associates Publishers.

Seçer, İ. (2015). SPSS ve Lisrel ile pratik veri analizi [SPSS ve Lisrel ile pratik veri analizi]. Ankara: Anı.

Senan, D. C. (2013). Infusing BSCS 5e instructional model with multimedia: Sta promising approach to develop 21 century skills. Manager’s Journal Educational Technology, 2(9), 1-7.

Senemoğlu, N. (2018). Gelişim öğrenme ve öğretimi: Kuramdan uygulamaya [Developmental learning and teaching: From theory to practice] (26th ed.). Ankara: Gazi.

Sinan O. (2007). Preservice primary science teachers' conceptual understanding about proteins and protein synthesis [Unpublished doctoral thesis]. Balıkesir University, Balıkesir.

Slater, J. J., & Ravid, R. (2010). Collaboration in education. Routledge.

Tennant, M., McMullen, C., & Kaczynski, D. (2009). Teaching, learning and research in higher education: A critical approach. Routledge.

Thomas, N. (2004). The concise adair on creativity and innovation. London: Thorogood.

Thomas, P. R., & Bain, J. D. (1984). Contextual dependence on learning approaches: The effects of assessments. Human Learning, 3, 227-240

Tican, C., & Deniz, S. (2019). Pre-Service teachers' opinions about the use of 21st century learner and 21st century teacher skills. European Journal of Educational Research, 8(1), 181-197.

Trilling, B., & Fadel, C. (2010). 21st century skills: Learning for life in our times. San Francisco: CA: John Wiley & Sons, Inc.

Tschannen-Moran, M., Hoy, A. W., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68(2), 202–248.

Tschannen-Moran, M., & Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and teacher education, 17(7), 783-805.

Tuncel, A. Z. (2009). Effects of an integrated curriculum implementation on the social development skills of 4th grade elementary education students [Unpublished doctoral dissertation]. Hacettepe University.

Voogt, J., & Roblin, N. P. (2012). A comparative analysis of international frameworks for 21st century competences: Implications for national curriculum policies. Journal of Curriculum Studies, 44(3), 299-321.

Wagner, T. (2008). Rigor redefined. Educational Leadership, 66(2). 20-25.

Yıldırım, F., & İlhan, İ. Ö. (2010). Genel öz yeterlilik ölçeği Türkçe formunun geçerlilik ve güvenilirlik çalışması [The validity and reliability of the general self-efficacy scale-Turkish form]. Turkish Journal of Psychiatry, 21(4), 301-308.

Yıldırım, H. İ., & Karataş, F. (2020). A study on the self-efficacy belief levels of secondary school students towards science learning. The Journal of Turkish Social Research, 24(1), 157-176.

Zorlu, Y. (2017). An investigation of the relationship between preservice science teachers' epistemological beliefs about the nature of science and their self-efficacy perceptions. Journal of Education and Practice, 8(7), 128-137.