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Journals / Hacettepe Üniversitesi Eğitim Fakültesi Dergisi / 2011 / Cilt: 2011 - Sayı: 40

Öğretmen adaylarının internet özyeterlikleri,internet tabanlı ortamlara yönelik tercihleri ve başarıları

Internet self-efficacy preferences of internet based environments and achievement of prospective teachers

Özge OSKAY ÖZYALÇIN
Pages
291–299
Publication Date
2022-10-19
DOI
—
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

For data analysis, descriptive statistics and the Pearson correlation coefficient were used.

📌 3 Key Takeaways

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Objective & Hypothesis:The aims of this study are to determine prospective chemistry teachers’ internet self-efficacy and preferences of constructivist internet-assisted environments and to examine the relationship between their internet selfefficacy and their preferences for constructivist internet-assisted environments, the relationship between their achievement in internet-assisted chemistry applications and their preferences for constructivist internet-assisted environments, the relationship between prospective chemistry teachers’ achievement in internet-assisted chemistry applications and their internet self-efficacy.
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Key Findings & Data:An adapted form of Questionnaire Exploring Internet Self-Efficacy developed by Tsai and Tsai (2003), Tsai and Lin (2004), Wu and Tsai (2006), and Peng, Tsai and Wu (2006), a modified form of Constructivist Internet Learning Environment Survey (CILES) (Chuang and Tsai, 2005; Wen et al., 2004) and The Chemistry Achievement Test (CAT) which was developed by the researcher was used as the data collection tools.
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Conclusion & Impact:For data analysis, descriptive statistics and the Pearson correlation coefficient were used.
🔬Design:Survey & Empirical Study
📍Scope:2003 Verileri
⚙️Variables:Domain Parameters

Abstract

The aims of this study are to determine prospective chemistry teachers’ internet self-efficacy and preferences of constructivist internet-assisted environments and to examine the relationship between their internet selfefficacy and their preferences for constructivist internet-assisted environments, the relationship between their achievement in internet-assisted chemistry applications and their preferences for constructivist internet-assisted environments, the relationship between prospective chemistry teachers’ achievement in internet-assisted chemistry applications and their internet self-efficacy. An adapted form of Questionnaire Exploring Internet Self-Efficacy developed by Tsai and Tsai (2003), Tsai and Lin (2004), Wu and Tsai (2006), and Peng, Tsai and Wu (2006), a modified form of Constructivist Internet Learning Environment Survey (CILES) (Chuang and Tsai, 2005; Wen et al., 2004) and The Chemistry Achievement Test (CAT) which was developed by the researcher was used as the data collection tools. For data analysis, descriptive statistics and the Pearson correlation coefficient were used.

Özet

Bu çalışmanın amacı kimya öğretmen adaylarının internet öz yeterliklerinin, yapılandırmacı internet destekli ortamlara yönelik tercihlerinin nasıl olduğunu belirlemek, internet öz yeterlikleri ile yapılandırmacı internet tabanlı ortamlara yönelik tercihleri arasındaki ilişkiyi, internet destekli kimya dersi uygulamalarındaki başarıları ile yapılandırmacı internet tabanlı ortamlara yönelik tercihleri arasındaki ilişkiyi, internet destekli kimya dersi uygulamalarındaki başarıları ile internet öz yeterlikleri arasındaki ilişkiyi incelemektir. Veri toplama aracı olarak, Tsai and Tsai (2003), Tsai and Lin (2004), Wu and Tsai (2006), and Peng, Tsai and Wu (2006) tarafından geliştirilen İnternet Özyeterlik Ölçeği'nin adapte edilmiş hali, Yapılandırılmış İnternet Öğrenme Ortamları Anketi'nin modifiye edilmiş şekli (Chuang and Tsai, 2005; Wen et.al. 2004) ve araştırmacı tarafından geliştirilen Kimya Başarı Testi (KBT) kullanılmıştır. Verilerin analizi sonucunda öğretmen adaylarının internet öz yeterlikleri ile yapılandırmacı internet tabanlı ortamlara yönelik tercihleri arasında ve yapılandırmacı internet tabanlı ortamlara yönelik tercihleri ve internet destekli kimya dersi uygulamalarındaki başarıları arasında istatistik! olarak anlamlı ilişki saptanmıştır.

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Cite This Article

ÖZYALÇIN, Ö. O. (2022). Öğretmen adaylarının internet özyeterlikleri,internet tabanlı ortamlara yönelik tercihleri ve başarıları. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, Cilt: 2011 - Sayı: 40, 291–299. https://ajindex.com/articles/532274

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