The analyze of prospective teachers' self efficacy and attitude towards science teaching according to learning styles [öğretmen adaylarinin fen öğretimi öz-yeterlik inançlari ile tutumlarinin öğrenme stillerine göre analizi]

This research was conducted with the aim of analyzing prospective science teachers' the self-efficacy beliefs and attitudes towards science teaching according to learning styles. The research was carried out with a total of 902 science teacher candidates (660 female, 242 male students) from 1st, 2nd, 3rd and 4th grades of 3 state universities within Ankara. The data was collected by means of the science teaching self-efficacy belief scale, science teaching attitude scale and learning styles inventory. The results of the research showed that the scale of science teaching self-efficacy of science teacher candidates is at a good level in sub-dimension of personal self-efficacy and result expectation. Moreover, analysis results demonstrated that prospective science teachers develop positive attitude towards science teaching and possess different learning styles. Furthermore, it was deducted that prospective science teachers differentiate in their attitudes towards science teaching in parallel to self-efficacy belief compared to learning styles. According to this results, it was determined that attitude scores of prospective science teachers having accommodating and diverging learning styles were higher than attitude scores of prospective science teachers having converging and assimilating learning styles. Also, it was determined that self-efficacy beliefs scores of prospective science teachers having diverging learning styles were higher than self-efficacy beliefs scores of prospective science teachers having converging learning styles