Abstract
<p style="text-align:justify">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.</p>
Highlights
One of the fundamental principles of social cognitive theory suggests that human beings have the ability to control their own behaviour
This study has investigated 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
The self-directed learning readiness levels of the experimental and control groups were studied and the results demonstrated that there was not a significant difference between the two groups with regard to their levels
Summary
One of the fundamental principles of social cognitive theory suggests that human beings have the ability to control their own behaviour. Self-regulation which was mentioned by Bandura, the founder of social cognitive theory, for the first time is defined as an individual’s affecting, directing and controlling his/her own behaviour by observing the behaviour, judging it via comparing it to his/her own criteria and making changes on it if needed (Bandura, 1977; cited by Senemoglu, 2013). The process of self-regulation is an active and constructive process in which students regulate and observe their behaviour, motivation and cognition in accordance with the goals they have identified in the process of learning (Pintrich, 2000). It means that an individual controls and directs his/her own behaviour (Williams, 2010; cited by Eryilmaz, 2016).
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