The effect of inquiry based learning enriched with self regulated activities on preservice science teachers ' conceptual understanding about force and motion and academic self efficacy

KADRİYE KAYACAN

The effect of inquiry based learning enriched with self regulated activities on preservice science teachers ' conceptual understanding about force and motion and academic self efficacy

Thesis Type: Doctorate

Institution Of The Thesis: Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü, Turkey

Approval Date: 2014

Student: KADRİYE KAYACAN

Supervisor: MAHMUT SELVİ

Open Archive Collection: AVESIS Open Access Collection

Abstract:

The main purpose of this study is to determine the effect of inquiry based learning enriched with self regulated activities on preservice science teachers' conceptual understanding about force and motion and academic self efficacy. Another purpose of the study is to determine the students' views about force and motion before and after implementation. The sample of this study is 110 preservice science teachers students at three different classes in Faculty of Education, and Department of Elementary Science Education Degree Program at third class in a large state university in Ankara. Converging parelel design of the mixed method was used in this study. The research was carried out in accordance with the curriculum of Science Education Laboratory Applications II course taught in the spring semester of 2012-2013 academic year. The subject of force and motion was processed with ınquiry based learning enriched with self regulated activities. On the other hand force and motion was processed with ınquiry based learning. And on the other hand force and motion was processed with deductive laboratory method in the control group. The implementation process of the study took 28 hours, a total of 7 weeks. The quantitative data were obtained from the "Force and Motion Conceptual Evaluation Test" "Academic Self efficacy Test", as applied to the pretest and posttest. Qualitative data were obtained from semi-structured interviews made with nine preservice science teachers. Independent samples t-test, paired samples t-test, one-factor analysis of variance were used to analyze the quantitative data. Descriptive analyses were used to analyze the qualitative data. In this context, quantitative data were analyzed by using SPSS (Statistical Package for Social Sciences) programme and interpreted in accordance with the sub-problems of the research. Descriptive analysis was applied for qualitative data by using NVivo programme. Findings were interpreted in accordance with the interview questions. It is thought that this study will be guide for new studies and shed light on the future professional lives of the students.