Investigating Relationships among Pre-Service Science Teachers’ Conceptual Knowledge of Electric Current, Motivational Beliefs and Self-Regulation
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Gazi University
Publication date: 2015-09-29
Corresponding author
Hüseyin İnaltun   

Gazi University, Gazi Üniversitesi Rektörlüğü, Teknikokullar, 06500 Ankara, Turkey
EURASIA J. Math., Sci Tech. Ed 2015;11(6):1657-1676
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 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.

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

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