The effect of learning approaches on prospective chemistry teachers' self-regulated learning skills: The survey research

Sinem Dinçol ÖzgüR,I Önder,E Masal,H Çalişkan,S Beşoluk

doi:10.1051/shsconf/20196601018

Abstract

The purpose of this research was to examine the effect of the learning approaches on prospective chemistry teachers' self-regulated learning skills. 92 prospective chemistry teachers from the Department of Chemistry Education at one of the public university in Turkey participated in the research. “The Study Process Questionnaire” and “Self-regulated Learning Skills Scale” were used as the data collection tools. It was consequently found that 59.8 % of prospective chemistry teachers adopted deep learning approach, 40.2% of them adopted surface learning approach and their self-regulated learning skills scale scores for planning and goal setting scores differed significantly according to their learning approaches. Furthermore, it was determined that self-regulated learning skills mean score of prospective teachers' who adopted deep approach are higher than mean score of prospective teachers' who adopted surface approach but their self-regulated learning skills total scores did not differ significantly according to their learning approaches.

Highlights

In order to improve the quality of student learning, one of the most important research topics in the field of education is “how” students learn
There are two groups: 55 prospective teachers are in deep approach group and 37 prospective teachers are in surface approach group
A total of 92 prospective chemistry teachers were included in this study and 59.8 % of them adopted deep learning approach and 40.2% of them adopted surface learning approach

Summary

Introduction

In order to improve the quality of student learning, one of the most important research topics in the field of education is “how” students learn. Students prefer different ways in receiving and processing knowledge. Researchers state that individuals process what they read deeply or superficially [4]. Studies have found that university students choose one of the following approaches when addressing the learning task given to them: "comprehending a topic (deep)", "focusing on evaluation (strategic)" or "memorizing the details (surface)" [7]. Depending on the situation they are in, students sometimes prefer deep learning approach and sometimes surface learning approach to achieve success [8]

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