@article {893,
	title = {SELF-REGULATED LEARNING IN CONSTRUCTIVIST APPROACH BASED SCIENCE LABORATORY PRACTICES AND OPINIONS ON CONSTRUCTIVIST APPROACH},
	journal = {Problems of Education in the 21st Century},
	volume = {59},
	year = {2014},
	month = {April/2014},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {25-33},
	abstract = {With this study, it was aimed to determine the effect of constructivist chemistry laboratory on science and technology pre-service teachers{\textquoteright} opinions about constructivist approach and their self-regulated learning skills.The relationship between pre-service teachers{\textquoteright} opinions about constructivist approach and their self-regulated learning skills was investigated. The one group pre-test-post-test design was used in the study. The sample of the study was 58 pre-service teachers from Hacettepe University, Department of Science Education, who were attending chemistry experiments at Science Teaching Laboratory Applications II Course. Self-regulated Learning Skills Scale developed by Turan and Demirel (2010) and Opinion Scale of Constructivist Approach for Science Teachers developed by Bal{\i}m, Kesercio{\u g}lu, Evrekli ve {\.I}nel (2009) were used as data collection tools. At the end of the study, it was determined that constructivist chemistry laboratory applications caused a positive increase in pre-service teachers{\textquoteright} self-regulated learning skills and opinions about constructivist approach. Also, there was a positive relationship between pre-service teachers{\textquoteright} self-regulated learning skills and opinions about constructivist approach that was observed. },
	keywords = {chemistry laboratory applications, constructivist approach, self-regulated learning},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/14.59.25},
	url = {http://oaji.net/articles/2014/457-1420361821.pdf},
	author = {Emine Erdem and Sinem  Din{\c c}ol  {\"O}zg{\"u}r and Zeki Bayram and {\"O}zge {\"O}zyal{\c c}{\i}n Oskay and {\c S}enol {\c S}en}
}
@article {699,
	title = {THE EFFECT OF DIFFERENT TYPES OF TEST ON PRESERVICE CHEMISTRY TEACHERS{\textquoteright} ACHIEVEMENT RELATED TO {\textquotedblleft}CHEMICAL BONDING{\textquotedblright}},
	journal = {Problems of Education in the 21st Century},
	volume = {41},
	year = {2012},
	month = {April/2012},
	type = {Original article},
	chapter = {123-129},
	abstract = {The purpose of this study was to determine preservice chemistry teachers{\textquoteright} achievement on different types of test and investigate the effect of different types of test on their achievement related to {\textquotedblleft}Chemical Bonding{\textquotedblright}. The participants of this study consisted of 26 preservice chemistry teachers in Hacettepe University, Faculty of Education, and Department of Chemistry Education in fall semester of 2010 {\textendash} 2011 academic year. The mean age of preservice chemistry teachers was 20 years. In the study, Chemistry Achievement Tests that are designed to involve four different item types (Two-Tier Multiple-Choice, Multiple-Choice, Essay, Correct/Incorrect) towards the same behavioural objectives and are administered to the same group of students were used as data collection tools. The hypotheses were tested by using One Way ANOVA. A significant difference was found between preservice chemistry teachers{\textquoteright} means of achievement scores on {\textquotedblleft}Two-Tier Multiple-Choice Test{\textquotedblright}, {\textquotedblleft}Multiple-Choice Test{\textquotedblright}, {\textquotedblleft}Essay Test{\textquotedblright} and {\textquotedblleft}Correct/Incorrect Test{\textquotedblright}. The results showed that preservice chemistry teachers{\textquoteright} are most successfully on {\textquotedblleft}Multiple-Choice Test{\textquotedblright} and {\textquotedblleft}Correct/Incorrect Test{\textquotedblright} and then {\textquotedblleft}Two-Tier Multiple-Choice Test{\textquotedblright} and least successfully on {\textquotedblleft}Essay Test{\textquotedblright}.},
	keywords = {chemical bonding, essay test, multiple-choice test},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.41.123},
	url = {http://oaji.net/articles/2014/457-1409840433.pdf},
	author = {Senar   Temel and Sinem  Din{\c c}ol  {\"O}zg{\"u}r and Ayhan   Y{\i}lmaz}
}
