Developing students’ science process skills is one of the main goals of science curricula used in various counties in the world (Harlen, 1999) and also in Turkey (Ministry of National Education, 2018). For effective science teaching, teachers’ expertise in science process skills is quite important (Ango, 2002). Teachers are expected to encourage their students to develop science process skills and to use these skills in their daily lives (Martin, 2012). In that respects, teacher education programs should provide pre-service teachers with guidance to enhance these skills (Ango, 2002). Primary school teacher education programs in Turkey include courses such as science and technology laboratory applications and science and technology teaching in which pre-service teachers learn about science process skills and how to teach them (Council of Higher Education, 2007). Considering the emphasis given to science process skills in both national science curriculum (grades 3-8) and primary school teacher education programs, in an effort to facilitate implementation of science process skills in primary school science classes, this study focused on possible factors of pre-service primary school teachers’ intention of addressing science process skills in science teaching. To this end, theory of planned behavior (Ajzen, 1991) was employed as a theoretical framework. Accordingly, as a first step, this study attempted to develop and validate an “Intention of Addressing Science Process Skills Questionnaire” for investigating possible factors related to pre-service primary school teachers’ intention of employing science process skills in science teaching from perspective of theory of planned behavior.
Theoretical Background
According to the theory of planned behavior, as summarized by Ajzen (2013), a person’s actionis shaped by three types of beliefs which are beliefs of the possible behavioral outcomes (i.e., behavioral beliefs), beliefs related to others’ normative anticipations (i.e., normative beliefs), and beliefs of the existence of facilitating or hindering factors for behavior (i.e., control beliefs). These beliefs, that is, behavioral beliefs, normative beliefs, and control beliefs, form a positive or negative attitude toward the behavior, social pressure that a person perceives with respect to carrying out an action or subjective norm,and perceived behavioral control, respectively. These constructs (i.e., attitude toward the behavior, subjective norm, and perceived behavioral control) combine to generate a behavioral intention.