Effect of Technology-Embedded Scientific Inquiry on Senior Science Student Teachers’ Self-Efficacy

Muammer Çalık

doi:10.12973/eurasia.2013.931a

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Muammer Çalık ¹ ^*

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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.

Keywords

environmental chemistry
student teacher
science education
self-efficacy

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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

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

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

Publication date: 14 Dec 2013

Article Views: 2417

Article Downloads: 987

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How to cite this article

APA

Çalık, M. (2013). Effect of Technology-Embedded Scientific Inquiry on Senior Science Student Teachers’ Self-Efficacy. Eurasia Journal of Mathematics, Science and Technology Education, 9(3), 223-232. https://doi.org/10.12973/eurasia.2013.931a

Vancouver

Çalık M. Effect of Technology-Embedded Scientific Inquiry on Senior Science Student Teachers’ Self-Efficacy. EURASIA J Math Sci Tech Ed. 2013;9(3):223-32. https://doi.org/10.12973/eurasia.2013.931a

AMA

Çalık M. Effect of Technology-Embedded Scientific Inquiry on Senior Science Student Teachers’ Self-Efficacy. EURASIA J Math Sci Tech Ed. 2013;9(3), 223-232. https://doi.org/10.12973/eurasia.2013.931a

Chicago

Çalık, Muammer. "Effect of Technology-Embedded Scientific Inquiry on Senior Science Student Teachers’ Self-Efficacy". Eurasia Journal of Mathematics, Science and Technology Education 2013 9 no. 3 (2013): 223-232. https://doi.org/10.12973/eurasia.2013.931a

Harvard

Çalık, M. (2013). Effect of Technology-Embedded Scientific Inquiry on Senior Science Student Teachers’ Self-Efficacy. Eurasia Journal of Mathematics, Science and Technology Education, 9(3), pp. 223-232. https://doi.org/10.12973/eurasia.2013.931a

MLA

Çalık, Muammer "Effect of Technology-Embedded Scientific Inquiry on Senior Science Student Teachers’ Self-Efficacy". Eurasia Journal of Mathematics, Science and Technology Education, vol. 9, no. 3, 2013, pp. 223-232. https://doi.org/10.12973/eurasia.2013.931a