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

Hüseyin İnaltun; Salih Ateş

doi:10.12973/eurasia.2015.1494a

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Hüseyin İnaltun ¹ ^* , Salih Ateş ¹

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¹ Gazi University^* Corresponding Author

Abstract

Background:
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.

Materials and methods:
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:
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.

Conclusions:
These results show that students’ motivational beliefs and self-regulation have important roles in students’ conceptual knowledge level when assessed using concept map technique.

Keywords

self-regulation
conceptual knowledge
motivational beliefs
scale adaptation

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, 2015, Volume 11, Issue 6, 1657-1676

https://doi.org/10.12973/eurasia.2015.1494a

Publication date: 29 Sep 2015

Article Views: 1638

Article Downloads: 959

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How to cite this article

APA

İnaltun, H., & Ateş, S. (2015). Investigating Relationships among Pre-Service Science Teachers’ Conceptual Knowledge of Electric Current, Motivational Beliefs and Self-Regulation. Eurasia Journal of Mathematics, Science and Technology Education, 11(6), 1657-1676. https://doi.org/10.12973/eurasia.2015.1494a

Vancouver

İnaltun H, Ateş S. Investigating Relationships among Pre-Service Science Teachers’ Conceptual Knowledge of Electric Current, Motivational Beliefs and Self-Regulation. EURASIA J Math Sci Tech Ed. 2015;11(6):1657-76. https://doi.org/10.12973/eurasia.2015.1494a

AMA

İnaltun H, Ateş S. Investigating Relationships among Pre-Service Science Teachers’ Conceptual Knowledge of Electric Current, Motivational Beliefs and Self-Regulation. EURASIA J Math Sci Tech Ed. 2015;11(6), 1657-1676. https://doi.org/10.12973/eurasia.2015.1494a

Chicago

İnaltun, Hüseyin, and Salih Ateş. "Investigating Relationships among Pre-Service Science Teachers’ Conceptual Knowledge of Electric Current, Motivational Beliefs and Self-Regulation". Eurasia Journal of Mathematics, Science and Technology Education 2015 11 no. 6 (2015): 1657-1676. https://doi.org/10.12973/eurasia.2015.1494a

Harvard

İnaltun, H., and Ateş, S. (2015). Investigating Relationships among Pre-Service Science Teachers’ Conceptual Knowledge of Electric Current, Motivational Beliefs and Self-Regulation. Eurasia Journal of Mathematics, Science and Technology Education, 11(6), pp. 1657-1676. https://doi.org/10.12973/eurasia.2015.1494a

MLA

İnaltun, Hüseyin et al. "Investigating Relationships among Pre-Service Science Teachers’ Conceptual Knowledge of Electric Current, Motivational Beliefs and Self-Regulation". Eurasia Journal of Mathematics, Science and Technology Education, vol. 11, no. 6, 2015, pp. 1657-1676. https://doi.org/10.12973/eurasia.2015.1494a