Academic journal article Kuram ve Uygulamada Egitim Bilimleri

The Impact of Science-Fiction Movies on the Self- Efficacy Perceptions of Their Science Literacy of Science Teacher Candidates

Academic journal article Kuram ve Uygulamada Egitim Bilimleri

The Impact of Science-Fiction Movies on the Self- Efficacy Perceptions of Their Science Literacy of Science Teacher Candidates

Article excerpt

Scientific Literacy

Recent discoveries, technological breakthroughs, and the rapid pace of development in countries have led to a significant increase in the emphasis placed on scientific inquiry in particular and science in general. Different perspectives on traditional and modern scientific approaches have brought about innovations in various fields. Turkey follows this trend by describing science as a key criterion. This has increased the importance of both science and scientific knowledge, with many teaching programs at different levels focusing on the significance of scientific knowledge, distancing themselves from traditional educational approaches. Thus, the importance of science classes has been underlined. The vision of the Natural Sciences course was defined as "to educate all students as scientifically literate people, irrespective of their personal differences" (The Ministry of National Education General Directorate Board of Education, 2006, 2013). Çepni, Bacanak, and Küçük (2003) noted that the concept of natural science literacy, which was born at the end of the 1950s, was a main goal of education in the natural sciences, and that the natural science-technology-society movement gained significance.

The concept of natural science literacy entered discussions of education at the end of the 1950s, first introduced by (Hurd, 1958 as cited in Aslan, 2009; DeBoer, 2000; Laugksch, 2000; Turgut, 2005). In the literature, however, no common definition of this concept has been agreed upon (DeBoer, 2000; Laughksch, 2000; Turgut, 2005). According to the American Association for the Advancement of Science (AAAS, 1989), a science-literate person is "aware that science, mathematics, and technology are interdependent human enterprises with strengths and limitations; understands key concepts and principles of science; is familiar with the natural world and recognizes both its diversity and unity; and uses scientific knowledge and scientific ways of thinking for individual and social purposes" (AAAS, 1989 as cited in Cajas, 2001). The National Science Education Standards defines scientific literacy as having a certain level of science-related understanding to make sound personal choices, to engage in social and cultural debate, and to develop essential workplace skills (National Research Council, 1996).

Self-Efficacy Perception

Individuals' accumulation of knowledge and competencies in various fields vary depending on various factors, such as social and personal characteristics. Kurbanoğlu (2004) noted that the behaviors of human beings stem from their beliefs about their capacities rather than their competencies in achieving something, and connected this to humans' self-efficacy perceptions. The concept of self-efficacy perception came to prominence after Bandura showed how beliefs are related to behaviors in his social cognitive theory in 1986. Bandura defines self-efficacy as "the belief in one's capabilities to organize and execute the courses of action required to manage prospective situations" (Bandura, 1986).

Because individuals who have a strong belief in their capabilities tend to show a high level of endeavor and are willing to take on challenges even in risky conditions, the more a human being becomes aware of her/his self-efficacy and develops it, the more effectively and the more efficiently s/he works (Özgen & Bindak, 2008). While individuals who have high self-efficacy level are able to work in a more comfortable and efficient manner even while facing challenging situations, individuals with lower levels of self-efficacy believe what they will need to do is harder than it actually is (Yılmaz, Yılmaz, & Türk, 2010). In the development of self-efficacy perception, formal educational institutions and teachers are believed to be key, as well as the society itself. In this vein, teachers' efficiency and success in their teaching performances depend on their levels of self-efficacy perception. …

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