<?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%">Şenol Şen</style></author><author><style face="normal" font="default" size="100%">Ayhan   Yılmaz</style></author><author><style face="normal" font="default" size="100%">Ömer Geban</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE EFFECTS OF PROCESS ORIENTED GUIDED INQUIRY LEARNING ENVIRONMENT ON STUDENTS' SELF-REGULATED LEARNING SKILLS</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%">achievement goals</style></keyword><keyword><style  face="normal" font="default" size="100%">Learning Strategies</style></keyword><keyword><style  face="normal" font="default" size="100%">POGIL</style></keyword><keyword><style  face="normal" font="default" size="100%">self-regulated learning skills</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%">August/2015</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2015/457-1441442208.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">66</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%">Teaching and learning trend has shifted gradually from a teacher-centered approach to a student-centered approach. Many educational researchers have suggested that teachers must use student-centered learning approaches, such as Process Oriented Guided Inquiry Learning (POGIL). POGIL is an instructional approach combining guided inquiry and cooperative learning in which students are involved in the learning process. The purpose of this study was to investigate the effect of POGIL method compared to traditionally designed chemistry instruction (teacher-centered approach) method on 11th grade students' Self-Regulated Learning Skills. The study was conducted during 2014-2015 spring semester. Participants were 115 students from one high school in Turkey. Non-equivalent control group design was used. Two experimental groups and two control groups were randomly selected. Experimental groups were instructed with POGIL, while control groups received traditionally designed chemistry instruction. Achievement Goal Questionnaire (AGQ) and Motivated Strategies for Learning Questionnaire (MSLQ) were administered to both groups as pre-test and post-test to determine students' self-regulated learning skills. Multivariate Analysis of Variance (MANOVA) was used to investigate the effect of POGIL on the dependent variables. Results revealed that POGIL improved students' mastery approach, task value, control of learning beliefs, self-efficacy for learning and performance, critical thinking, help seeking, peer learning, metacognitive self-regulation, effort regulation, time/study environmental management. The results showed that POGIL was superior to the traditionally designed chemistry instruction on students’ self-regulated learning skills. Thus, POGIL is helpful for development of students’ self-regulated learning skills.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">54-66</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>