Journal of Science Teacher Education

, Volume 23, Issue 8, pp 937–957

Modeling the Interrelationships Among Pre-service Science Teachers’ Understanding and Acceptance of Evolution, Their Views on Nature of Science and Self-Efficacy Beliefs Regarding Teaching Evolution

  • Gülsüm Akyol
  • Ceren Tekkaya
  • Semra Sungur
  • Anne Traynor
Article

DOI: 10.1007/s10972-012-9296-x

Cite this article as:
Akyol, G., Tekkaya, C., Sungur, S. et al. J Sci Teacher Educ (2012) 23: 937. doi:10.1007/s10972-012-9296-x

Abstract

This study proposed a path model of relationships among understanding and acceptance of evolution, views on nature of science, and self-efficacy beliefs regarding teaching evolution. A total of 415 pre-service science teachers completed a series of self-report instruments for the specified purpose. After the estimation of scale scores using unidimensional IRT models, path analysis suggested that sophisticated views on NOS were associated with higher levels of both understanding and acceptance of evolution, and the higher level of understanding of evolution was related to the higher level of acceptance of evolution. Besides, higher levels of both understanding and acceptance of the theory and naïve views on NOS were found to be associated with stronger self-efficacy beliefs for teaching evolution effectively.

Keywords

EvolutionNature of scienceSelf-efficacyPre-service science teachers

Copyright information

© The Association for Science Teacher Education, USA 2012

Authors and Affiliations

  • Gülsüm Akyol
    • 1
    • 2
  • Ceren Tekkaya
    • 1
  • Semra Sungur
    • 1
  • Anne Traynor
    • 3
  1. 1.Faculty of Education, Department of Elementary EducationMiddle East Technical UniversityAnkaraTurkey
  2. 2.Aksaray UniversityAksarayTurkey
  3. 3.College of Education, Measurement and Quantitative Methods ProgramMichigan State UniversityEast LansingUSA