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

Muammer Çalık

doi:10.12973/eurasia.2013.931a

Full Text (PDF)

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.

Keywords

environmental chemistry
student teacher
science education
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: 2228

Article Downloads: 910

Open Access References How to cite this article

References

Aksit, N. (2007). Educational reform in Turkey. International Journal of Educational Development, 27, 129-137.
Adams, D.D. & Shrum, J.W. (1990). The effects of microcomputer-based laboratory exercises on the acquisition of line graph construction and interpretation skills by high school biology students. Journal Research in Science Teaching, 27(8), 777-787.
Avery, L. M. & Meyer, D. Z. (2012), Teaching science as science is practiced: opportunities and limits for enhancing preservice elementary teachers' self-efficacy for science and science teaching. School Science and Mathematics, 112, 395–409
Ayas, A., Özmen, H. & Çalık, M. (2010). Students' conceptions of the particulate nature of matter at secondary and tertiary level. International Journal of Science and Mathematics Education, 8(1), 165-184
Aydeniz, M., Baksa, K. & Skinner, J. (2010). Understanding the impact of an apprenticeship-based scientific research program on high school students’ understanding of scientific inquiry. Journal of Science Education and Technology, 20(4), 403-421.
Ayvacı, H.Ş., Özsevgeç, T. & Aydın, M. (2004). A pilot study of effect of data logger on Ohm Laws [Data logger cihazının ohm kanunu üzerindeki pilot uygulaması]. The Turkish Journal of Educational Technology, 3(3), article 13.
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W. H. Freeman and Company
Banks, L.D., Elser, M. & Saltz C.(2005). Analysis of the K-12 component of the central arizona-phoenix long-term ecological research (CAP LTER) Project. Environmental Education Research, 11(5), 649-663.
Bell, P., & Linn, M. (2000). Scientific arguments as learning artifacts: Designing for learning from the Web with KIE. International Journal of Science Education, 22(8), 797- 817.
Calik, M. (2011). How did creating constructivist learning environment influence graduate students’ views? Energy, Education, Science and Technology Part B Social and Educational Studies, 3(1), 1-13.
Chen, W., Tan, N.Y.L., Looi, C.K., Zhang, B. & Seow, P.S.K. (2008). Handheld computers as cognitive tools: Technology-enhanced environmental learning. Research and Practice in Technology Enhanced Learning, 3(3), 231–252.
Çalık, M., Ayas, A. & Coll, R.K. (2010). Investigating the effectiveness of usage of different methods embedded with four-step constructivist teaching strategy. Journal of Science Education and Technology, 19(1), 32–48
Çalık, M. & Coll, R.K. (2012). Investigating socioscientific issues via scientific habits of mind: Development and validation of the scientific habits of mind survey (SHOMS). International Journal of Science Education, 34(12), 1909-1930.
Çalık, M. & Eames, C. (2012). The Significance of national context: A comparison of environmental education in Turkey and New Zealand. Asia Pacific Education Researcher, 21(3), 423-433
Çalik, M., Coştu, B., Ültay, N., Aytar, A., Artun, H., Özsevgeç, T., Ebenezer, J. & Küçük, Z. (2011). A thematic review of technology embedded science inquiry. Paper presented at World Conference on New Trends in Science Education, September 19-23, Kuşadası, Turkey
Çalık, M., Okur, M. & Taylor, N. (2011). A comparison of different conceptual change pedagogies employed within the topic of “sound propagation”. Journal of Science Education and Technology, 20, 729-742
Çalik, M., Özsevgeç, T., Küçük, Z., Aytar, A., Artun, H., Kolayli, T., Kiryak, Z., Ültay, N., Turan, B., Ebenezer, J., & Coştu, B. (2012). Analyzing senior science student teachers’ environmental research projects of scientific inquiry: A preliminary study. Procedia - Social and Behavioral Sciences, 46, 379–383.
Dori, Y. J. & Sasson, I. (2008). Chemical understanding and graphing skills in an honors case-based computerized chemistry laboratory environment: The value of bidirectional visual and textual representations. Journal of Research in Science Teaching, 45(2), 219-250.
Duschl, R. & Osborne, J. (2002). Supporting and promoting argumentation discourse in science education. Studies in Science Education, 38, 39-72.
Ebenezer, J. (2008). Technology-embedded scientific inquiry classroom observation protocol. Developed under NSF-ITEST-TITiC (2004-2007) project. Unpublished, Wayne State University, Detroit, MI.
Ebenezer, J. V., Lugo, F., Beirnacka, B. & Puvirajah, A. (2003). Community building through electronic discussion boards: Pre-service teachers’ reflective dialogues on science teaching. Journal of Science Education and Technology, 12(4), 397-411
Ebenezer, J.V. (2001). A hypermedia environment to explore and negotiate students’ conceptions: Animation of the solution process of table salt. Journal of Science Education and Technology, 10(1), 73-92.
Ebenezer, J.V., Columbus, R., Kaya, O.N., Zhang, L. & Ebenezer, D.L. (2012). One science teacher’s professional development experience: A case study exploring changes in students’ perceptions of their fluency with innovative technologies. Journal of Science Education and Technology, 21(1), 22-37.
Ebenezer, J.V., Kaya, O.N. & Ebenezer, D.L. (2011). Engaging students in environmental research projects: Perceptions of fluency with innovative technologies and levels of scientific inquiry abilities. Journal of Research in Science Teaching, 48(1), 94-116.
Friedrichsen, P.M., Munford, D. & Orgill, M (2006). Brokering at the boundary: A prospective science teacher engages students in inquiry. Science Education, 90(3), 522-543.
Hair, J. F. Jr., Black, W. C., Babin, B. J., Anderson, R. E., & Tatham, R. L. (2006). Multivariate data analysis (6th ed.). New Jersey: Prentice-Hall International.
Hoadley, C. M. & Linn, M. C. (2000). Teaching science through online, peer discussions: SpeakEasy in the knowledge integration environment. International Journal of Science Education, 22(8), 839- 857
Hoban, G., Loughran, J. & Nielsen, W. (2011). Slowmation: preservice elementary teachers representing science knowledge through creating multimodal digital animations. Journal of Research in Science Teaching, 48(9), 985-1009.
Hogan, K., Nastasi, B. K. & Pressley, M. (2010). Discourse patterns and collaborative scientific reasoning in peer and teacher-guided discussions. Cognition and Instruction, 17(4), 379-432.
Karslı, F. & Çalık, M. (2012). Can freshman science student teachers’ alternative conceptions of ‘electrochemical cells’ be fully diminished? Asian Journal of Chemistry, 24(2), 485-491
Klem, L. (2000). Structural equation modeling. In L. Grimm & P. Yarnold (Eds.), Reading and understanding multivariate statistics (Vol. II). Washington, DC: American Psychological Association.
Kline, R. B. (2005). Principles and practice of structural equation modeling (2nd ed.). New York: Guilford Press.
Kutluca, T. (2012). The feasibility of computer assisted instructional materials developed on the subject of quadratic functions. Energy Education Science Technology, Part B: Social and Educational Studies, 4(4), 1879-189
Kwon, O.N. (2002). The effect of calculator-based ranger activities on students’ graphing ability. School Science and Mathematics, 102(2), 57-67.
Lapp, D. A. & Cyrus V. F. (2000). Using data collection devices to enhance students’ understanding. Mathematics Teacher, 93(6), 504-510.
Liang, L.L., Ebenezer, J. & Yost, D.S. (2010). Characteristics of pre-service teachers’ online discourse: The study of local streams. Journal of Science Education and Technology, 19(1), 69-79.
Linn, M. C., Clark, D. & Slotta J. D. (2003). WISE design for knowledge integration. Science Education, 87, 517– 538.
Lumpe, A., Czerniak, C., Haney, J. & Beltyukova, S. (2012). Beliefs about teaching science: The relationship between elementary teachers’ participation in professional development and student achievement, International Journal of Science Education, 34(2), 153-166
McDonald, R. P., & Ho, R. H. (2002). Principles and practice in reporting structural equation analyses. Psychological Methods, 7, 64–82.
Means, B. (1998). Melding authentic science, technology, and inquiry-based teaching: Experiences of the GLOBE program. Journal of Science Education and Technology, 7(1), 97-105.
Moseley, C., Reinke, K. & Bookout, V. (2002). The effect of teaching outdoor environmental education on preservice teachers’ attitudes toward self-efficacy and outcome expectancy. The Journal of Environmental Education, 34(1), 9–15
Nelson, B., Ketelhut, D. J., Clarke, J., Bowman, C., & Dede, C. (2005). Design-based research strategies for developing a scientific inquiry curriculum in a multi-user virtual environment. Educational Technology, 45(1), 21–27.
Özsevgeç, T. (2011). Computer literacy of Turkish preservice teachers in different teacher training programs. Asia Pacific Education Review, 12(1), 13–21.
Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research, 66(4), 543-578.
Reid-Griffin, A. & Carter, G. (2008). Uncovering the potential: the role of technologies on science learning of middle school students. International Journal of Science and Mathematics Education, 6, 329-349
Sadler, T.D. (2009). Situated learning in science education: Socio-scientific issues as contexts for practice. Studies in Science Education, 45(1), 1–42.
Sandoval, W.A. & Reiser B.J. (2003). Explanation-driven inquiry: Integrating conceptual and epistemic scaffolds for scientific inquiry. Science Education, 88(3), 345-372.
Schultz, S. (2003). Promoting powerful teaching and students' learning in science using probeware. In D. Lassner & C. McNaught (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2003 (pp. 1849-1851), Chesapeake, VA: AACE.
Schwartz, R.S., Lederman, N.G. & Crawford, B.A. (2004). Developing views of nature of science in an authentic context: an explicit approach to bridging the gap between nature of science and scientific inquiry. Science Education, 88, 610-645.
Sia, A. (1992). Preservice elementary teachers' perceived efficacy in teaching environmental education: A preliminary study. Paper presented at the Annual Meeting of the ECO-ED North American Association for Environmental Education, Toronto, Ontario, Canada
Tal, R. & Hockberk, N. (2003). Assessing high order thinking of students participating in the “WISE” project in Israel. Studies in Educational Evaluation, 29, 69-89.
Teo, T. & Ursavaş, Ö.F. (2012). Technology acceptance of pre-service teachers in Turkey: A cross-cultural model validation study. International Journal of Instructional Media, 39(3), 193-201.
Trochim, W.M.K. (2001). The research methods knowledge base, 2nd ed. Cincinnati: Atomic Dog Publishing.
Ültay, N. & Çalık, M. (2012). Trends in studies into the effectiveness of context-based chemistry curricula. Journal of Science Education and Technology, 26(6), 686-701
Vries, D., Lund, K. & Baker, M. (2002). Computer-mediated epistemic dialogue: Explanation and argumentation as vehicles for understanding scientific notions. The Journal of Learning Sciences, 11(1), 63-103.
Yılmaz, H., & Huyugüzel-Cavas, P. (2008). The effect of the teaching practice on pre-service elementary teachers' science teaching efficacy and classroom management beliefs. Eurasia Journal of Mathematics, Science & Technology Education, 4, 45–54.

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