Investigating relationships among pre-service science teachers' conceptual knowledge of electric current, motivational beliefs and self-regulation
Eurasia Journal of Mathematics, Science and Technology Education, cilt.11, sa.6, ss.1657-1676, 2015 (SSCI, Scopus)
- Yayın Türü: Makale / Tam Makale
- Cilt numarası: 11 Sayı: 6
- Basım Tarihi: 2015
- Doi Numarası: 10.12973/eurasia.2015.1494a
- Dergi Adı: Eurasia Journal of Mathematics, Science and Technology Education
- Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus
- Sayfa Sayıları: ss.1657-1676
- Anahtar Kelimeler: Conceptual knowledge, Motivational beliefs, Scale adaptation, Self-regulation
- Hatay Mustafa Kemal Üniversitesi Adresli: Hayır
Özet
The purpose of this study is to examine relationships among pre-service science teachers' conceptual knowledge of electric current, motivational beliefs, and self-regulation. 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 self-regulation, 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.