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Uçar, F. Melike; Sungur, Semra – Research in Science & Technological Education, 2017
Background: Numerous studies have been conducted to investigate the factors related to science achievement. In these studies, the classroom goal structure perceptions, engagement, and self-efficacy of the students have emerged as important factors to be examined in relation to students' science achievement. Purpose: This study examines the…
Descriptors: Self Efficacy, Learner Engagement, Science Achievement, Goal Orientation
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Akyol, Gulsum; Tekkaya, Ceren; Sungur, Semra; Traynor, Anne – Journal of Science Teacher Education, 2012
This study proposed a path model of relationships among understanding and acceptance of evolution, views on nature of science, and self-efficacy beliefs regarding teaching evolution. A total of 415 pre-service science teachers completed a series of self-report instruments for the specified purpose. After the estimation of scale scores using…
Descriptors: Self Efficacy, Item Response Theory, Evolution, Path Analysis
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Kizilgunes, Berna; Tekkaya, Ceren; Sungur, Semra – Journal of Educational Research, 2009
The authors proposed a model to explain how epistemological beliefs, achievement motivation, and learning approach related to achievement. The authors assumed that epistemological beliefs influence achievement indirectly through their effect on achievement motivation and learning approach. Participants were 1,041 6th-grade students. Results of the…
Descriptors: Self Efficacy, Achievement Need, Student Motivation, Path Analysis
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Ozkal, Kudret; Tekkaya, Ceren; Cakiroglu, Jale; Sungur, Semra – Learning and Individual Differences, 2009
This study proposed a conceptual model of relationships among constructivist learning environment perception variables (Personal Relevance, Uncertainty, Critical Voice, Shared Control, and Student Negotiation), scientific epistemological belief variables (fixed and tentative), and learning approach. It was proposed that learning environment…
Descriptors: Constructivism (Learning), Elementary School Students, Path Analysis, Educational Environment
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Araz, Gulsum; Sungur, Semra – Learning and Individual Differences, 2007
Problem-based learning (PBL) is a student centered approach whereby students deal with ill-structured problems while working in small groups. In this study, a path model was utilized to model the relationships among reasoning ability, learning approach, prior knowledge, motivational variables, and achievement in genetics in PBL classes. 126 eighth…
Descriptors: Academic Achievement, Problem Based Learning, Prior Learning, Genetics