Investigating the relationship between anxiety levels and learning approaches among pre-service teachers&lt;p&gt;Öğretmen adaylarının öğrenme yaklaşımları ile kaygı düzeyleri arasındaki ilişkinin incelenmesi

Oğuz, Aytunga; Karakuş, Gülçin

doi:10.14687/jhs.v14i2.4321

Cited by 4 publications

(1 citation statement)

References 23 publications

(31 reference statements)

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“…A total of 92 prospective chemistry teachers were included in this study and 59.8 % of them adopted deep learning approach and 40.2% of them adopted surface learning approach. It was also found in the literature that the more of Turkish prospective teachers adopt the deep learning approach [36][37][38].…”

Section: Conclusion and Discussionmentioning

confidence: 99%

The effect of learning approaches on prospective chemistry teachers' self-regulated learning skills: The survey research

Özgür

2019

SHS Web Conf.

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The purpose of this research was to examine the effect of the learning approaches on prospective chemistry teachers' self-regulated learning skills. 92 prospective chemistry teachers from the Department of Chemistry Education at one of the public university in Turkey participated in the research. “The Study Process Questionnaire” and “Self-regulated Learning Skills Scale” were used as the data collection tools. It was consequently found that 59.8 % of prospective chemistry teachers adopted deep learning approach, 40.2% of them adopted surface learning approach and their self-regulated learning skills scale scores for planning and goal setting scores differed significantly according to their learning approaches. Furthermore, it was determined that self-regulated learning skills mean score of prospective teachers' who adopted deep approach are higher than mean score of prospective teachers' who adopted surface approach but their self-regulated learning skills total scores did not differ significantly according to their learning approaches.

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Section: Conclusion and Discussionmentioning

confidence: 99%

The effect of learning approaches on prospective chemistry teachers' self-regulated learning skills: The survey research

Özgür

2019

SHS Web Conf.

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An Investigation of Pre-Service Chemistry Teachers’ Learning Approaches and Inorganic Chemistry Achievements

Dinçol¹,

Yılmaz²

2018

EUROPEAN J ED RES

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The inorganic chemistry is one of the essential courses in the education of pre-service chemistry teachers. This study investigates the differences between the adopted learning approaches and achievements of Turkish pre-service chemistry teachers' who received the inorganic chemistry course from the same lecturer. The purposes of this study are to explore the relationship between the inorganic chemistry achievements and the adopted learning approaches of pre-service chemistry teachers and to examine the effect of their learning approaches on their inorganic chemistry achievements. This study was conducted with 127 preservice chemistry teachers from the Department of Chemistry Education at one of the public university in Turkey. "The Study Process Questionnaire" and "The Inorganic Chemistry Achievement Exams" were used as the data collection tools. The descriptive statistics and chi-square test were used for the data analysis. The results of the study displayed that (1) there is a significant relationship between the pre-service chemistry teachers' inorganic chemistry achievement and their learning approach; (2) their learning approach has 34 % effect on their inorganic chemistry achievements according to Somers'd value.

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Proje Tabanlı Öğrenme Yaklaşımının Öğretmen Adaylarının Tercih Ettikleri Öğrenme Yaklaşımına, Öz-Yeterlik ve Bilgi Düzeyine Etkisi

Özgür

Yılmaz

2020

Necatibey Eğitim Fakültesi Elektronik Fen Ve Matematik Eğitimi Dergisi

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Bu araştırmada, proje tabanlı öğrenme (PTÖ) yaklaşımı uygulamalarının kimya öğretmen adaylarının tercih ettikleri öğrenme yaklaşımına, proje tabanlı öğretime ilişkin öz-yeterliklerine ve elementler konusunda bilgi düzeylerine etkisinin incelenmesi amaçlanmıştır. Araştırmada “tek grup ön test-son test araştırma deseni” kullanılmıştır. Araştırmaya bir devlet üniversitesinde okuyan kimya öğretmen adayları katılmıştır. Verilerin toplanmasında “Ders Çalışma Yaklaşımı Ölçeği”, “Proje Tabanlı Öğretime İlişkin Öz-yeterlilik Ölçeği” ve “Elementler Doğru-Yanlış Testi” uygulanmıştır. Araştırma sonucunda, PTÖ uygulamaları ile derin öğrenme yaklaşımını tercih eden öğretmen adaylarının oranlarında yükselme, yüzeysel yaklaşımı tercih eden öğretmen adaylarının oranlarında ise düşme olduğu belirlenmiştir. PTÖ uygulamalarının proje tabanlı öğretime ilişkin öz-yeterlik faktörlerinden; “proje sürecine hâkimiyet, rehberlik etme”, “dönüt verme ve alternatif değerlendirme” ile “grup süreci ve üst düzey öğrenme” öz-yeterliklerini geliştirmede ve öz-yeterlik toplam puanlarının artmasında anlamlı etkisinin olduğu tespit edilmiştir. Ancak “planlama, hazırlık ve yansıtma” ile “uygulama ve değerlendirme” faktörü ön test-son test puanları arasında istatistiksel olarak anlamlı bir fark bulunamamıştır. Ayrıca yapılan uygulamaların öğretmen adaylarının elementler konusundaki bilgi düzeylerine istatistiksel olarak anlamlı etkisinin olduğu belirlenmiştir.

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Investigating the relationship between anxiety levels and learning approaches among pre-service teachers<p>Öğretmen adaylarının öğrenme yaklaşımları ile kaygı düzeyleri arasındaki ilişkinin incelenmesi

Cited by 4 publications

References 23 publications

The effect of learning approaches on prospective chemistry teachers' self-regulated learning skills: The survey research

The effect of learning approaches on prospective chemistry teachers' self-regulated learning skills: The survey research

An Investigation of Pre-Service Chemistry Teachers’ Learning Approaches and Inorganic Chemistry Achievements

Proje Tabanlı Öğrenme Yaklaşımının Öğretmen Adaylarının Tercih Ettikleri Öğrenme Yaklaşımına, Öz-Yeterlik ve Bilgi Düzeyine Etkisi

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