Research Article
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Pre-Service science teachers' perceptions of self-regulated learning in physics

Year 2013, Volume: 2 Issue: 1, 4 - 18, 31.01.2013
https://doi.org/10.19128/turje.181050

Abstract

The purpose of this study was to examine the effects of gender and academic achievement scores on pre-service science teachers’ self-reported use of motivational strategies and learning strategies. The present study also investigated the relationship between motivational strategies and learning strategies. Data were collected by using Turkish version of Motivated Strategies for Learning Questionnaire (MSLQ) and personal information sheet during 2010-2011 spring semester. MSLQ which was originally developed as a self-report questionnaire, comprised of two main dimensions as motivation and learning strategies including 81 items with a 7 point-Likert scale format. The present study was designed as cross-sectional. A total 104 pre-service science teachers voluntarily participated in the study. Results revealed that pre-service science teachers who had higher academic achievement scores in physics, also had higher self-efficacy for learning beliefs. It was also found that there were no statistically significant mean differences among motivational beliefs, self-regulated learning variables with respect to gender. Lastly, the subdimensions in the motivational and learning strategies sections were found to be positively correlated as specified by the theory.

References

  • Al Khatip, S. A. (2010). Meta-cognitive self-regulated learning and motivational beliefs as predictors of college students’ performance. International Journal for Research in Education (IJRE), 27, 57-72
  • Aycan, S., & Yumusak, A. (2005, September).Lise fizik müfredatindaki konuların anlaşılma düzeyleri üzerine bir araştırma. [A research on the levels of understanding of subjects in high school physics curricula] Paper presented at V. Science and Mathematics Education Congress, Ankara, Turkey.
  • Anderton, B. (2006). Using the online course to promote self-regulated learning strategies in pre-service teachers. Journal of Interactive Online Learning, 5(2), 156-177.
  • Bidjerano, T. (2005, October). Gender differences in self-regulated learning. Paper presented at the Annual Meeting of the Northeastern Educational Research Association,
  • Barker, J., & Olson, J. (1997). Medical students' learning strategies: evaluation of first year changes. Journal of the Mississippi Academy of Sciences, 42(2). Retrieved from http://www.msacad.org/journal/ejour2.html.
  • Bassili J. N. (2008). Motivation and cognitive strategies in the choice to attend lectures or watch them online. Journal of Distance Education, 22(3), 129-148.
  • Büyüköztürk, Ş., Akgün, Ö. E., Özkahveci, Ö. & Demirel, F. (2004). Güdülenme ve Öğrenme Stratejileri Ölçeğinin Türkçe formunun geçerlik ve güvenirlik çalışması, Educational Sciences: Theory & Practice (ESTP), 4(2), 207-239.
  • Cabı, E., & Gülbahar, Y. The effect of subject field and gender of pre-service teachers on their preferred self- regulated learning strategies. Proceedings of 8th International Educational Technology Conference, Turkey, 313-316. Retrieved December 20, from http://ietc2008.home.anadolu.edu.tr/ietc2008.html
  • Campbell, C. (2009). Middle years students’ use of self-regulating strategies in an online journaling environment. Educational Technology & Society, 12(3), 98–106.
  • Cavallo, A.M.L., Rozman, M., & Potter, W. H. (2004). Gender Differences in Learning Constructs, Shifts in Learning Constructs, and Their Relationship to Course Achievement in a Structured Inquiry, Yearlong College Physics Course for Life Science Majors. School Science and Mathematics, 104(6), 288-300.
  • Chyung, S.Y., Moll, A.J., & Berg, S.A. (2010). The role of intrinsic goal orientation, self-efficacy, and e- learning practice in engineering education. The Journal of Effective Teaching, 10(1), 22-37.
  • Credé, M., & Philips, L. A. (2011). A meta-analytic review of the Motivated Strategies for Learning Questionnaire. Learning and Individual Differences, 21, 337–346.
  • Çalişkan, S., Selçuk-Sezgin, G., & Erol, M. (2006). Fizik öğretmen adaylarının problem çözme davranışlarının değerlendirilmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 30, 73–81.
  • Çalişkan, S., Selçuk-Sezgin, G., & Erol, M. (2008). The effects of problem solving instruction on physics achievement,, problem solving and strategy use. Latin American Journal of Physics Education, 2(3), 151- 166
  • Çalışkan, S., & Sezgin-Selçuk, G. (2010). Pre-service teachers’ use of self-regulation strategies in physics problem solving: Effects of gender and academic achievement. International Journal of the Physical Sciences, 5(12), 1926-1938.
  • Duncan, T. G., & McKeachie, W. J. (2005). The making of the motivated strategies for learning questionnaire. Educational Psychologist, 40, 117-128
  • Garcia, T. & Pintrich, P. R. (1995, April). Assessing students motivation and learning strategies: the motivate strategies for learning questionnaire. Paper presented at The Annual Meeting of American Educational Research Association (NARST), San Francisco, USA.
  • Hargittai, E. & Shafer, S. (2006). Differences in actual and perceived online skills: The role of gender. Social Science Quarterly, 8(2), 432-448.
  • Fraenkel, J. R., & Wallen, N. E. (2006). How to design and evaluate research in education (6th ed.). Boston: McGraw-Hill.
  • Karedeniz, Ş., Büyüköztürk, Ş., Akgün, Ö.E., Çakmak, E.K., & Demirel, F. (2008). The turkish adaptation study of motivated strategies for Learning questionnaire (MSLQ) for 12–18 year old children: Results of confirmatory factor analysis. The Turkish Online Journal of Educational Technology, 7(4), 108-117.
  • Karasar, N. (2010). Bilimsel araştırma yöntemi. (19. Baskı), Ankara Nobel Yayınevi,
  • Lenne, D., Abel, M. H., Trigano, P., & Leblanc, A. (2008). Self-regulated learning in technology enhanced learning environments: An investigation with university students. Technology, Pedagogy and Education, 17, 171-181.
  • Lee, I.-S. (2002). Gender differences in self-regulated on-line learning strategies within Korea’s University context. Educational Technology Research and Development, 50(1), 101-109.
  • Lee, C. B., Teo, T., & Chai, C. S. (2010). Profiling pre‐service teachers’ awareness and regulation of their own thinking: Evidence from an Asian country, Teacher Development, 14(3), 295-306.
  • Lewis, J. P., & Litchfield, B. C. (1999). Effects of self-regulated learning strategies on pre-service teachers in an educational technology course. Education, 132(2), 455-464.
  • Lynch, D.J. (2006). Motivational factors, learning strategies and resource management as predictors of course grades. College Student Journal, 40(2), 423-428.
  • Lynch, D.J. (2010). Motivational beliefs and learning strategies as predictors of academic performance in college physics. College Student Journal, 44(4), 920-928.
  • Mattern, R. A. (2005). College students’ goal orientations and achievement. International Journal of Teaching and Learning in Higher Education, 17(1), 27-32.
  • Matuga, J. M. (2009). Self-Regulation, Goal Orientation, and Academic Achievement of Secondary Students in Online University Courses. Educational Technology & Society, 12 (3), 4–11.
  • McClendon, R. C. (1996). Motivation and cognition of pre-service teachers: MSLQ. Journal of Instructional Psychology, 23(3), 216-221.
  • Mousoulides, N., & George P. (2005). Students’ motivational beliefs, self-regulation strategies and mathematics achievement. In Chick, H. L. & Vincent, J. L. (Eds.). Proceedings of the 29th Conference of the International Group for the Psychology of Mathematics Education (PME), 3, (pp. 321-328). Melbourne: Australia.
  • Neber, H., He, J., Liu, B.X., & Schofield, N. (2008). Chinese high-school students in physics classroom as active, self-regulated learners: Cognitive, motivational and environmental aspects. International Journal of Science and Mathematics Education, 6, 769-788.
  • Pallant, J. (2007). SPSS Survival Manual: A Step by Step Guide to Data Analysis Using SPSS (3rd ed.). Ligare Book Printer: Sydney
  • Paris, S. G., & Paris, A. H. (2001). Classroom applications of research on self-regulated learning. Educational Psychologist, 36(2), 89-101.
  • Pintrich, P. R., Smith, D. A. F., Garcia, T., & Mckeachie, W. J. (1991). A manual for the use of the motivated strategies for learning questionnaire (MSLQ). Ann Arbor: The University of Michigan, National Center for Research to Improve Postsecondary Teaching and Learning.
  • Pintrich, P. R., Smith, D. A., Garcia, T., & McKeachie, W. J. (1993). Reliability and predictive validity of the Motivated Strategies for Learning Questionnaire (MSLQ). Educational and Psychological Measurement, 53, 801-813.
  • Pintrich, P. R. & De Groot, E. V. (1990). Motivational and Self-Regulated Learning Components of Classroom Academic Performance. Journal of Educational Psychology, 82(1), 33-40.
  • Schunk, D.H., & Zimmerman, B.J. (1994). Self-regulation of learning and performance: Issues and educational applications. Hillsdale, NJ: Lawrence Erlbaum Associates.
  • Sungur, S. & Tekkaya, C. (2006). Effects of Problem-Based Learning and Traditional Instruction on Self- Regulated Learning. The Journal of Educational Research, 99(5), 307-317.
  • Senler, B., & Sungur, S. (2012, September). Pre-service science teachers’ use of self-regulation strategies related to their academic performance and gender. Paper presented at The European Conference on Educational Research (ECER), Cadiz, Spain
  • Stevens, J. (2002). Applied multivariate statistics for the social sciences. Mahwah, NJ: Erlbaum.
  • Weinstein, C. E. & Mayer, R. F. (1985). The Teaching of Learning Strategies. M. C. Wittrock (Ed). Handbook of research on teaching (3 th edition) (p. 315-327). New York: Macmillan Publishing Company.
  • Wolters, C. A., & Pintrich, P. R. (1998). Contextual differences in student motivation and self-regulated learning in mathematics, English and social studies classrooms, Instructional Science, 26, 27-47.
  • Vanderstoep, S. C., Pintrich, P. R., & Fagerlin, A. (1996). Disciplinary differences in self- regulated learning in college students. Contemporary Educational Psychology, 21, 345–362.
  • Yukselturk, E. & Bulut, S. (2007). Predictors for Student Success in an Online Course. Educational Technology & Society, 10(2), 71-83.
  • Yukselturk, E., & Bulut, S. (2009). Gender Differences in Self-Regulated Online Learning Environment. Educational Technology & Society, 12(3), 12–22.
  • Zimmerman, B.J. (1989). A social cognitive view of self-regulated academic learning Journal of Educational Psychology, 81(1), 329-339.
  • Zimmerman, B.J. (1990). Self-regulated learning and academic achievement: An overview. Educational Psychologist, 25(1), 3-17.
  • Zimmerman, B. J., & Martinez-Pons, M. (1990). Student differences in self-regulated learning: Relating grade, sex, and giftedness to self-efficacy and strategy use. Journal of Educational Psychology, 82(1), 51-59.

Fen bilgisi öğretmen adaylarının fizik dersine yönelik öz-düzenleme becerilerine yönelik algılarının incelenmesi

Year 2013, Volume: 2 Issue: 1, 4 - 18, 31.01.2013
https://doi.org/10.19128/turje.181050

Abstract

Bu çalışmanın amacı; cinsiyet ve dönem sonu fizik notunun gibi değişkenlerin, fen bilgisi öğretmen adaylarının fizik dersine yönelik özdüzenleme becerilerine nasıl etkilediğini araştırmaktır. Bu araştırmada, ayrıca güdüsel ve öğrenme stratejileri arasındaki ilişki de araştırılmıştır. Araştırmada veri toplama aracı olarak Güdülenme ve Öğrenme Stratejileri Ölçeği (GÖSÖ) ile Kişisel Bilgi Formu kullanılmış olup, veriler 2010-2011 bahar yarıyılında toplanmıştır. GÖSÖ, 7’li Likert tipte 81 madde içermektedir ve ‘Güdülenme’ ile ‘Öğrenme Stratejileri’ olmak üzere iki bölümden oluşmaktadır. Araştırmada, ilişkisel tarama yöntemlerinden “kesit alma” yaklaşımı kullanılmıştır. Çalışmaya bir devlet üniversitesinde öğrenim görmekte olan 104 fen bilgisi öğretmen adayı gönüllü olarak katılmıştır. Çalışmanın sonuçları, öğretmen adaylarının özyeterlik algılarının, dönem sonu fizik notlarına göre değişiklik gösterdiğini ortaya koymuştur. Ayrıca cinsiyet faktörünün öğretmen adaylarının güdüsel stratejiler ve öğrenme stratejileri kullanımını etkilemediği sonucuna ulaşılmıştır. Son olarak, güdüsel stratejiler ve öğrenme stratejileri bölümlerinde yer alan alt boyutların ölçeğin geliştirildiği orijinal formuna uygun bir şekilde ilişikli olduğu bulgusuna ulaşılmıştır.

References

  • Al Khatip, S. A. (2010). Meta-cognitive self-regulated learning and motivational beliefs as predictors of college students’ performance. International Journal for Research in Education (IJRE), 27, 57-72
  • Aycan, S., & Yumusak, A. (2005, September).Lise fizik müfredatindaki konuların anlaşılma düzeyleri üzerine bir araştırma. [A research on the levels of understanding of subjects in high school physics curricula] Paper presented at V. Science and Mathematics Education Congress, Ankara, Turkey.
  • Anderton, B. (2006). Using the online course to promote self-regulated learning strategies in pre-service teachers. Journal of Interactive Online Learning, 5(2), 156-177.
  • Bidjerano, T. (2005, October). Gender differences in self-regulated learning. Paper presented at the Annual Meeting of the Northeastern Educational Research Association,
  • Barker, J., & Olson, J. (1997). Medical students' learning strategies: evaluation of first year changes. Journal of the Mississippi Academy of Sciences, 42(2). Retrieved from http://www.msacad.org/journal/ejour2.html.
  • Bassili J. N. (2008). Motivation and cognitive strategies in the choice to attend lectures or watch them online. Journal of Distance Education, 22(3), 129-148.
  • Büyüköztürk, Ş., Akgün, Ö. E., Özkahveci, Ö. & Demirel, F. (2004). Güdülenme ve Öğrenme Stratejileri Ölçeğinin Türkçe formunun geçerlik ve güvenirlik çalışması, Educational Sciences: Theory & Practice (ESTP), 4(2), 207-239.
  • Cabı, E., & Gülbahar, Y. The effect of subject field and gender of pre-service teachers on their preferred self- regulated learning strategies. Proceedings of 8th International Educational Technology Conference, Turkey, 313-316. Retrieved December 20, from http://ietc2008.home.anadolu.edu.tr/ietc2008.html
  • Campbell, C. (2009). Middle years students’ use of self-regulating strategies in an online journaling environment. Educational Technology & Society, 12(3), 98–106.
  • Cavallo, A.M.L., Rozman, M., & Potter, W. H. (2004). Gender Differences in Learning Constructs, Shifts in Learning Constructs, and Their Relationship to Course Achievement in a Structured Inquiry, Yearlong College Physics Course for Life Science Majors. School Science and Mathematics, 104(6), 288-300.
  • Chyung, S.Y., Moll, A.J., & Berg, S.A. (2010). The role of intrinsic goal orientation, self-efficacy, and e- learning practice in engineering education. The Journal of Effective Teaching, 10(1), 22-37.
  • Credé, M., & Philips, L. A. (2011). A meta-analytic review of the Motivated Strategies for Learning Questionnaire. Learning and Individual Differences, 21, 337–346.
  • Çalişkan, S., Selçuk-Sezgin, G., & Erol, M. (2006). Fizik öğretmen adaylarının problem çözme davranışlarının değerlendirilmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 30, 73–81.
  • Çalişkan, S., Selçuk-Sezgin, G., & Erol, M. (2008). The effects of problem solving instruction on physics achievement,, problem solving and strategy use. Latin American Journal of Physics Education, 2(3), 151- 166
  • Çalışkan, S., & Sezgin-Selçuk, G. (2010). Pre-service teachers’ use of self-regulation strategies in physics problem solving: Effects of gender and academic achievement. International Journal of the Physical Sciences, 5(12), 1926-1938.
  • Duncan, T. G., & McKeachie, W. J. (2005). The making of the motivated strategies for learning questionnaire. Educational Psychologist, 40, 117-128
  • Garcia, T. & Pintrich, P. R. (1995, April). Assessing students motivation and learning strategies: the motivate strategies for learning questionnaire. Paper presented at The Annual Meeting of American Educational Research Association (NARST), San Francisco, USA.
  • Hargittai, E. & Shafer, S. (2006). Differences in actual and perceived online skills: The role of gender. Social Science Quarterly, 8(2), 432-448.
  • Fraenkel, J. R., & Wallen, N. E. (2006). How to design and evaluate research in education (6th ed.). Boston: McGraw-Hill.
  • Karedeniz, Ş., Büyüköztürk, Ş., Akgün, Ö.E., Çakmak, E.K., & Demirel, F. (2008). The turkish adaptation study of motivated strategies for Learning questionnaire (MSLQ) for 12–18 year old children: Results of confirmatory factor analysis. The Turkish Online Journal of Educational Technology, 7(4), 108-117.
  • Karasar, N. (2010). Bilimsel araştırma yöntemi. (19. Baskı), Ankara Nobel Yayınevi,
  • Lenne, D., Abel, M. H., Trigano, P., & Leblanc, A. (2008). Self-regulated learning in technology enhanced learning environments: An investigation with university students. Technology, Pedagogy and Education, 17, 171-181.
  • Lee, I.-S. (2002). Gender differences in self-regulated on-line learning strategies within Korea’s University context. Educational Technology Research and Development, 50(1), 101-109.
  • Lee, C. B., Teo, T., & Chai, C. S. (2010). Profiling pre‐service teachers’ awareness and regulation of their own thinking: Evidence from an Asian country, Teacher Development, 14(3), 295-306.
  • Lewis, J. P., & Litchfield, B. C. (1999). Effects of self-regulated learning strategies on pre-service teachers in an educational technology course. Education, 132(2), 455-464.
  • Lynch, D.J. (2006). Motivational factors, learning strategies and resource management as predictors of course grades. College Student Journal, 40(2), 423-428.
  • Lynch, D.J. (2010). Motivational beliefs and learning strategies as predictors of academic performance in college physics. College Student Journal, 44(4), 920-928.
  • Mattern, R. A. (2005). College students’ goal orientations and achievement. International Journal of Teaching and Learning in Higher Education, 17(1), 27-32.
  • Matuga, J. M. (2009). Self-Regulation, Goal Orientation, and Academic Achievement of Secondary Students in Online University Courses. Educational Technology & Society, 12 (3), 4–11.
  • McClendon, R. C. (1996). Motivation and cognition of pre-service teachers: MSLQ. Journal of Instructional Psychology, 23(3), 216-221.
  • Mousoulides, N., & George P. (2005). Students’ motivational beliefs, self-regulation strategies and mathematics achievement. In Chick, H. L. & Vincent, J. L. (Eds.). Proceedings of the 29th Conference of the International Group for the Psychology of Mathematics Education (PME), 3, (pp. 321-328). Melbourne: Australia.
  • Neber, H., He, J., Liu, B.X., & Schofield, N. (2008). Chinese high-school students in physics classroom as active, self-regulated learners: Cognitive, motivational and environmental aspects. International Journal of Science and Mathematics Education, 6, 769-788.
  • Pallant, J. (2007). SPSS Survival Manual: A Step by Step Guide to Data Analysis Using SPSS (3rd ed.). Ligare Book Printer: Sydney
  • Paris, S. G., & Paris, A. H. (2001). Classroom applications of research on self-regulated learning. Educational Psychologist, 36(2), 89-101.
  • Pintrich, P. R., Smith, D. A. F., Garcia, T., & Mckeachie, W. J. (1991). A manual for the use of the motivated strategies for learning questionnaire (MSLQ). Ann Arbor: The University of Michigan, National Center for Research to Improve Postsecondary Teaching and Learning.
  • Pintrich, P. R., Smith, D. A., Garcia, T., & McKeachie, W. J. (1993). Reliability and predictive validity of the Motivated Strategies for Learning Questionnaire (MSLQ). Educational and Psychological Measurement, 53, 801-813.
  • Pintrich, P. R. & De Groot, E. V. (1990). Motivational and Self-Regulated Learning Components of Classroom Academic Performance. Journal of Educational Psychology, 82(1), 33-40.
  • Schunk, D.H., & Zimmerman, B.J. (1994). Self-regulation of learning and performance: Issues and educational applications. Hillsdale, NJ: Lawrence Erlbaum Associates.
  • Sungur, S. & Tekkaya, C. (2006). Effects of Problem-Based Learning and Traditional Instruction on Self- Regulated Learning. The Journal of Educational Research, 99(5), 307-317.
  • Senler, B., & Sungur, S. (2012, September). Pre-service science teachers’ use of self-regulation strategies related to their academic performance and gender. Paper presented at The European Conference on Educational Research (ECER), Cadiz, Spain
  • Stevens, J. (2002). Applied multivariate statistics for the social sciences. Mahwah, NJ: Erlbaum.
  • Weinstein, C. E. & Mayer, R. F. (1985). The Teaching of Learning Strategies. M. C. Wittrock (Ed). Handbook of research on teaching (3 th edition) (p. 315-327). New York: Macmillan Publishing Company.
  • Wolters, C. A., & Pintrich, P. R. (1998). Contextual differences in student motivation and self-regulated learning in mathematics, English and social studies classrooms, Instructional Science, 26, 27-47.
  • Vanderstoep, S. C., Pintrich, P. R., & Fagerlin, A. (1996). Disciplinary differences in self- regulated learning in college students. Contemporary Educational Psychology, 21, 345–362.
  • Yukselturk, E. & Bulut, S. (2007). Predictors for Student Success in an Online Course. Educational Technology & Society, 10(2), 71-83.
  • Yukselturk, E., & Bulut, S. (2009). Gender Differences in Self-Regulated Online Learning Environment. Educational Technology & Society, 12(3), 12–22.
  • Zimmerman, B.J. (1989). A social cognitive view of self-regulated academic learning Journal of Educational Psychology, 81(1), 329-339.
  • Zimmerman, B.J. (1990). Self-regulated learning and academic achievement: An overview. Educational Psychologist, 25(1), 3-17.
  • Zimmerman, B. J., & Martinez-Pons, M. (1990). Student differences in self-regulated learning: Relating grade, sex, and giftedness to self-efficacy and strategy use. Journal of Educational Psychology, 82(1), 51-59.

Details

Primary Language Turkish
Subjects Studies on Education
Journal Section Research Articles
Authors

Ümran CEBESOY

Publication Date January 31, 2013
Acceptance Date January 24, 2013
Published in Issue Year 2013 Volume: 2 Issue: 1

Cite

APA CEBESOY, Ü. (2013). Fen bilgisi öğretmen adaylarının fizik dersine yönelik öz-düzenleme becerilerine yönelik algılarının incelenmesi. Turkish Journal of Education, 2(1), 4-18. https://doi.org/10.19128/turje.181050

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