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

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.

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

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.

PDF

___

Bandura, A. (1977). Self efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191-215.
Chang, C. Y., Hsiao, C. H., & Barufaldi, J. P. (2006). Preferred-actual learning environment "spaces" and earth science outcomes in Taiwan. Science Education, 90, 420-433.
Chuang, S.C., and Tsai, C. C. (2005). Preferences toward the constructivist internet-based learning environments among high school students in Taiwan. Computers in Human Behavior, 21, 255-272.
Eastin, M. A., & LaRose, R. L. (2000). Internet self-efficacy and the psychology of the digital divide. Journal of Computer Mediated Communication, 6 (1).
Ergün, M. (1998). Retrieved December, 20, 2010 from http://www.egitim.aku.edu.tr/ergun5.htm.
Erkunt, H. ve Akpmar, Y. (2002). Internet tabanlı ve internet destekli eğitim: Kurumsal bir eğitim yönetim sistemi örneği.
Açık ve Uzaktan Eğitim Sempozyumu Bildiriler Kitabı,, 23-25 Mayıs, Anadolu Üniversitesi, Eskişehir. http://cet.boun.edu.tr/faculty/erkunt/papers/AUUE2002bildiri.pdf
Gabel, D. (1996). The complexity of chemistry: Research for teaching in the 21st century. Paper presented at the 14th International Conference on Chemical Education, Brisbane, Australia.
Hill, J. R. and Hannafin, M. J. (1997). Cognitive strategies and learning from the World Wide Web. Educational Technology Research and Development, 45 (4), 37-64.
Hill, T., Smith, N D and Mann, M, F. (1987). Role of efficacy expectations in predicting the decision to use advanced technologies: the case of computers, Journal of Applied Psychology, 72, 2, 307-13.
.http://people.southwestern.edu/~footezm/GenChemTutorials/vseprquiz/vsepr quiz2.html (Retrieved December 20, 2010)
http://www.mp-docker.demon.co.uk/as a2/topics/shapes of molecules/index.html (Retrieved December 20, 2010)
Joo, Y. J., Bong, M., and Choi, H. J. (2000). Self-efficacy for self-regulated learning, academic self-efficacy, and Internet self-efficacy in Web based instruction. Educational Technology Research and Development, 48, 5-17.
Kinchin, I. M. (2004). Investigating students' beliefs about their preferred role as learners. Educational Research, 46, 301312.
Kinzie, M, B., Delcourt, M, A, B and Powers, S, M. (1994) Computer technologies: attitudes and self-efficacy across undergraduate disciplines, Research in Higher Education, 35, 6, 745-68.
Lee, M. H and Tsai, C. C. (2005). Exploring high school students' and teachers' preferences toward the constructivist Internet- based learning environments in Taiwan. Educational Studies, 31, 149-167.
Levy Nahum, T., Hofstein, A., Mamlok-Naaman, R. & Bar-Dov, Z. (2004). Can final examinations amplify students' misconceptions in chemistry? Chemistry Education: Research and Practice, 5(3), 301-325.
Liang, J.-C., & Tsai, C.-C. (2008). Internet self-efficacy and preferences toward constructivist Internet-based learning environments: A study of pre-school teachers in Taiwan. Educational Technology & Society, 11 (1), 226-237.
Meyer, J. H. F., & Muller, M. W. (1990). Evaluating the quality of student learning: an unfolding analysis of the association between perceptions of learning context and approaching to studying at an individual level. Studies in Higher Education, 15, 131-154.
Murphy, C A (1988) Assessment of Computer Self-Efficacy: Instrument Development and Validation, (ERIC Document No. ED 307 317).
Oliver, T.A., and Shapiro, F. (1993). Self-efficacy and computers, Journal of Computer-Based Instruction, 20, 3, 81-5.
Peng, H., Tsai, C.-C., and Wu, Y.-T. (2006). University students' self-efficacy and their attitudes toward the internet: The role of students' perceptions of the Internet. Educational Studies, 32, 73-86.
Tsai C-C and Lin C-C (2004). Taiwanese adolescents' perceptions and attitudes regarding the internet: Exploring gender differences. Adolescence 39, 725-734.
Tsai, C. C and Lin, C. C (2004). Taiwanise adolescents' perceptions and attitudes regarding the Internet: Exploring gender differences. Adolescence, 39, 725-734.
Tsai, C. C. (2005). Preferences toward Internet based learning environments: High school students' perspectives for science learning. Educational Technology and Society, 8 (2), 203-213.
Tsai, C. C. (2008). The preferences toward constructivist internet-based learning environments among university students in Taiwan. Computers in Human Behavior, 24 (1), 16-31.
Tsai, M.-J and Tsai C. C (2003). Information seraching strategies in web-based science learning: The role of Internet self-efficacy. Innovations in Education and Teaching International, 40, 43-50.
Tsai, Meng-Jung and Tsai, Chin-Chung. (2003). Information searching strategies in web-based science learning: the role of internet self-efficacy, Innovations in Education and Teaching International, 40: 1, 43-50.
Wen, L.M.C., Tsai, C.C., Lin, H. M. And Chuang, S.C. (2004). Cognitive-metacognitive and content-technical aspects of constructivist Internet-based learning environments: A LISREL analysis. Computers and Education, 43, 237-248.
Wu, Y. T and Tsai C.-C. (2006). University students' Internet attitudes and Internet self-efficacy: A study at three universities in Taiwan. Cyber Psychology and Behavior, 9, 441-450.