The purpose of this study is to examine relationships among pre-service science teachers' conceptual knowledge of electric current, motivational beliefs, and selfregulation. One hundred and twenty-seven students (female = 107, male = 20) enrolled in the science education program of a public university in Ankara participated the study. A concept map technique was used to determine students' conceptual knowledge level of electric current. To determine students' motivational beliefs and self-regulation, a scale developed by Velayutham, Aldridge, and Fraser (2011) was first translated into Turkish and adapted to Turkish culture and then used as a measurement tool. Results showed that students' motivational beliefs were positively associated with their selfregulation, and students' task value, self-efficacy, and self-regulation were positively related with students' conceptual knowledge of electric current. These results show that students' motivational beliefs and self-regulation have important roles in students' conceptual knowledge level when assessed using concept map technique.

Çalışmanın birinci amacı, biçimlendirici değerlendirme ile ilgili bilgi vermektir. Bu amaçla çalışmanın ilk kısmında biçimlendirici değerlendirme tanıtılmış ve diğer değerlendirme türlerinden ayrılan özelliklerinden bahsedilmiştir. Çalışmanın ikinci amacı, fen bilimleri eğitimi alanında biçimlendirici değerlendirme ile ilgili yapılan araştırmaların incelenmesidir. Bu amaçla, 2001-2017 yılları arasında Web of Science veri tabanında kayıtlı konu ile ilgili çalışmalar taranmıştır. Tarama sonucunda çeşitli kriterlere göre yapılan değerlendirme sonucunda 31 makaleye ulaşılmıştır. Bu çalışmalar içerik analizi teknikleri kullanılarak dört başlık altında incelenmiştir. Çalışmanın sonucunda, araştırmaların büyük kısmının öğretmen/öğretmen adaylarının biçimlendirici değerlendirme becerilerini geliştirmeye değil betimlemeye odaklandıkları ve öğretmenlerin bu uygulamaları nadiren doğru bir şekilde uyguladığı ortaya çıkmıştır.

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Motivation to learn science positively affects students to become science literate individuals. Therefore, researchers have conducted many studies to determine the factors that increase students' motivation. Most of these studies have focused on various teaching methods and techniques' effects on students' motivation. However, in contrast to the abundance of studies conducted for this purpose, there are very few studies on the knowledge and practices of teachers and preservice teachers on motivation and motivating students. Therefore, this study aims to examine the knowledge and practices of preservice science teachers in motivating students to learn science by using a case study. The participants consist of eight preservice science teachers attending the fourth grade at a state university in Turkey. Interviews, lesson plans, and presentations were used to obtain data on the quality of participants' knowledge and practices about motivating students. The interview data were analyzed by content analysis and coded into categories. The qualities of the teaching practices included in the lesson plans and presentations regarding motivating the students were analyzed using Keller's ARCS model. The findings showed that preservice science teachers' knowledge was far from reflecting the motivation's multidimensional nature. Additionally, findings revealed that preservice science teachers mostly defined motivation as attracting interest and attention, and in line with these views, the practices they planned to use to motivate students were mostly classified under the category of generating and sustaining the attention of the ARCS model. Suggestions are made to increase the knowledge and practices of preservice science teachers about motivation.