An Investigation of Pre-Service Chemistry Teachers’ Learning Approaches and Inorganic Chemistry Achievements

Yıl 2018, , 731 - 738, 15.07.2018

Sinem Dincol Ozgur , Ayhan Yilmaz

https://doi.org/10.12973/eu-jer.7.3.731

Öz

The
inorganic chemistry is one of the essential courses in the education of
pre-service chemistry teachers. This study investigates the differences between
the adopted learning approaches and achievements of Turkish pre-service
chemistry teachers' who received the inorganic chemistry course from the same
lecturer. The purposes of this study are to explore the relationship between
the inorganic chemistry achievements and the adopted learning approaches of
pre-service chemistry teachers and to examine the effect of their learning
approaches on their inorganic chemistry achievements. This study was conducted
with 127 pre-service chemistry teachers from the Department of Chemistry
Education at one of the public university in Turkey. “The Study Process
Questionnaire” and “The Inorganic Chemistry Achievement Exams” were used as the
data collection tools. The descriptive statistics and chi-square test were used
for the data analysis. The results of the study displayed that (1) there is a
significant relationship between the pre-service chemistry teachers’ inorganic
chemistry achievement and their learning approach; (2) their learning approach
has 34 % effect on their inorganic chemistry achievements according to Somers'd
value.

Anahtar Kelimeler

Achievement, learning approaches, inorganic chemistry, pre-service chemistry teachers

Kaynakça

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