<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Emine Erdem</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE RELATIONSHIP BETWEEN SELF-EFFICACY AND ATTITUDES OF CHEMISTRY TEACHER CANDIDATES</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">chemistry attitude</style></keyword><keyword><style  face="normal" font="default" size="100%">chemistry laboratory applications</style></keyword><keyword><style  face="normal" font="default" size="100%">self-efficacy</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2015</style></year><pub-dates><date><style  face="normal" font="default" size="100%">February/2015</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2015/457-1430137011.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">63</style></volume><pages><style face="normal" font="default" size="100%">Discontinuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">This study has been carried out with the aim of investigating the relationship between the attitudes of chemistry teacher candidates towards chemistry in laboratory classes and their self-efficacy beliefs. Teacher candidates composed of undergraduate students who have already taken or are currently taking laboratory classes and study Chemistry Teaching have participated in this study. Relational survey model has been used in this study. Chemistry Attitude Scale (CAS) developed by Geban, Ertepınar, Yılmaz, Altın &amp; Şahbaz (1994) and Chemistry Self-efficacy Scale (CSS) were used as data collection tools. Simple correlation and one-way analysis of variance in independent groups have been used in order to analyse data. According to the results from study data, there is a meaningful linear relationship between self-efficacy scores and attitude scores of teacher candidates. An increase in self-efficacy scores and attitude scores of teacher candidates with regard to consecutive grade levels has also been observed. Self-efficacy and attitude scores of the students have been compared by using one-way analysis of variance (ANOVA). However, a meaningful difference in self-efficacy scores and attitude scores of students with regard to grade levels has not been observed.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">62-70</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Emine Erdem</style></author><author><style face="normal" font="default" size="100%">Sinem  Dinçol  Özgür</style></author><author><style face="normal" font="default" size="100%">Zeki Bayram</style></author><author><style face="normal" font="default" size="100%">Özge Özyalçın Oskay</style></author><author><style face="normal" font="default" size="100%">Şenol Şen</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">SELF-REGULATED LEARNING IN CONSTRUCTIVIST APPROACH BASED SCIENCE LABORATORY PRACTICES AND OPINIONS ON CONSTRUCTIVIST APPROACH</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">chemistry laboratory applications</style></keyword><keyword><style  face="normal" font="default" size="100%">constructivist approach</style></keyword><keyword><style  face="normal" font="default" size="100%">self-regulated learning</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2014</style></year><pub-dates><date><style  face="normal" font="default" size="100%">April/2014</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1420361821.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">59</style></volume><pages><style face="normal" font="default" size="100%">Discontinuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">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. </style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">25-33</style></section></record></records></xml>