<?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><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><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%">Senar   Temel</style></author><author><style face="normal" font="default" size="100%">Sinem  Dinçol  Özgür</style></author><author><style face="normal" font="default" size="100%">Ayhan   Yılmaz</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE EFFECT OF DIFFERENT TYPES OF TEST ON PRESERVICE CHEMISTRY TEACHERS’ ACHIEVEMENT RELATED TO “CHEMICAL BONDING”</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%">chemical bonding</style></keyword><keyword><style  face="normal" font="default" size="100%">essay test</style></keyword><keyword><style  face="normal" font="default" size="100%">multiple-choice test</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2012</style></year><pub-dates><date><style  face="normal" font="default" size="100%">April/2012</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1409840433.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">41</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The purpose of this study was to determine preservice chemistry teachers’ achievement on different types of test and investigate the effect of different types of test on their achievement related to “Chemical Bonding”. 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 – 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’ means of achievement scores on “Two-Tier Multiple-Choice Test”, “Multiple-Choice Test”, “Essay Test” and “Correct/Incorrect Test”. The results showed that preservice chemistry teachers' are most successfully on “Multiple-Choice Test” and “Correct/Incorrect Test” and then “Two-Tier Multiple-Choice Test” and least successfully on “Essay Test”.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">123-129</style></section></record></records></xml>