Özet:

Education-based media tools are an effective tool in improving the potential of teachers candidates. The purpose of this study is to use some films selected to support the curriculum in the education of science knowledge teachers candidates as a teaching tool. The five films selected in this context are the main element of seven-week training. The examples of the research are made up of 60 science teachers candidates. The data is collected by three data collection tools as pre-test and final-test. The scales used in the research are in the form of the Teacher's Self-Competence Scale (DASTT-C), the Science Teaching Self-Competence Faith Scale (FÖYÖ), the Self-Crypting Test (DASTT-C) as a Teacher of Science. For the first two scales, samples depending on the SPSS statistical package program have been tested. For the DASTT-C drawings, it is evaluated according to the degree scale. The results showed that teachers' knowledge candidates have significant differences in both teachers' self-capacity beliefs in the final test points and teachers' self-capacity beliefs in the final test points. After the training, it has been seen that science knowledge teachers candidates show more student-centered teaching style.

Özet:

Educational media has the potential to foster pre-service science teacher education in many ways. The purpose of this study was to explore the possibility of using selected movies as an educational media and resource for pre-service science teacher education as an extracurricular activity, and therefore five selected movies were used as a backbone for a seven-week training. The sample of the study consisted of 60 pre-service science teachers who attended this training. The data were collected through 3 instruments as pre and posttests. These are Teachers’ Sense of Efficacy Scale (TSES), The Science Teaching Efficacy Belief Instrument (STEBI) and Draw-A-Science-Teacher-Test-Checklist (DASTT-C), respectively. For the first two instruments, a dependent t-test was carried out as a statistical procedure with SPSS. The DASTT-C drawings were evaluated according to its scoring sheet. The results indicated that there is a statistically significant increase in both pre-service science teachers’ efficacy beliefs and their science teaching efficacy beliefs based on our statistical analysis. Pre-service science teachers presented more student-centered instructional style qualifications after the training.

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