کد مقاله | کد نشریه | سال انتشار | مقاله انگلیسی | نسخه تمام متن |
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1111200 | 1488385 | 2015 | 8 صفحه PDF | دانلود رایگان |
The purpose of this study is to explore the relationship between pre-service teachers’ self-efficacy in laboratory and their anxiety towards chemistry laboratory. Relational screening model was used in the study. “Laboratory Self-Efficacy Scale (LSES)” developed by Ekici (2009), was modified to be used on pre-service science teachers and “Chemistry Laboratory Anxiety Scale (CLAS)” developed by Bowen (1999) and adapted to Turkish by Azizoğlu&Uzuntiryaki (2006) were used as data collecting instruments. 363 Pre-service science teachers were sampling in the study. As a result, all relations between LSES and CLAS are found to be negative and meaningful. Within the scores of LSES, there is significant relationship in the gender and secondary school type, however there is no significant relationship in the frequency of laboratory usage in secondary and university education. In the CLAS scores, there are no significant results in gender, grade, the type of secondary school and the frequency of laboratory usage in secondary education, but there are significant results on the frequency of laboratory usage in university education.
Journal: Procedia - Social and Behavioral Sciences - Volume 174, 12 February 2015, Pages 43-50