This study tackles self-regulated learning from the motivation component, considering that not only the ‘skills’ but also the ‘will’ dimensions are essential for the development of self-regulated learning. The aim of the study is to promote pre-service chemistry teachers’ motivation and to enhance their knowledge of motivational regulation strategies. The study was conducted in organic chemistry courses with 18 pre-service chemistry teachers. A semi-structured interview, a semi-structured diary, and an open-ended scale were employed as data collection tools to identify motivational components and motivational regulation strategies used by the pre-service teachers. The qualitative data collected were analyzed using descriptive and content analysis techniques. Results showed that the pre-service chemistry teachers had positive motivational beliefs and were more persistent about academic activities. Moreover, improvements occurred in pre-service teachers’ motivational regulation strategies. It was further found that the positive change in the pre-service chemistry teachers’ motivations diversified their learning strategies and that they began to use these strategies more frequently.
This study aimed to promote self-regulated learning skills in pre-service teachers, and to this end, a two-year Self-Regulated Learning Skills Development (SLSD) Plan for pre-service chemistry teachers was developed. In this SLSD plan, the strategy instruction was conducted in an integrated way into the content courses of the chemistry education curriculum. The strategy instruction was carried out in four parts: “time management strategies”, “reading comprehension and summarization strategies”, “writing strategies” and “questioning strategies”. In addition, metacognitive strategies used by the pre-service teachers during the strategy instruction were also examined. Semi-structured interviews, self-monitoring forms, field notes, and student-generated questions were used to collect data to identify the strategies that the pre-service teachers used and determine the changes that occurred as a result of the application of these strategies. The data were analyzed using descriptive and content analysis methods. It was determined that both the frequency of use and the diversity of the strategies used increased in time management strategies, reading comprehension and summarizing strategies, and writing strategies. In questioning strategies, when the quality of the questions created by pre-service teachers was examined, it was determined that there was an increase in the quality of these questions in terms of “thinking level” and “content”, but there was no regular trend in terms of “chemistry understanding levels”. It was observed that most of the pre-service teachers also applied metacognitive strategies during strategy instruction. In the light of the results of this study, suggestions on promoting self-regulated learning skills in pre-service teachers are provided for chemistry teacher education, and chemistry education researchers.
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