ABSTRACT

The present study aimed to develop science teaching competence belief scale (STCBS). Secondly, the study also investigated whether science teachers (STs) and pre-service science teachers’ (PSTs) competence beliefs regarding science teaching in the resource room differed with respect to certain variables. Another purpose was to determine the predictive effect of gender, education level, legislation knowledge, self-confidence, affective tendencies and knowledge and skills related to some key concepts on STs and PSTs’ science teaching competence belief (STCB) scores. Quantitative research methods were used in this study. The research data were collected from 336 STs and PSTs for the validity and reliability of the STCBS. According to the exploratory factor analysis results conducted after item analysis, the scale consisted of 35 items with five sub-dimensions. The Cronbach’s alpha reliability coefficient of the overall scale was found to be 0.92. The STCBS was applied to 287 STs and PSTs to determine whether there was a predictive effect of certain variables on STs and PSTs’ STCB scores. The results of the study revealed significant differences in favour of fourth-grade PSTs and in favour of PSTs who took special education lessons. As a result, it was found that there was a negative relationship between STs’ workload and STCB scores. Also, there was a positive relationship between professional experience and STs’ responsibilities to teach science to special education students. The study also revealed that collaboration with special education teachers, parents and school administration increased STs’ STCB scores. In addition, there was no relationship between the resource room experiences of STs and STCB scores. The results of the study demonstrated that gender, self-confidence, affective tendencies and knowledge and skills related to mainstreaming/inclusion and evaluation from key concepts were significant predictors of STCB.

抽象的

本研究旨在发展科学教学能力信念量表（STCBS）。其次，该研究还调查了关于资源室中科学教学的理科教师（ST）和职前理科教师（PSTs）的能力信念在某些变量方面是否存在差异。另一个目的是确定性别，教育水平，立法知识，自信心，情感倾向以及与科学技术人员和科学技术人员的科学教学能力信念（STCB）分数相关的一些关键概念相关的知识和技能的预测效果。在这项研究中使用了定量研究方法。从336个ST和PST收集研究数据，以证明STCBS的有效性和可靠性。根据项目分析后进行的探索性因素分析结果，规模包括35个项目和5个子维度。发现整个规模的Cronbach's alpha可靠性系数为0.92。将STCBS应用于287个ST和PST，以确定某些变量是否对ST和PST的STCB分数具有预测作用。研究结果表明，支持四年级PST和接受特殊教育课程的PST存在显着差异。结果，发现ST的工作量与STCB分数之间存在负相关关系。此外，专业经验与科学技术学校向特殊教育学生教授科学的责任之间存在正相关关系。研究还显示，与特殊教育老师，家长和学校行政管理部门的合作提高了ST的STCB分数。此外，ST的资源室体验与STCB分数之间没有关系。研究结果表明，性别，自信心，情感倾向以及与主流/包容性相关的知识和技能以及关键概念的评估是STCB的重要预测指标。