Self-Efficacy Perceptions of Science Teachers Regarding Content Knowledge

Authors

  • Berna Sari Institute of Education Sciences, Necmettin Erbakan University, Turkey.
  • Seyit Ahmet Kiray Ahmet Kelesoglu Education Faculty, Science Education Department, Necmettin Erbakan University, Turkey.

DOI:

https://doi.org/10.52634/mier/2021/v11/i1/1756

Keywords:

Science Content Knowledge, Case Study, Self Efficacy

Abstract

This study aims to determine the self-efficacy of science teachers regarding their content knowledge. The research was conducted using a multiple case study design. Three science teachers working in public schools were selected through purposive sampling. Personal interviews were used to collect the data for the study. The results showed that science teachers’ self-efficacy in physics, chemistry, biology, astronomy, earth sciences, scientific process skills and science-technology-society-environment (STSE) are different. The area where science teachers are weakest in terms of their content knowledge self-efficacy is STSE. Although sustainable development, socio-scientific issues, science and career awareness sub-dimensions in the STSE have taken place in the curriculum, the teachers were not aware of these dimensions. Based on the results, the researchers recommend that in-service training courses be organised to increase the self-efficacy of science teachers on content knowledge.

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Published

2021-05-15

How to Cite

Sari, B., & Kiray, S. A. (2021). Self-Efficacy Perceptions of Science Teachers Regarding Content Knowledge. MIER Journal of Educational Studies Trends and Practices, 11(1), 85–102. https://doi.org/10.52634/mier/2021/v11/i1/1756

Issue

Volume 11, Issue 1, May 2021

Section

Articles

License

The articles published in the MIER Journal of Educational Studies, Trends and Practics (MJESTP) are distributed under the terms of the Creative Commons Attribution License (CC BY 4.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.

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