The effect of "laboratory practices in science teaching" course on development of prospective science teachers' self-regulation skills

被引：1

作者：

Aktamis, Hilal ^{[1
]}

Acar, Esin ^{[1
]}

机构：

[1] Adnan Menderes Univ, Fac Educ, TR-09010 Aydin, Turkey

来源：

INNOVATION AND CREATIVITY IN EDUCATION | 2010年 / 2卷 / 02期

关键词：

self-regulation skills; meta-cognitive strategies; resource managing strategies; motivational beliefs; prospective science teachers; Laboratory practices; STUDENTS; ACHIEVEMENT;

D O I：

10.1016/j.sbspro.2010.03.905

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

In this study, prospective elementary school science teachers' self-regulation skills intended for motivational beliefs, cognitive and meta-cognitive strategies and resource managing strategies are examined within "Laboratory Practices in Science Teaching" course. The purpose of the study is to determine that if "Laboratory Practices in Science Teaching" course is effective on the development of prospective elementary science teachers' self-regulation skills development. Correspondingly to the importance of "Laboratory Practices in Science Teaching" course's effect on development of self-regulation skills during elementary Science teaching, the requirement of elementary Science teachers' enough proficiency on using self-regulation strategies makes the study important. (C) 2010 Elsevier Ltd. All rights reserved.

引用

页码：5549 / 5553

页数：5

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