MODELLING THE EFFECTS OF SELECTED AFFECTIVE FACTORS ON LEARNING STRATEGIES AND CLASSROOM ACTIVITIES IN SCIENCE EDUCATION

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dc.contributor.authorAkıllı, Mustafa
dc.contributor.authorGenç, Murat
dc.date.accessioned2020-04-30T23:19:17Z
dc.date.available2020-04-30T23:19:17Z
dc.date.issued2017
dc.departmentDÜ, Eğitim Fakültesi, Temel Eğitim Bölümüen_US
dc.descriptionGENC, Murat/0000-0002-9742-1770en_US
dc.descriptionWOS: 000408589700013en_US
dc.description.abstractIt is well known affective, cognitive and psychomotor factors have positive effects on science learning process. All these factors have interaction between themselves. So it is important to research what is the size and direction of these interactions. The aim of this research is to analyze the effects of value, attitude and self-efficacy on active learning strategies and classroom activities using Structural Equation Model. The research was conducted by the analysis of students' answers to questionnaires data using Structural Equation Modelling. Initially KMO and Bartlett's tests were done to test appropriateness of scale to factor analysis. Then theoretical structural model was tested using LISREL. At the end of the SEM test, it was found that there are positive effects of selected affective factors on learning strategies and classroom activities.en_US
dc.description.sponsorshipDuzce University Coordination of Scientific Research ProjectsDuzce University [2016.10.02.513]en_US
dc.description.sponsorshipThis research was conducted within the scope of the project named "The importance of science learning value, attitude, self-efficacy, active learning strategies and classroom activities for secondary students' science learning" with the number 2016.10.02.513 which is supported by Duzce University Coordination of Scientific Research Projects. The authors like to thank Duzce University. The authors also wish to thank the referees and editors for their suggestions for improvements to the original manuscript.en_US
dc.identifier.endpage611en_US
dc.identifier.issn1648-3898
dc.identifier.issue4en_US
dc.identifier.scopusqualityQ2en_US
dc.identifier.startpage599en_US
dc.identifier.urihttps://hdl.handle.net/20.500.12684/3711
dc.identifier.volume16en_US
dc.identifier.wosWOS:000408589700013en_US
dc.identifier.wosqualityQ4en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.publisherSci Methodical Ctr-Sci Educologicaen_US
dc.relation.ispartofJournal Of Baltic Science Educationen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectscience learning valueen_US
dc.subjectattitude towards scienceen_US
dc.subjectself-efficacyen_US
dc.subjectlearning strategiesen_US
dc.subjectclassroom activitiesen_US
dc.subjectstructural equation model (SEM)en_US
dc.titleMODELLING THE EFFECTS OF SELECTED AFFECTIVE FACTORS ON LEARNING STRATEGIES AND CLASSROOM ACTIVITIES IN SCIENCE EDUCATIONen_US
dc.typeArticleen_US

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