Researching the e-health literacy and cyberchondry levels of science teachers and teacher candidates

Objective: This study aims to investigate the e-health literacy and cyberchondria levels of science teachers and theacher candidates at education faculty. Materials and Methods: In the study, 64 science teachers (27 male, 37 female) working in various districts of Aydın province, and 284 science teacher candidates (92 male, 192 female) studying in the 1st, 2nd, 3rd, and 4th years of the Science Teacher Education program at Aydın Adnan Menderes University Education Faculty and Denizli Pamukkale University Education Faculty between the years 2022-2024, were selected through stratified purposeful sampling. The explanatory sequential design, one of the mixed research methods, was used in the study. The correlational survey model was utilized for the quantitative data, while phenomenology was employed for the qualitative data. To measure the participants' e-health literacy levels, the "eHealth Literacy Scale" developed by Norman and Skinner (2006) was used, and to measure their cyberchondria levels, the "Cyberchondria Severity Scale" developed by McElroy and Shevlin (2014) was utilized. The qualitative data of the research were collected through a semi-structured interview form with 5 questions prepared by the researcher. Results: In the study, it was found that e-health literacy levels showed a significant difference according to the participants' gender and class levels. There was a significant difference in the Cyberchondria Severity Scale scores between pre-service science teachers and in-service science teachers. Additionally, the Cyberchondria Severity Scale showed significant differences in some sub-dimensions according to gender, class level, and whether the participant was a teacher candidate or science teacher. Conclusion: The findings of the study were largely consistent with similar previous scientific studies, and recommendations were made regarding aspects of cyberchondria that require more detailed investigation. To increase individuals' e-health literacy levels, it was suggested that greater emphasis should be placed on scientific topics taught at the middle school level and on elective science courses. It was also noted that it could be beneficial to enhance interdisciplinary relationships in the curriculum, particularly by integrating lessons with information technology lessons. The research is considered to be a helpful resource for science teachers who constantly use technology and the internet in line with the aims and objectives of science education, in the fields of cyberchondria and e-health literacy. Keywords: E-health, Science education, Internet, Cyberchondria