Abstract:

The aim of this study is to determine the pre-school teachers' self-efficacy beliefs in science activities in pre-school curriculum. This research, a descriptive research design, using quantitative research methods, was conducted with 194 preschool teachers working in Diyarbakır city center. The data were collected by the sub-dimension of science activities of Self-Efficacy Belief Scale towards Activities in Pre-School Education Program. This data collection tool was developed by Koç, Sak and Kayri and it was revised in 2013. According to the results of the research, it is determined that pre-school teachers have high self-efficacy beliefs about science activities. According to the presence of a science center in the classes of pre-school teachers, there is a statistically significant difference among self-efficacy belief scores for science activities. In the scope of the research, it was also determined that the self-efficacy beliefs related to science activities of pre-school teachers did not differ significantly according to gender, graduation program, working experience, age group, number of students and the institutions which is being worked for. Another contribution of the study to the field can be shown as the validity and reliability of the science competencies sub-dimension of the data collection tool. The fact that many independent variables did not cause a significant difference of opinion and the number of students in some classes was problematic for pre-school education led to suspicions about effective classroom teaching for science activities. It is useful to evaluate the undergraduate programs of pre-school education critically.

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