PROSPECTIVE PHYSICS TEACHERS’ SELF-EFFICACY BELIEFS ABOUT TEACHING AND CONCEPTUAL UNDERSTANDINGS FOR THE SUBJECTS OF FORCE AND MOTION

Rabia Tanel

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PROSPECTIVE PHYSICS TEACHERS’ SELF-EFFICACY BELIEFS ABOUT TEACHING AND CONCEPTUAL UNDERSTANDINGS FOR THE SUBJECTS OF FORCE AND MOTION

Title	PROSPECTIVE PHYSICS TEACHERS’ SELF-EFFICACY BELIEFS ABOUT TEACHING AND CONCEPTUAL UNDERSTANDINGS FOR THE SUBJECTS OF FORCE AND MOTION
Publication Type	Journal Article
Year of Publication	2013
Authors	Tanel, R
Journal	Journal of Baltic Science Education
Volume	12
Issue	1
Start Page	6-20
Date Published	March/2013
Type of Article	Original article
ISSN	1648-3898
Other Numbers	ICID: 1037479
Keywords	Conceptual Understanding, force and motion, physics education, Self Efficacy, teacher self efficacy
Abstract	The aim of this study is to determine the self-efficacy beliefs of prospective physics teachers about teaching the subjects of Force and Motion and their conceptual understanding on the subjects. Also, relationship between the self efficacy beliefs and conceptual understanding was investigated. Additionally, the effects of a teaching sequence upon aforementioned variables were examined. Data was collected through Force Concept Inventory and The Scale of Self-Efficacy about Teaching the Subjects of Force and Motion. The findings revealed that prospective physics teachers didn’t have a sufficient conceptual understanding of Force and Motion, although they had high self efficacy beliefs about teaching the subject. A positive but weak correlation between self efficacy beliefs and conceptual understanding was found. The teaching sequence led to a statistically significant improvement in the prospective teachers’ self efficacy beliefs about teaching and their conceptual understanding of the subjects. The teaching sequence also led to enhance congruence between the variables.
URL	http://oaji.net/articles/2015/987-1425757515.pdf
DOI	10.33225/jbse/13.12.06
Refereed Designation	Refereed
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