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Data from 289 participants from Programme-I and Programme-II were analysed with independent-samples t-tests, using a laboratory use self-efficacy scale. Total scores are significantly higher for Programme-I, and Programme-I also outperforms Programme-II in physical environment and equipment, working independently, and crisis management. No significant programme differences emerge for applying scientific process skills.",{"@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/laboratory-use-self-efficacy-of-turkish-pre-service-science-teachers-trained-in-different-teacher-education-programmes/598457/",{"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/laboratory-use-self-efficacy-of-turkish-pre-service-science-teachers-trained-in-different-teacher-education-programmes/598457.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":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the study’s main purpose?","Question",{"text":112,"@type":113},"To compare laboratory use self-efficacy of Turkish pre-service science teachers trained in two different teacher education programme structures.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the research conducted and analysed?",{"text":117,"@type":113},"The study used a causal-comparative quantitative design. Data from 289 pre-service teachers were collected with a laboratory use self-efficacy scale and analysed using independent-samples t-tests.",{"name":119,"@type":110,"acceptedAnswer":120},"What results did the study find between Programme-I and Programme-II?",{"text":121,"@type":113},"Programme-I participants showed significantly higher total laboratory use self-efficacy and were higher in physical environment and equipment, working independently, and crisis management, while scientific process skills showed no significant difference.","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},598457,1792166092,{"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":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":56,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},962090760832,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","DOI: [https://doi.org/10.26529/cepsj.1571](https://doi.org/10.26529/cepsj.1571)  \nLaboratory Use Self-Efficacy of Turkish Pre-Service Science Teachers Trained in Different Teacher Education Programmes  \nOktay Kizkapan*1, Nagihan Tanık Önal 2 and Asli Saylan Kirmizigül3  \n• In Türkiye, the science teacher education programme changed in 2018. While physics, chemistry and biology courses were taught through theoretical and laboratory applications in the previous programme (Programme-I), the course hours of these courses were reduced and laboratory hours were abolished in the new programme (Programme-II) . The present research, which adopts a causal-comparative design of quantitative research, aims to compare the laboratory self-efficacy of pre-service science teachers who attended these two science teacher education programmes. The research data was collected from 289 pre-service science teachers educated in Programme-I and II through the science laboratory use self-efficacy scale and then analysed using the independent samples t-test. The results show that the total scores of laboratory use self-efficacy of pre-service science teachers trained in Programme-I is significantly higher. The scores ofthe pre-service science teachers from Programme-I were also found to be significantly higher than those from Programme-II in terms of the sub-dimensions using the physical environment and equipment, working independently, and crisis management. On the other hand, there was no significant difference between the two programmes in the sub-dimension applying scientific process skills. These results and their implications are discussed in the light of current literature.  \nKeywords: self-efficacy, science laboratory, teacher education, preservice science teachers  \n1 *Corresponding Author. Nevşehir Hacı Bektaş Veli University, Nevşehir, Türkiye; [okizkapan@nevsehir.edu.tr](okizkapan@nevsehir.edu.tr).  \n2 Nigde Omer Halisdemir University, Niğde, Türkiye.  \n3 Faculty of Education, Erciyes University, Kayseri, Türkiye.  \n196 laboratory use self-efficacy of turkish pre-service science teachers trained in ...  \nSamoučinkovitost uporabe laboratorija pri turških študentih, bodočih učiteljih naravoslovja, ki so seusposabljali v različnih programih izobraževanjaučiteljev  \nOktay Kizkapan, Nagihan Tanık Önal in Asli Saylan Kirmizigül  \n• V Turčiji se je program izobraževanja učiteljev naravoslovja leta 2018 spremenil. Medtem ko smo v prejšnjem programu (Program-I) predmete s področij fizike, kemije in biologije poučevali s teoretično in z laboratorijsko uporabo, so se v novem programu (Program-II) ure teh predmetov skrajšale, laboratorijske ure pa so bile ukinjene. Namen teraziskave, ki uporablja vzročno-primerjalno zasnovo kvantitativne raziskave, je primerjati laboratorijsko samoučinkovitost študentov, bodočihučiteljev naravoslovja, ki so se udeležili teh programov izobraževanjaučiteljev naravoslovja. Raziskovalni podatki so bili zbrani na vzorcu 289 študentov, bodočih učiteljev naravoslovja, ki so se izobraževali v programih I in II, s pomočjo lestvice samoučinkovitosti uporabe naravoslovnega laboratorija, nato pa so bili analizirani s t-testom za neodvisnevzorce. Rezultati kažejo, da je skupni rezultat samoučinkovitosti uporabe laboratorija pri študentih, bodočih učiteljih naravoslovja, ki so seizobraževali v Programu-I, bistveno višji. Ugotovljeno je bilo tudi, da sorezultati študentov, bodočih učiteljev naravoslovja, ki so se usposabljaliv programu I, bistveno višji od tistih iz programa II glede naslednjih poddimenzij: uporaba fizičnega okolja in opreme, samostojno delo in obvladovanje kriznih situacij. Po drugi strani pa med obema programoma ni bilo pomembnih razlik pri poddimenziji rabe zmožnosti znanstvenega procesa. Ti rezultati in njihove posledice so obravnavani v lučiaktualne literature.  \nKljučne besede: samoučinkovitost; naravoslovni laboratorij;  \nizobraževanje učiteljev; študentje, bodoči učitelji naravoslovja  \nIntroduction  \nRecogni","cbCaiiIk3kTB0jaT","https://ap.wps.com/l/cbCaiiIk3kTB0jaT","pdf",175816,"English","# Introduction\n## Laboratory use as a core component of science education\n## Skills and outcomes supported by laboratory engagement","[{\"question\":\"What is the study’s main purpose?\",\"answer\":\"To compare laboratory use self-efficacy of Turkish pre-service science teachers trained in two different teacher education programme structures.\"},{\"question\":\"How was the research conducted and analysed?\",\"answer\":\"The study used a causal-comparative quantitative design. Data from 289 pre-service teachers were collected with a laboratory use self-efficacy scale and analysed using independent-samples t-tests.\"},{\"question\":\"What results did the study find between Programme-I and Programme-II?\",\"answer\":\"Programme-I participants showed significantly higher total laboratory use self-efficacy and were higher in physical environment and equipment, working independently, and crisis management, while scientific process skills showed no significant difference.\"}]","Laboratory Use Self-Efficacy of Turkish Pre-Service Science Teachers Trained in Different Teacher Education Programmes | PDF",1792086969,48]