Author(s): Didem INEL EKICI
In this research, it is aimed at determining the views and self-efficacy perceptions on design applications of experiment about different science issuesof pre-service primary teachers. Pre-service primary teachers, who have worked as groups for four-five people, designed different science experiments for every week in application process continuing for eight weeks. Pre-service teachers participated in the study presented their activities developed by them to friends and evaluated the all activities prepared by sharing their views with each other in the course of “Science Teaching Laboratory Application II”. 84 pre-service primary teachers participated in the study and the courses were carried out in the four different class. In the analysis of data obtained from the study, the frequencies and percentages of the answers given by pre-service primary teachers for each questionnaire item about the views and self-efficacy perceptions about the experiment technique and design applications of experiment were calculated. Besides, the answers given by preservice primary teachers for open-ended questions aimed at determining the factors affecting self-efficacy perceptions of pre-service teachers about design process of experiment were evaluated by using descriptive and content analysis methods. In the results of analysis data obtained from the research, it was concluded that most of pre-service primary teachers participated in the study had positive views about the using science experiments in science teaching and design applications of experiment. However, it was determined that self-efficacy perceptions about design applications of experiment of some pre-service primary teachers were affected from factors like the lack of knowledge in the field of science, the difficulty of designing science experiments, the appropriateness of issues for experimental techniques
The Journal of International Social Research received 7760 citations as per Google Scholar report
