The Effect Of Inquiry Based Learning Enriched With Self Regulated Activities On Conceptual Understanding and Academic Self Efficacy
Abstract
The purpose of this study is to determine the effect of inquiry based learning enriched
with self regulated activities on preservice science teachers’ conceptual understanding about
force and motion and academic self efficacy. The sample of this study is 110 preservice science
teachers students at three different classes in Faculty of Education, and Department of
Elementary Science Education Degree Program at third class. A quasi experimental research
design was used in this study. The data were obtained from the “Force and Motion Conceptual
Evaluation Test” and “Academic Self efficacy Test”, as applied to the pretest and posttest. At
the end of the study ıt has been observed that teacher candidates’ conceptual learnıng and
academic self efficacy has positive development.
Keywords
self regulated,inquiry based learning,deductive laboratory method
References
- Anderson, C.W. (2006). Perspectives on Science Learning. Handbook of Research on Science Education, 3-30
- Andrew, S., & Vialle, W. (1998). Nursing students' self-efficacy, self-regulated learning and academic performance in science. Australian Association for Research in Education: Adelaide, 30, ref. 98319.
- Arsal, Z. (2010). The effects of diaries on self-regulation strategies of preservice science teachers. International Journal of Environmental ve Science Education, 5 (1), 85-103.
- Arslan, A. (2007). Fen eğitiminde araştırmaya dayalı öğretim yönteminin kavramsal öğrenmeye etkisi. Yüksek Lisans Tezi. Marmara Üniversitesi Eğitim Bilimleri Enstitüsü, İstanbul.
- Arslan, A. (2008). İşbirliğine Dayalı Öğrenmenin Erişiye, Kalıcılığa, Öz yeterlik İnancına ve Öz düzenleme Becerisine Etkisi, Doktora Tezi, Hacettepe Üniversitesi Sosyal Bilimler Ens-titüsü, Ankara.
- Aydın, S. (2012). Proje tabanlı öğrenme ortamlarının biyoloji öğretmen adaylarının öz düzen-leme seviyeleri ve öz yeterlik inançları üzerine etkisi. Doktora Tezi, Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
- Aydoğdu, B. ve Şensoy, Ö. (2008). Araştırma soruşturma tabanlı öğrenme yaklaşımının fen bilgisi öğretmen adaylarının fen öğretimine yönelik öz yeterlik inanç düzeylerinin gelişimine etkisi. Gazi Eğitim Fakültesi Dergisi, 28(2), 69-93.
- Bayram, H. ve Sarıbaş, D. (2009). Is it possible to improve science process skills and attitudes towards chemistry through the development of metacognitive skills embedded within a motivated chemistry lab?: a self-regulated learning approach. Procedia-Social and Behavioral Sciences, 1(1), 61-72.
- Büyüköztürk, Ş. (2008). Sosyal bilimler için veri analizi el kitabı. Ankara: Pegem A Yayıncılık.
- Camahalan, F. (2006). Effects of Self-Regulated Learning on Mathematics Achievement of Selected Southeast Asian Children. Journal of Instructional Psychology, Vol:33.