Pre-service Science Teachers’ Self-Efficacy Beliefs about Museums as an Educational Environment

This study aims to determine the self-efficacy beliefs of pre-service science teachers regarding museums as an educational environment and compare these beliefs based on whether they have taken a course on museums as an educational environment. In the study group, there were a total of 78 pre-service science teachers, 39 in the sophomore and 39 in the senior pre-service teachers. The sample of the study was determined through ‘purposive sampling.’ In the research, the ‘Self-Efficacy Belief in Museum Education’ scale was used. An independent sample t-test was applied to compare the data of sophomore and senior pre-service science teachers with normal distribution. According to the findings obtained as a result of the analysis, it was found that pre-service science teachers had a positive self-efficacy belief above the average. According to the independent sample t-test result, a statistically significant difference was found in favor of senior science teacher candidates who considered museums as educational environments. Senior pre-service teachers who take courses with education in museums are aware of what needs to be done before the excursion and how they can implement student-centered planning during the excursion.