How Candidate Teachers Use Learning Strategies in Physics: the Effects of Gender and Department

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In this study, it is aimed to examine how candidate teachers use learning strategies when learning physics and the effects of gender and department variables on the use of learning strategies. 212 candidate teachers from Dokuz Eylül University, Buca Education Faculty, Departments of Secondary Science and Mathematics Education and Elementary Education were involved in the study. The data were collected using the revised “Learning Strategies Scale for Physics Learning (R-LSSPL)”. R-LSSPL consists of 39 items and they are divided into four dimensions as “elaboration”, “organization”, “rehearsal”, and “monitoring comprehension”. The data obtained from the scale were analyzed using mean, standard deviation, one-way multivariate ANOVA statistical techniques and follow-up tests. When candidate teachers’ frequency of use of learning strategies was examined, it was found out that they “sometimes” use these strategies. The results of the research indicated that there are statistically significant differences among students’ averages according to gender and department variables of R-LSSPL factors. The findings of this study were discussed based on the literature and suggestions were made on the use of learning strategies when learning physics.

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Learning Strategies , Physics Education , Mathematics Education

Gaziantep University Journal Of Social Sciences

865

Gaziantep University Journal Of Social Sciences