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This study aimed to develop and validate an instrument to assess the multidimensional nature of teacher self‐regulation. A nine‐factor structure was proposed: goal setting, intrinsic interest, performance goal orientation, mastery goal orientation, self‐instruction, emotional control, self‐evaluation, self‐reaction, and help‐seeking. Through a series of confirmatory factor analyses with different samples, this nine‐factor structure was supported. Reliability estimates were also satisfactory. Further validation evidence was provided through canonical correlation analysis between teacher self‐regulation and teachers’ sense of efficacy. Results indicated that the Teacher Self‐Regulation Scale can be utilised as a valid and reliable instrument to assess teachers’ self‐regulatory strategies. 相似文献
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Kudret Ozkal Ceren Tekkaya Jale Cakiroglu Semra Sungur 《Learning and individual differences》2009,19(1):71-79
This study proposed a conceptual model of relationships among constructivist learning environment perception variables (Personal Relevance, Uncertainty, Critical Voice, Shared Control, and Student Negotiation), scientific epistemological belief variables (fixed and tentative), and learning approach. It was proposed that learning environment perceptions predict learning approach directly and indirectly through scientific epistemological beliefs. Constructivist Learning Environment Survey, Scientific Epistemological Beliefs, and Learning Approach Questionnaire were administered to 1152 Turkish eight grade elementary school students to measure constructivist learning environment perceptions, scientific epistemological beliefs, and learning approach, respectively. Path analysis supported the model in general, although not all proposed paths were significant. All constructivist learning environment perception variables were found to predict learning approach directly and indirectly through tentative beliefs. The relationship between fixed beliefs and learning approach was not significant. Fixed beliefs were significantly related only with personal relevance variable. 相似文献
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The purpose of this study was to investigate the effect of gender and reasoning ability on the human circulatory system concepts achievement and attitude toward biology. A total of 47 10th-grade students participated in the study. Group Assessment of Logical Thinking, Attitude Toward Biology Scale, and the Human Circulatory System Concepts Test were administered to determine students' reasoning ability, attitude toward biology, and achievement, respectively. Two-way Multivariate Analysis of Variance (MANOVA) was used to analyze the data. The results revealed that although there was no statistically significant mean difference between boys and girls with respect to achievement and attitude toward biology, there was statistically significant mean difference between concrete and formal students with respect to achievement and attitude toward biology. 相似文献
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Gaye Tuncer Ceren Tekkaya Semra Sungur Jale Cakiroglu Hamide Ertepinar Michael Kaplowitz 《International Journal of Educational Development》2009
The study investigates environmental literacy of pre-service teachers at one of the largest public universities in Turkey. The research evaluates the relationship of pre-service teachers’ environmental knowledge, attitude, and concerns of their interests in environmental problems, involving outdoor activities, parents’ interest and involvement in environmental activities. Canonical analysis is used to explore relationships between pre-service teachers’ environmental background and literacy. The results are promising and rewarding in addition to restructuring efforts of faculties of education in Turkey. Showing that environmental background of pre-service teachers is positively related to environmental literacy and attitudes along with other uses affected significantly by gender. 相似文献
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Kudret Ozkal Ceren Tekkaya Semra Sungur Jale Cakiroglu Erdinc Cakiroglu 《Journal of Science Teacher Education》2011,22(2):115-127
This study investigated students’ scientific epistemological beliefs in relation to socio-economic status (SES) and gender.
Data were obtained from 1,152 eight grade Turkish elementary school students using Scientific Epistemological Beliefs instrument.
Canonical correlation analysis indicated that students with a working mother and educated parents as well as greater number
of books at home together with a separate study room are more likely to have tentative views and less likely to have fixed
views about science compared to students with unemployed mother, uneducated parents, less books at home, and no separate study
room. Generally, results revealed while family SES correlated positively with tentative views, it was negatively associated
with fixed views, implying that students from high SES family were more likely to believe that knowledge is uncertain and
not handed down by authority compared to students from low SES family. This study, however, failed to indicate any relationship
between father work-status, buying daily newspaper and epistemological beliefs. In addition, Multivariate Analysis of Variance
indicated that boys more likely to have tentative beliefs compared to girls. 相似文献