The Effects of Diaries on Self-Regulation Strategies of Preservice Science Teachers

Autor/in	Arsal, Zeki
Titel	The Effects of Diaries on Self-Regulation Strategies of Preservice Science Teachers
Quelle	In: International Journal of Environmental and Science Education, 5 (2010) 1, S.85-103 (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1306-3065
Schlagwörter	Experimental Groups; Control Groups; Time Management; Learning Strategies; Metacognition; Diaries; Science Teachers; Teaching Methods; Preservice Teachers; Comparative Analysis; Self Control; Cognitive Processes; Student Motivation; Questionnaires; Foreign Countries; Academic Achievement; Test Anxiety; Self Efficacy; Drills (Practice); Critical Thinking; Peer Teaching; Help Seeking; Turkey; Motivated Strategies for Learning Questionnaire + Suchen Sie Ihr Suchwort? Zeitmanagement; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Diary; Tagebuch; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Selbstbeherrschung; Cognitive process; Kognitiver Prozess; Schulische Motivation; Fragebogen; Ausland; Schulleistung; Examination phobia; Testangst; Prüfungsangst; Self-efficacy; Selbstwirksamkeit; Kritisches Denken; Peer group teaching; Peer Group Teaching; Help-seeking behavior; Help-seeking behaviour; Hilfe suchendes Verhalten; Türkei
Abstract	This study examined the effect of diaries on self-regulation strategies of the pre-service science teachers. The participants of the study were 60 pre-service science teachers, 30 of which were in the experimental and the remaining 30 were in the control group. The Pintrich's self-regulation model was taken as a basis in the study. The Pintrich's model of self-regulation includes 3 general categories of strategies: (a) cognitive learning strategies, (b) metacognitive or self-regulatory strategies to control cognition, and (c) resource management strategies. In the study, the pre-service science teachers in the experimental group reported the self-regulation strategies they used for daily learning activities by writing the diary-report form for fourteen weeks. The data of the study were collected by the motivated strategies for learning questionnaire. At the end of the study, the intrinsic motivation, task value, metacognition, time management strategy usage status of the experimental group which reported their self-regulation strategies were significantly different from those of the control group. (Contains 2 tables.) (As Provided).
Anmerkungen	International Consortium for the Advancement of Academic Publication. Abant Izzet Baysal University, Faculty of Education, 14280 Golkoy-Bolu, Turkey. e-mail: editorijese@gmail.com; Web site: http://www.ijese.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10