Investigating Relationships among Pre-Service Science Teachers' Conceptual Knowledge of Electric Current, Motivational Beliefs and Self-Regulation

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Inaltun H., ATEŞ S.

EURASIA JOURNAL OF MATHEMATICS SCIENCE AND TECHNOLOGY EDUCATION, cilt.11, sa.6, ss.1657-1676, 2015 (SSCI) identifier identifier

  • 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, EXPECTANCY-VALUE THEORY, STUDENTS MOTIVATION, SCHOOL STUDENTS, ACHIEVEMENT GOALS, LEARNING APPROACH, RELIABILITY, PERFORMANCE, VALIDITY, METACOGNITION, STRATEGIES
  • Gazi Üniversitesi Adresli: Evet

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.