Self-efficacy levels of preservice science teachers about mathematical processing errors and their use of mathematics in analytical chemistry

The aim of this study is to reveal the relationship between pre-service science teachers' mathematical operation errors in the analytical chemistry course with their self-efficacy levels in using mathematics in chemistry. In the study, one of the mixed research designs, combining (diversification) pattern was used. The study group consists of 176 prospective teachers studying at Fırat University, Faculty of Education, Department of Science Education in the 2018-2020 academic year. In the study, two different data collection tools developed by the researchers were used. The first of these is the "Achievement Test for Using Mathematics in Analytical Chemistry". The achievement test, consisting of 7 open-ended questions, was prepared by taking expert opinions to determine the mathematical operation errors in the analytical chemistry course of the students participating in the study. Error scores and success scores were calculated from the answers given by the students to the questions. The "Self-Efficacy Scale for the Use of Mathematics in Chemistry" was used as the second data collection tool. At the stage of developing the scale; The literature review, creating an item pool, obtaining expert opinions, draft application of the scale and validity-reliability studies of the scale were carried out. Exploratory Factor Analysis was applied to reveal the factor structure of the scale. The Kaiser-Meyer-Olkin (KMO) value, which indicates the sample fit value of the scale, was found to be .777 and Bartlett's test results were found to be significant according to the p<.001 level. As a result of the factor analysis, a measurement tool consisting of 13 items and 3 sub-dimensions was developed that explains 67.705% of the total variance. The Cronbach Alpha reliability coefficient of the scale was found to be .883. Since the scale is valid and reliable, it was deemed appropriate to use. Scale scores were calculated from the answers given by the teacher candidates to the scale. SPSS-21.0 was used to analyze the data. Content and correlation analysis were used to analyze success, error and scale scores. According to the results, 18 different error types were identified from the answers given by pre-service science teachers to the achievement test. These error types are divided into 4 categories (operational errors, errors arising from the solution path, errors in knowledge deficiency, and incomprehension). Correlation analysis results; Negative and high level between error scores and achievement test scores (r= -.867); Negative and intermediate level between scale scores and error scores (r= -.726); showed that there is a positive and high level (r= .850) relationship between achievement test scores and scale scores. According to the success test results of the science teacher candidates; It has been observed that they have mathematical operation errors. According to the mean scale scores; It was determined that their self-efficacy was at medium level. According to the correlation analysis results; It was determined that as the error scores increased, the success and scale scores decreased.