Fen Bilgisi Öğretmen Adaylarının Fen Öğretimi Özyeterliklerinin Üstbilişsel Öğrenme Yönelimleri ve Üstbilişsel Özdüzenleme ile Yordanması

Yıl 2017, Cilt: 16 Sayı: 3, 1316 - 1328, 21.04.2017

Zübeyde Demet Kırbulut , Esen Uzuntiryaki-kondakçı

https://doi.org/10.17051/ilkonline.2017.330260

Cited By: 2

Öz

Bu çalışmanın amacı üstbilişsel öğrenme yönelimleri ve üstbilişsel özdüzenlemenin fen bilgisi öğretmen adaylarının fen öğretimi özyeterliklerini ne derecede yordadığını araştırmaktır. Çalışmaya farklı üniversitelerin eğitim fakültelerinde öğrenim görmekte olan 224 fen bilgisi öğretmen adayı katılmıştır. Veriler Fen Bilgisi Öğretimine Yönelik İnançlar Ölçeği, Özyeterlik ve Üstbilişsel Öğrenme Yönelimleri Ölçeği ve Öğrenmede Güdüsel Stratejiler Anketi kullanılarak toplanmıştır. Verilerin analizinde aşamalı çoklu doğrusal regresyon analizi kullanılmıştır. Analiz sonuçlarına göre üstbilişsel öğrenme yönelimlerinin alt boyutlarından yapılandırmacı ilişki ve öğrenme risk farkındalığı ile üstbilişsel özdüzenleme fen öğretimi özyeterliğini anlamlı olarak yordamaktadır. Yordayıcı değişkenler, fen öğretimi özyeterliğindeki varyansın %27’sini açıklamaktadır. Buna göre farklı fen öğrenme ortamlarındaki bilgiler arasında bağlantı kuran, öğrenmede zorlu durumların farkında olan ve öğrenmelerinde üstbilişsel stratejileri kullanan fen bilgisi öğretmen adaylarının fen bilgisi öğretiminde yüksek özyeterliğe sahip olma eğiliminde oldukları söylenebilir.

Anahtar Kelimeler

Fen öğretimi özyeterliği, Üstbilişsel öğrenme yönelimleri, Üstbilişsel özdüzenleme, Çoklu doğrusal regresyon, Öğretmen adayları

Kaynakça

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