Knowledge and Risk–Benefit Perception as Predictors of Preservice Science Teachers’ Self-Efficacy Beliefs for Socioscientific Issues–Based Instruction

This paper aims to explore the direct relationships between preservice science teachers’ knowledge and risk–benefit perceptions, and self-efficacy beliefs for socioscientific issues–based instruction in the context of genetically modified foods. Data were collected from 1077 junior and senior preservice science teachers and analysed by structural model analysis. Three instruments were used to collect data: Self-Efficacy Beliefs for Genetically Modified Foods–Based Instruction Instrument, Genetically Modified Foods Risk and Benefit Perception Scale, and Genetically Modified Foods Knowledge Scale. Findings of the study showed that preservice science teachers’ self-efficacy beliefs for teaching socioscientific issues–based instruction in the context of genetically modified foods are significantly correlated to their genetically modified foods knowledge and risk perception. Data analysis also showed that benefit perception regarding the socioscientific issue is not correlated to preservice science teachers’ self-efficacy beliefs for teaching in the context of genetically modified foods. Moreover, it was revealed that preservice science teachers’ genetically modified foods knowledge is significantly correlated to their genetically modified foods benefit perception but not to their risk perception. Findings of the study were discussed in light of teacher self-efficacy beliefs literature and implications were provided.