Research Article
The Effects of Biology Laboratory Practices Supported with Self-regulated Learning Strategies on Students' Self-directed Learning Readiness and Their Attitudes towards Science Experiments

Kadriye Kayacan , Isil Sonmez Ektem

728 785

Article Metrics

Views

 

728

Downloads

 

785

Citations

Crossref

0

Scopus

10


Kayacan K, Ektem IS. The effects of biology laboratory practices supported with self-regulated learning strategies on students' self-directed learning readiness and their attitudes towards science experiments. European J Ed Res. 2019;8(1):313-323. doi: 10.12973/eu-jer.8.1.313
Kayacan, K., & Ektem, I. S. (2019). The effects of biology laboratory practices supported with self-regulated learning strategies on students' self-directed learning readiness and their attitudes towards science experiments. European Journal of Educational Research, 8(1), 313-323. https://doi.org/10.12973/eu-jer.8.1.313
Kayacan Kadriye, and Isil Sonmez Ektem. "The Effects of Biology Laboratory Practices Supported with Self-regulated Learning Strategies on Students' Self-directed Learning Readiness and Their Attitudes towards Science Experiments," European Journal of Educational Research 8, no. 1 (2019): 313-323. https://doi.org/10.12973/eu-jer.8.1.313
Kayacan, K & Ektem, I 2019, 'The effects of biology laboratory practices supported with self-regulated learning strategies on students' self-directed learning readiness and their attitudes towards science experiments', European Journal of Educational Research, vol. 8, no. 1, pp. 313-323. Kayacan, Kadriye, and Isil Sonmez Ektem. "The Effects of Biology Laboratory Practices Supported with Self-regulated Learning Strategies on Students' Self-directed Learning Readiness and Their Attitudes towards Science Experiments." European Journal of Educational Research, vol. 8, no. 1, 2019, pp. 313-323, https://doi.org/10.12973/eu-jer.8.1.313.

Abstract

Self-regulation is an active and constructive process in which students regulate and observe their own behaviour, motivations and cognition by setting their own goals during their learning process. In this study, the aim is to investigate the effects of biology laboratory practices that are supported by self-regulated learning strategies on students’ readiness for self-directed learning and their attitudes towards science experiments in laboratory settings. This study, which was undertaken as a quasi-experimental study in accordance with the pretest-posttest design with a control group, was implemented. Second year students who studied science teaching in the faculty of education at a state university in Konya in the academic year of 2018-2019 made up the sample of this study. There were two groups in the study which were “The Control Group” and “The Experimental Group”. In order to measure the students’ self-directed learning readiness levels, “Scale of Self-Directed Learning Readiness in Laboratory” was used and to measure attitudes towards science experiments “Scale of Attitudes towards Science Experiments” was utilized. Both scales were implemented as pre-tests before the study and as post-tests after the completion of the implementation process. The analysis of the data was conducted via SPSS 18. Independent samples t test was conducted to understand whether biology laboratory practices supported with self-regulated learning strategies have any effect on students’ readiness for self-directed learning and their attitudes towards science experiments in laboratories. According to the findings of the study, biology laboratory practices supported with self-regulated learning strategies were observed to make a significant difference in favour of the experimental group considering their self-directed learning readiness and their attitudes towards science experiments.

Keywords: Biology laboratory, self-regulated learning strategies, self-directed learning readiness, attitude


References

Alkan, F. (2012). Effect of self-directed learning on the students' success, learning readiness, attitudes towards laboratory skills and anxiety in chemistry laboratory (Unpublished doctorate thesis). Hacettepe University, Ankara, Turkey.

Aydede, M. N., & Kesercioglu, T. (2009). Fen ve teknoloji dersine yonelik kendi kendine ogrenme becerileri olceginin gelistirilmesi [Developing self-Learning skills scale for science and technology course].  Cukurova University Faculty of Education Journal,36, 53-61.

Boekaerts, M. (1996). Self-regulated learning at the junction of cognition and motivation. European Pyschologist, 1(2), 100-112.

Buyukozturk, S. (2012). Handbook of data analysis for social sciences. Ankara: PegemA.

Camahalan F, M, G. (2006). Effects of self-regulated learning on mathematics achievement of selected southeast Asian children. Journal of Instructional Psychology, 33(3), 194-205.

Cinar, S., Pirasa, N., & Sadoglu, G. P. (2016). Views of science and mathematics pre service teachers regarding  STEM. Universal Journal of Educational Research, 4(6), 1479-1487.

Dadli, G. (2015). The researching the relation between the 8th grade secondary school students' self regulation skills and self efficiency in science - technology course and their academic success (Unpublished master’s thesis). Kahramanmaras Sutcu Imam University, Kahramanmaras, Turkey.

Demirbas, M. & Yagbasan, R. (2006). The functional importance of scientific attitudes in science teaching and adoptation of scientific attitude scale into Turkish. Journal of Uludag University Faculty of Education, 12(2), 271-299.

Eker, C., & Arsal, Z. (2014). Impact of teaching diaries on the use of students' self-regulation strategies. Z.Karaelmas Journal of Educational Sciences, 2, 80-93.

Erdogan, F., & Sengul, S. (2014). A study on the elementary students’ self-regulated learning strategies towards mathematics. Journal of Research in Education and Teaching, 3(3), 108-118.

Eryilmaz, A. (2016). Sosyal bilissel ogrenme kurami [Social cognitive learning theory] . In Sahin, C. (Ed), Egitim psikolojisi, Ankara: Nobel Yayinlari.

Gredler, M. E. (2005). Learning and instruction: theory into practice (5th Ed.). Upper Saddle River, NJ: Pearson Education.

Israel, E. (2007). Self regulation instruction, science achievement and self efficacy (Unpublished doctorate thesis). Dokuz Eylul University, Izmir, Turkey.

Kagitcibasi, C. (1999). Yeni insan ve insanlar. [New people and people]  (10. Baski). Istanbul: Evrim Basin Yayin Dagitim.

Karasar, N. (2009). Scientific research method. Ankara: Nobel Yayin Dagitim.

Knowles, M. S. (1975). Self-directed learning: a guide for learners and teachers. Englewood Cliffs: Prentice Hall/Cambridge.

Kostur, H.I. (2017). FeTeMM egitiminde bilim tarihi uygulamalari: El Cezeri ornegi [The history of science practices in STEM education: Al Jazari example]. Baskent University Journal of Education, 4(1), 61-73.

Kuyumcu Vardar, A., & Arsal Z. (2014). The effect of self-regulated learning strategies instruction on students’ English achievement and attitude. Journal of Mother Tongue Education, 2(3), 32-52.

Nota, L., Soresi, S., & Zimmerman, B. J. (2004). Self-regulation and academic achievement and resilience: a longitudinal study. International Journal of Educational Research, H 41(3H), 198-215.

Paterson, C. C. (1996). Self-regulated learning and academic achievement of senior biology students. Australian Science Teachers Journal, 42( 6), 4-8.

Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts, P.R. Pintrich, & M. Zeidner (Ed.), Handbook of self-regulation (pp. 451-502), San Diego, CA: AcademicPress.

Sari, A., & Akinoglu, O. (2009). Self-regulated learning: models ans applications. M.U. Ataturk Egitim Fakultesi Egitim Bilimleri Dergisi, 29, 139-154.

Saribas, D. (2009). Investigating the effect of laboratory environment aimed to improve self-regulates learning strategies on conceptual understanding, science process skills and attitude towards chemistry (Unpublished PhD thesis). Marmara University, Istanbul, Turkey.

Schloemer, P., & Brenan, K. (2006). From students to learners: developing self-regulated learning. Journal of Education for Business, 82(2), 81-87.

Schunk, D. H. (2004). Learning theories: an educational perspective (4th ed.). Upper Saddle River, NJ: Merrill&Prentice Hall.

Senemoglu, N. (2013). Gelisim ogrenme ve ogretim[Development learning and teaching].  Ankara: Yargi Yayinevi.

Turan, S., & Demirel, O. (2010). The relationship between self-regulated learning skills and achievement: a case from Hacettepe University Medical School, H. U. Journal of Education, 38, 279-291.

Tutkun, O. F., & Aksoyalp, Y. (2010). 21. yuzyilda ogretmen yetistirme egitim programinin boyutlari [Dimensions of teacher training curricula in the 21st century]. Selcuk Universitesi Sosyal Bilimler Entitusu Dergisi, 24, 361-370.

Uyar, Y. (2015). Development of self regulated reading skills and its impact on comprehension (Unpublished doctorate thesis). Gazi University, Ankara, Turkey.

Uredi, I., & Uredi, L. (2005). The predictive power of self-regulation strategies and motivational beliefs on mathematics achievement of primary school 8th grade students. Mersin University Journal of the Faculty of Education,1 (2), 250-260.

Yildiz, E., Aydogdu, B., Akpinar, E., & Ergin, E. (2007). Fen bilgisi ogretmenlerinin fen deneylerine yonelik tutumlari [Science teachers' attitudes towards science experiments].   Bogazici Universitesi Egitim Dergisi, 24(2), 71-86.

Zimmerman B. J., & Schunk, D. H. (2001). Self-regulated learning and academic achievement: theoretical perspectives. Retrieved from  https://www.google.com.tr/books?id=I2GQFz3v2T8C&printsec=frontcover&hl=tr&source=gbs_ge_summary_r&cad=0#v=onepage&q&f=false (17.10.2018).

Zimmerman, B. J. (1990). Self-regulated learning and academic achievement: an overview. Educational Psychologist, 25(1), 3-17.

Zimmerman, B. J. (2000). Attaining self-regulation: a social cognitive perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13-39). San Diego, CA, US: Academic Press.