REFLECTIVE THINKING AND INQUIRY SKILLS AS PREDICTORS OF SELF-EFFICACY IN TEACHING MATHEMATICS

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dc.authoridSARACOGLU, MEHTAP/0000-0002-2460-9529
dc.contributor.authorSaracoglu, Mehtap
dc.date.accessioned2024-12-24T19:31:02Z
dc.date.available2024-12-24T19:31:02Z
dc.date.issued2022
dc.departmentSiirt Üniversitesi
dc.description.abstractThis study aims to show to what extent the variables of reflective thinking, inquiry skill and mathematics teaching self-efficacy belief affect each other, to show their rates of explaining each other, and to show whether inquiry skill is a mediating variable in the relationship between reflective thinking and mathematics teaching self-efficacy belief The data which were collected to test the hypotheses regarding the relationships to be shown were evaluated with structural equation modeling. A relational screening model was used in the research. The participants of the study were 304 prospective primary school teachers studying in their third and fourth years in the Basic Education Department of Education Faculties in two different state universities in Turkey. As data collection tools, the Reflective Thinking Level Determination Scale, Inquiry Skills Scale and Mathematics Maching Efficacy Belief Instrument were used. According to the results of the study, reflective thinking affects mathematics teaching self-efficacy belief positively and significantly and explains it significantly. Reflective thinking affects inquiry skills positively and significantly and explains it significantly. Inquiry skill affects mathematics teaching self-efficacy belief positively and significantly. Reflective thinking and inquiry skill together explain mathematics teaching self-efficacy belief highly and significantly. Inquiry skill has a partial mediating effect between reflective thinking and mathematics teaching self-efficacy belief.
dc.identifier.doi10.33225/pec/22.80.213
dc.identifier.endpage231
dc.identifier.issn1822-7864
dc.identifier.issn2538-7111
dc.identifier.issue1
dc.identifier.startpage213
dc.identifier.urihttps://doi.org/10.33225/pec/22.80.213
dc.identifier.urihttps://hdl.handle.net/20.500.12604/7792
dc.identifier.volume80
dc.identifier.wosWOS:000761907300012
dc.identifier.wosqualityN/A
dc.indekslendigikaynakWeb of Science
dc.language.isoen
dc.publisherScientia Socialis
dc.relation.ispartofProblems of Education in The 21st Century
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.snmzKA_20241222
dc.subjectInquiry skill
dc.subjectmathematics teaching
dc.subjectprospective primary school teachers
dc.subjectreflective thinking
dc.subjectteacher education
dc.titleREFLECTIVE THINKING AND INQUIRY SKILLS AS PREDICTORS OF SELF-EFFICACY IN TEACHING MATHEMATICS
dc.typeArticle

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