Effect of Technology-Embedded Scientific Inquiry on Senior Science Student Teachers’ Self-Efficacy
Muammer Çalık 1 *
More Detail
1 Karadeniz Technical University, TURKEY
* Corresponding Author

Abstract

The aim of this study was to investigate the effect of technology-embedded scientific inquiry (TESI) on senior science student teachers’ (SSSTs) self-efficacy. The sample consisted of 117 SSSTs (68 females and 49 males aged 21-23 years) enrolled in an Environmental Chemistry elective course. Within a quasi-experimental design, the technology-embedded scientific inquiry self-efficacy adapted from Ebenezer (2008), was used to collect data. The results revealed that the proposed TESI model was acceptable and feasible for the related context. Also, it can be deduced that interaction amongst the three hallmarks of the TESI model resulted in increasing the SSSTs’ self-efficacy. A longitudinal study with the science student teachers is suggested to get more detailed information concerning applicability of the TESI model and TESI self-efficacy.

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

https://doi.org/10.12973/eurasia.2013.931a

EURASIA J Math Sci Tech Ed, 2013 - Volume 9 Issue 3, pp. 223-232

Publication date: 14 Dec 2013

Article Views: 1059

Article Downloads: 301

Open Access References How to cite this article