Dokuzuncu Sınıf Öğrencilerinin Biyoloji ve Fizik Derslerindeki Kaynak Yönetimi Stratejilerin İncelenmesi

Abstract

-The purpose of this study is to examine the differences and the relations between ninth grade students' resource management strategies in biology and physics. A total of 603 ninth graders from three high schools in Muğla in Turkey participated in the study. A short version of the Motivated Strategies for Learning Questionnaire including managing time and study environment, effort management, peer learning and helpseeking was administrated. Repeated multivariate analysis of variance (MANOVA)s and confirmatory factor analysis were utilized. Results showed that students reported a higher usage of managing time and study environment, peer learning and help-seeking biology than in physics, whereas a higher usage of effort management in physics than in biology. Also it was found that students' resource management strategies in both courses were correlated to each other. The implications and future directions were discussed.Key words: biology education, learning strategies, physics education, resource management strategies. SummaryIntroduction: In the twenty-first century students are expected to regulate and evaluate their own learning, and choice appropriate learning strategies accordingly. These expectations highlight the characteristics of self-regulated leaners who are do self-monitoring, planning, and regulation in the learning processes. Resource management strategies, sub-dimensions of selfregulated learning, concern how a learner regulates effort, time and study environment. Pintrich (2004) defined four resource management strategies including time and study environment, effort regulation, peer learning and help seeking.Studies have reported that resource management strategies are important factors effecting students cognitive and motivation in physics and achievement in biology.

Müzi̇k Öğretmeni̇ Adaylarinin Güzel Sanatlar Li̇sesi̇ Bi̇reysel Ses Eği̇ti̇mi̇ Dersi̇ Kazanimlarina Ulaşma Düzeyleri̇

“…Müzik öğretmeni adaylarının BSE dersine yönelik her bir kazanıma ulaşma düzeyi aritmetik ortalamaları ile belirlenmiştir. Kazanım düzeylerinin belirlenmesi için 5'li likert tipi ölçeklerde tercih edilen (Alpaslan, 2017) Tablo 5'te görüldüğü gibi, aritmetik ortalamalar dikkate alındığında; ses eğitimcilerine göre müzik öğretmeni adaylarının edindikleri en yüksek düzeydeki kazanım ifadesi "Ses türlerini ayırt eder" (  =3.95) ifadesidir. Bu ifadeyi "Sesini kullanırken vücudun doğru duruş pozisyonunu uygular" (  =3.80) ifadesi izlemektedir.…”