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Knowledge and Risk–Benefit Perception as Predictors of Preservice Science Teachers’ Self-Efficacy Beliefs for Socioscientific Issues–Based Instruction

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Abstract

This paper aims to explore the direct relationships between preservice science teachers’ knowledge and risk–benefit perceptions, and self-efficacy beliefs for socioscientific issues–based instruction in the context of genetically modified foods. Data were collected from 1077 junior and senior preservice science teachers and analysed by structural model analysis. Three instruments were used to collect data: Self-Efficacy Beliefs for Genetically Modified Foods–Based Instruction Instrument, Genetically Modified Foods Risk and Benefit Perception Scale, and Genetically Modified Foods Knowledge Scale. Findings of the study showed that preservice science teachers’ self-efficacy beliefs for teaching socioscientific issues–based instruction in the context of genetically modified foods are significantly correlated to their genetically modified foods knowledge and risk perception. Data analysis also showed that benefit perception regarding the socioscientific issue is not correlated to preservice science teachers’ self-efficacy beliefs for teaching in the context of genetically modified foods. Moreover, it was revealed that preservice science teachers’ genetically modified foods knowledge is significantly correlated to their genetically modified foods benefit perception but not to their risk perception. Findings of the study were discussed in light of teacher self-efficacy beliefs literature and implications were provided.

Résumé

Cet article cherche à explorer les relations directes qui peuvent exister entre les connaissances et les perceptions des risques et avantages des enseignants de sciences en formation initiale et leur sentiment d’efficacité personnelle à l’égard de l’enseignement fondé sur des questions socioscientifiques dans le contexte des aliments génétiquement modifiés. Les données ont été recueillies auprès de 1 077 enseignants de sciences en formation initiale débutants et avancés (dans leur programme) puis elles furent analysées par modèle structurel. On a utilisé les trois instruments suivants pour recueillir les données: l’instrument mesurant les convictions d’auto-efficacité à l’égard de l’enseignement fondé sur les aliments génétiquement modifiés, l’échelle de perception des risques et avantages des aliments génétiquement modifiés et l’échelle de connaissances des aliments génétiquement modifiés. Les résultats de l’étude indiquent que les convictions d’efficacité personnelle des enseignants de sciences en formation initiale en ce qui concerne l’enseignement des enjeux socioscientifiques dans le contexte des aliments génétiquement modifiés sont nettement corrélées à leur degré de connaissances des aliments génétiquement modifiés et à leur perception des risques associés. L’analyse des données a également montré que la perception des avantages en ce qui a trait aux questions socioscientifiques n’est pas corrélée aux convictions d’auto-efficacité des enseignants de sciences en formation initiale à l’égard de l’enseignement dans le contexte des aliments génétiquement modifiés. En outre, on a découvert que la connaissance qu’ont les enseignants de sciences en formation initiale des aliments génétiquement modifiés est fortement corrélée à leur perception des avantages associés aux aliments génétiquement modifiés, mais pas à leur perception des risques associés. À la lumière de la documentation portant sur les convictions d’efficacité personnelle des enseignants, on a commenté les conclusions de l’étude puis fait des remarques sur les implications de ces constatations.

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Funding

This work was supported by The Scientific and Technological Research Council of Turkiye (TUBITAK-2214-A Program).

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Authors and Affiliations

  1. Faculty of Educational Sciences, BAUSTEM, Bahcesehir University, Istanbul, Turkey

    Nilay Ozturk

  2. Faculty of Education, Department of Mathematics and Science Education, Middle East Technical University, Ankara, Turkey

    Ozgul Yilmaz-Tuzun

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  1. Nilay Ozturk
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Correspondence to Nilay Ozturk.

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Ozturk, N., Yilmaz-Tuzun, O. Knowledge and Risk–Benefit Perception as Predictors of Preservice Science Teachers’ Self-Efficacy Beliefs for Socioscientific Issues–Based Instruction. Can. J. Sci. Math. Techn. Educ. 22, 915–930 (2022). https://doi.org/10.1007/s42330-022-00249-8

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