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

被引：0
|
作者：
Calik, Muammer [1 ]
机构：
[1] Karadeniz Tech Univ, Trabzon, Turkey
来源：
EURASIA JOURNAL OF MATHEMATICS SCIENCE AND TECHNOLOGY EDUCATION | 2013年 / 9卷 / 03期
关键词：
environmental chemistry; student teacher; science education; self-efficacy; TEACHING SCIENCE; KNOWLEDGE; CONTEXT; ENVIRONMENT; EDUCATION; BELIEFS; ISSUES; SKILLS;
D O I：
暂无
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
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.
引用
收藏
页码：223 / 232
页数：10
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