The effect of learning approaches on prospective chemistry teachers' self-regulated learning skills: The survey research
| Autor: | Sinem Dinçol Özgür |
|---|---|
| Rok vydání: | 2019 |
| Předmět: |
Medical education
Data collection Chemistry education business.industry Deep learning education 05 social sciences 050301 education Survey research behavioral disciplines and activities lcsh:Social Sciences lcsh:H Scale (social sciences) 0501 psychology and cognitive sciences Artificial intelligence Chemistry (relationship) Self-regulated learning business Psychology 0503 education Goal setting 050104 developmental & child psychology |
| Zdroj: | SHS Web of Conferences, Vol 66, p 01018 (2019) |
| ISSN: | 2261-2424 |
| DOI: | 10.1051/shsconf/20196601018 |
| Popis: | 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. |
| Databáze: | OpenAIRE |
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