Exploring the Relationship between Preservice Science Teachers' Beliefs and Self-Regulated Strategies of Studying Physics: A Structural Equation Model

Autor/inn/en	Tanti; Maison; Mukminin, Amirul; Syahria; Habibi, Akhmad; Syamsurizal
Titel	Exploring the Relationship between Preservice Science Teachers' Beliefs and Self-Regulated Strategies of Studying Physics: A Structural Equation Model
Quelle	In: Journal of Turkish Science Education, 15 (2018) 4, S.79-92 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1304-6020
Schlagwörter	Preservice Teachers; Science Teachers; Beliefs; Self Management; Science Instruction; Physics; Correlation; Learning Strategies; Teaching Methods; Foreign Countries; Independent Study; Metacognition; Critical Thinking; Indonesia; Motivated Strategies for Learning Questionnaire + Suchen Sie Ihr Suchwort? Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Belief; Glaube; Selbstmanagement; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Physik; Korrelation; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Selbststudium; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Kritisches Denken; Indonesien
Abstract	This study aimed at exploring a structural equation model on the relationship between pre-service science teachers' beliefs and self-regulation strategies of studying physics. The sample of the study consisted of 248 pre-service science teachers drawn from department of physics education at one state university and one state Islamic university in Jambi, Indonesia. The Colorado learning attitudes about Science Survey (CLASS) was used to measure their beliefs of physics and physics learning. Furthermore, motivated strategies for learning questionnaire (MSLQ) was also deployed to measure their self-regulation strategies on studying physics. Variance-based structural equation modeling (SEM with PLS) showed that sophisticated beliefs were positively correlated to the use of elaboration, organization, and metacognitive strategies whilst naïve beliefs were positively correlated with the use of rehearsal and elaboration methods. This study provides insightful implications for educators, especially lecturers, on how to plan, design, and practice the appropriate and effective pedagogical strategies to replace naïve beliefs with sophisticated ones, and to enhance the use of self-regulated strategies in studying physics. (As Provided).
Anmerkungen	Journal of Turkish Science Education. e-mail: editortused@gmail.com; Web site: https://www.tused.org/index.php/tused/home
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01