Özet:

In this study; eight methods and environments have been collectively conceptualized as innovative science teaching methods and the results obtained from the implementation of a training program which has been designed to improve educational activity design skills of prospective science teachers in this context have been reported. The study follows a single group pre-test post-test research model and investigates the results of an intervention participated by 32 prospective science teachers who were selected from among 3rd year undergraduate students enrolled at 17 Turkish universities. Program evaluation has been conducted based on results collected via the instruments of Science Education Attitude Scale; Science Education Self-Efficacy Belief Scale and Questionnaire for Determining Knowledge and Activity-Design Self-Efficacy in Innovative Science Education Methods and Environments. Results have shown that science education attitude has statistically significantly increased in participating prospective science teachers but this was not the case in overall science teaching self-efficacy belief. Questionnaire results have shown that self-efficacy particularly in both knowledge and activity-design domains pertaining to all eight categories have increased; with the exception being knowledge in cooperative learning. Additionally; a conceptualization proposal for the so-called innovative science teaching methods; and preliminary instructional design work for training programs that target pre-service science teachers and aim to help them foster skills in designing classroom activities with the said methods, has been laid out.

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