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Using a quantitative survey design, data were collected from 322 third- or fourth-year participants in Turkey’s Central Anatolia Region during the 2016 fall semester. The Astronomy Teaching Self-Efficacy Belief Scale and SPSS 22 supported descriptive and inferential analyses. Results show no significant differences by gender, age, year, or prior astronomy course, while significant differences emerge by programme and participation in astronomy and sky-gazing activities.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/determining-pre-service-teachers-astronomy-related-self-efficacy-belief-levels/598373/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/determining-pre-service-teachers-astronomy-related-self-efficacy-belief-levels/598373.png","ImageObject",300,407,{"name":92,"@type":93},"A glass of water","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the aim of this research on pre-service teachers?","Question",{"text":112,"@type":113},"To reveal astronomy-related self-efficacy belief levels of pre-service teachers studying science education, primary school education, and social studies education programmes.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which variables showed no significant differences in astronomy self-efficacy total scores?",{"text":117,"@type":113},"Gender, age, year, and having taken a previous astronomy course showed no significant differences.",{"name":119,"@type":110,"acceptedAnswer":120},"Which factors were associated with significant differences in self-efficacy scores?",{"text":121,"@type":113},"Self-efficacy scores differed significantly by programme and by having taken part in astronomy and sky-gazing activities.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},598373,1792161652,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962090760832,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","doi: 10.26529/cepsj.1149  \nDetermining Pre-Service Teachers’ Astronomy-Related Self-Efficacy Belief Levels  \nEbru Ezberci Cevik*1 and Oktay Bektas2  \n• This study aims to reveal the astronomy-related self-efficacy beliefs of pre-service teachers studying science education, primary school education, and social studies education programmes. The study is conducted using the survey design, a quantitative research method. The study sample consists of 322 pre-service teachers in their third or fourth year of a science education, primary school education, or social studies education programme at a university in Turkey’s Central Anatolia Region during the 2016 fall semester. The Astronomy Teaching Self-Efficacy Belief Scale developed by Güneş was used as the data collection tool. SPSS 22 was used to analyse the data, and the analyses benefited from descriptive and inferential statistics. Based on the findings, the pre-service teachers’total scores for astronomy self-efficacy showed no significant difference in terms of certain variables (i.e., gender, age, year, and having taken a previous astronomy course) . However, significant differences were found regarding self-efficacy scores in terms of the programme and having taken part in astronomy and sky-gazing activity. Concerning the obtained results, the following suggestions can be made: pre-service teachers should be actively involved during the astronomy course, and their classroom management experiences should be promoted to improve their astronomy self-efficacy belief levels.  \nKeywords: astronomy education, astronomy self-efficacy belief, pre-service teacher  \n1 *Corresponding Author. Faculty of Education, University of Erciyes, Turkey; [ezbercicevik@erciyes.edu.tr](ezbercicevik@erciyes.edu.tr).  \n2 Faculty of Education, University of Erciyes, Turkey.  \n206 determining pre-service teachers’ astronomy-related self-efficacy belief levels  \nRavni prepričanja o samoučinkovitosti v povezavi s poznavanjem astronomije pri študentih pedagoškihsmeri  \nEbru Ezberci Cevik in Oktay Bektas  \n• Raziskava skuša predstaviti prepričanja o samoučinkovitosti glede zna-nja astronomije pri študentih pedagoških smeri naravoslovja, osnovnošolskega poučevanja in družboslovnih programov. Študija je bila izvedena z uporabo ankete, pri čemer se je poslužila kvantitativne raziskovalne paradigme. Vzorec sestoji iz 322 študentov pedagoških smeri naravoslovja v njihovem tretjem ali četrtem letniku, osnovnošolskega poučevanja ali družboslovja na univerzi osrednje turške pokrajine Anatolijev jesenskem semestru leta 2016. Kot pripomoček za zbiranje podatkov je bila uporabljena lestvica prepričanj o samoučinkovitost glede znanja astronomije, ki jo je razvil Günes. SPSS 22 je bil uporabljen za analizo podatkov, pri čemer ta obsega opisno in vzorčno statistiko. Na podlagi ugotovitev se rezultati statistično pomembno ne razlikujejo glede naspremenljivke spola, starosti, letnika in predhodnega obiskovanja predmeta astronomije, pomembne razlike pa so dokazane glede na študijski program in sodelovanje pri astronomiji ter pri opazovanju neba. Dobljeni izsledki dopuščajo naslednje sklepe: študentje pedagoških smeri bi morali aktivno sodelovati pri predmetu astronomije, v nadaljevanju pa bi se jih moralo spodbujati pri upravljanju razreda, da se izboljša tudinjihova prepričanja o samoučinkovitosti glede znanja astronomije.  \nKljučne besede: poučevanje astronomije, prepričanje osamoučinkovitosti glede znanja astronomije, študentje pedagoškihsmeri  \nIntroduction  \nThe process of learning science involves a combination of observations and interpretations that enable students’ meaningful learning (Pundak et al., 2017). As a result, astronomy has become included in this combination. Therefore, having individuals who have been interested in the sky since an early age continue these interests using the knowledge they gain from scientifically reliable sources by observing and interpreting is considered necessary.  \nFrom an interna","cbCailr8tWnSDKmY","https://ap.wps.com/l/cbCailr8tWnSDKmY","pdf",274169,29,"English","# Introduction\n## Study focus and learning context\n## International approaches to teaching astronomy\n## Turkey’s astronomy curriculum emphasis","[{\"question\":\"What is the aim of this research on pre-service teachers?\",\"answer\":\"To reveal astronomy-related self-efficacy belief levels of pre-service teachers studying science education, primary school education, and social studies education programmes.\"},{\"question\":\"Which variables showed no significant differences in astronomy self-efficacy total scores?\",\"answer\":\"Gender, age, year, and having taken a previous astronomy course showed no significant differences.\"},{\"question\":\"Which factors were associated with significant differences in self-efficacy scores?\",\"answer\":\"Self-efficacy scores differed significantly by programme and by having taken part in astronomy and sky-gazing activities.\"}]","Determining Pre-Service Teachers’ Astronomy-Related Self-Efficacy Belief Levels | PDF",1792086810,73]