An Investigation of Pre-Service Chemistry Teachers’ Learning Approaches and Inorganic Chemistry Achievements
Autor: | Sinem Dinçol Özgür, Ayhan Yilmaz |
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Rok vydání: | 2018 |
Předmět: |
020205 medical informatics
Chemistry education Turkish Inorganic chemistry 02 engineering and technology Education Pre service learning approaches 0202 electrical engineering electronic engineering information engineering Chemistry (relationship) Achievement learning approaches inorganic chemistry pre-service chemistry teachers Education Scientific Disciplines Descriptive statistics 05 social sciences 050301 education Eğitim Bilimsel Disiplinler inorganic chemistry Achievement language.human_language Test (assessment) pre-service chemistry teachers Public university language lcsh:L 0503 education lcsh:Education Cognitive style |
Zdroj: | European Journal of Educational Research, Vol 7, Iss 3, Pp 731-738 (2018) Volume: 7, Issue: 3 731-738 European Journal of Educational Research |
ISSN: | 2165-8714 |
DOI: | 10.12973/eu-jer.7.3.731 |
Popis: | 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 pre-service 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. |
Databáze: | OpenAIRE |
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