Abstract:

The aim of this study is to determine pre-service science teachers' self-efficacy belief levels towards educational internet use and to find out what variables affect these beliefs. The participants of the research consist of 300 voluntary pre-service teachers, who study at the department of Science Teaching in a state university in the Black Sea region. 88 of these students are first year students, 65 of them are second year students, 67 of them are third year students, and 80 of them are fourth year students.  With the objective of determining self-efficacy beliefs of pre-services teachers towards educational internet use, ''Educational Internet Use Self-Efficacy Scale'', which was developed by Şahin (2009), was employed as the data collection tool of the study. The data retrieved from the participants were analyzed via Shapiro-Wilk normality test, independent groups t-test, and variance analysis (One-way ANOVA) techniques. The results of the research suggest that the participants' internet use self-efficacy beliefs towards educational purposes is affected by their technological knowledge level, whether they have their own computer or smart phone, their weekly use of technology and internet access durations. It was observed that variables such as gender, economic status, and academic GPA do not have a statistically significant difference on the participants' internet use self-efficacy beliefs towards educational purposes.  

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