The Effect Of Inquiry Based Learning Enriched With Self Regulated Activities On Conceptual Understanding and Academic Self Efficacy
Öz
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.
Anahtar Kelimeler
self regulated,inquiry based learning,deductive laboratory method
Kaynakça
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