SELF-REGULATED LEARNING IN CONSTRUCTIVIST APPROACH BASED SCIENCE LABORATORY PRACTICES AND OPINIONS ON CONSTRUCTIVIST APPROACH

TitleSELF-REGULATED LEARNING IN CONSTRUCTIVIST APPROACH BASED SCIENCE LABORATORY PRACTICES AND OPINIONS ON CONSTRUCTIVIST APPROACH
Publication TypeJournal Article
Year of Publication2014
AuthorsErdem, E, Özgür, SD, Bayram, Z, Oskay, ÖÖ, Şen, Ş
JournalProblems of Education in the 21st Century
Volume59
Start Page25-33
PaginationDiscontinuous
Date PublishedApril/2014
Type of ArticleOriginal article
ISSN1822-7864
Other NumbersICID: 1100127
Keywordschemistry laboratory applications, constructivist approach, self-regulated learning
Abstract

With this study, it was aimed to determine the effect of constructivist chemistry laboratory on science and technology pre-service teachers’ opinions about constructivist approach and their self-regulated learning skills.The relationship between pre-service teachers’ 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 Balım, Kesercioğlu, Evrekli ve İnel (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’ self-regulated learning skills and opinions about constructivist approach. Also, there was a positive relationship between pre-service teachers’ self-regulated learning skills and opinions about constructivist approach that was observed.

URLhttp://journals.indexcopernicus.com/abstract.php?icid=1100127
Refereed DesignationRefereed
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