Teachers, who take the primary responsibility for guiding their students’ learning, are the first implementers of the changing educational system. The pre-service teachers, as the teachers of the future, also need to follow the recent educational approaches and methods closely. Drama method is one of the new modern methods that gains importance with constructivism. In this research, it was aimed to identify self-efficacy and attitudes of 3th and 4th grade 293 pre-service science teachers (189 females and 104 males) of three universities in different regions of Turkey towards instruction of science course via drama method in 2011-2012 academic year. For this aim, “Self-efficacy and Attitude toward Instruction of Science Course via Drama Method Scale” which was developed by Altıntaş and Kaya (2012) was applied to the participants. Therefore, survey method, one of the quantitative designs, was applied in the study. In addition, whether pre-service teachers’ self-efficacy and attitude scores differentiate due to grade levels, gender, number of drama-related courses taken, and the university variables was examined. According to the data obtained, while the pre-service teachers’ self-efficacy regarding instruction of science course via drama method was determined as indecision level, their attitude was determined as high level. Moreover, no significant mean difference was found among pre-service teachers’ self-efficacy with respect to both gender and grade level. However, it was seen that pre-service teachers who took the greater number of drama-related courses had higher self-efficacy and attitude scores.
Science Education, Drama Method, Self-Efficacy, Attitude