Examining Science Teachers’ Attitudes towards Science in terms of Different Variables
DOI:
https://doi.org/10.61326/bes.v5i1.464Keywords:
Proficiency in teaching fields test, Science teacher, Scientific attitudeAbstract
Science teachers' attitudes toward science are one of the cornerstones of the education system. The main objective of this study is to examine the attitudes of science teachers working in Ankara toward science in terms of different variables. In addition, the study seeks to examine the relationship between teachers’ scores on the Teaching Field Knowledge Test (Öğretmenlik Alan Bilgisi Testi [ÖABT]) and their attitudes toward science. The correlational survey model was used in the study. The study group consisted of 450 science teachers working in schools affiliated with the Ministry of National Education in Ankara province. The data collection tools used were the "Scientific Attitude Scale" developed by Moore and Foy in 1997 and adapted into Turkish by Demirbaş and Yağbasan in 2006 and the "Demographic Information Form." The study examined teachers' scientific attitude scores according to variables such as gender, years of experience, Teacher Subject Knowledge Test score, educational status, participation in scientific activities, reading scientific publications, and following science news. The data were analyzed using the SPSS 27.0 statistical program. In the analysis of the data, parametric tests such as the t-test for independent groups, ANOVA, and Pearson correlation analysis tests were used. The research results show that science teachers' attitudes towards science do not differ according to gender and years of experience, but they do differ according to participation in scientific activities. A weak positive correlation was found between teachers' Teaching Field Knowledge Test scores and their scientific attitude scores.
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