Educational Sciences: Theory & Practice

ISSN: 2630-5984

The Impact of Science-Fiction Movies on the Self- Efficacy Perceptions of Their Science Literacy of Science Teacher Candidates

Fatma Önen Öztürk
Science Teacher Education Department, Atatürk Faculty of Education, Marmara University, Göztepe Campus, Kadıköy, Istanbul 34722 Turkey


This study aims to determine the impact of science-fiction movies on science teacher candidates’ selfefficacy perceptions of their scientific literacy. A mixed methodology was used in the study, which was conducted in the classes of Natural Sciences and Society with a total of 20 second-year teacher candidates from the department of primary education science teaching at a public university in Istanbul during the spring semester of the 2012-2013 academic year, over five weeks; 10 science-fiction movies were watched by these students in this period. Data were collected using a survey designed to capture self-efficacy perception of scientific and technological literacy that was composed of a 33-item instrument, with a 5-point Likert scale for responses to each item, and seven interview questions. The research data were assessed using the t-test for dependent samples, the descriptive statistics technique found in SPSS, and the descriptive analysis method, a qualitative method. The results show that science-fiction movies had a positive impact on the teacher candidates’ self-efficacy perceptions of their scientific literacy. Furthermore, teacher candidates rated themselves “moderately capable” in 17 items in response to the survey instrument in the pre-implementation period, but this figure decreased to five following the implementation period.

Science-fiction movie, Science teacher candidate, Scientific literacy, Self-efficacy perception, Self-efficacy perception of scientific literacy.