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

Yıl 2013, Cilt: 2 Sayı: 1, 4 - 18, 31.01.2013

Ümran Cebesoy

https://doi.org/10.19128/turje.181050

Öz

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.

Anahtar Kelimeler

self-regulated learning, motivation, learning strategies, pre-service science teachers

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

Öz

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.

Anahtar Kelimeler

özdüzenleme becerileri, motivasyon, öğrenme stratejileri, fen bilgisi öğretmen adayları

Kaynakça

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