The purpose of this study is to investigate the effects of interactive boards applications supported by computer simulations on pre-service science teachers' self-regulated learning. Quasi-experimental research with pre test/ post test control group design was used in the study. Pre-service science teachers in Siirt University, education faculty, science education department, constructed study group. Sections was randomly assigned experimental and control groups. In experimental group 32 pre-service science teachers (11 male; 21 female), in control group 33 pre-service science teachers (13 male; 20 female) were assigned to the groups. In total, 65 pre-service science teachers participated to the study. "Motivated strategies for learning questionnaire " was applied as the data collection tool. The questionnaire was translated into Turkish by Büyüköztürk and et.al. (2004). During the analysis in this respect, arithmetic averages, standard deviation, independent sampling t-test and analysis of covariance (ANCOVA) were used. The study compared the pre-test and post test scores of the science teacher candidates in the experiment and control group with SPSS 16.0 statistical package software.

The purpose of this study is to investigate the effects of interactive boards applications supported by computer simulations on pre-service science teachers’ self-regulated learning. Quasi-experimental research with pre test/ post test control group design was used in the study. Pre-service science teachers in Siirt University, education faculty, science education department, constructed study group. Sections was randomly assigned experimental and control groups. In experimental group 32 pre-service science teachers (11 male; 21 female), in control group 33 pre-service science teachers (13 male; 20 female) were assigned to the groups. In total, 65 pre-service science teachers participated to the study. "Motivated strategies for learning questionnaire” was applied as the data collection tool. The questionnaire was translated into Turkish by Büyüköztürk and et.al. (2004). During the analysis in this respect, arithmetic averages, standard deviation, independent sampling t-test and...

Human being starts learning about life via games. Therefore games have always maintained their importance and have always been interesting since the beginning of the human life. Games are being moved from streets to virtual platforms today as information Technologies are considerably progressing. And because of that, computer games are one of the entertainments for people today, especially for the children of school age. Analysing the literature, we find the computer games to have many positive effects on children's performance at school. In this research, the effect of the computer game developed for the 7th grade science lesson, on student's self-efficacy toward science is studied. Quasi-experimental design is used as the quantitative research method. The study group consists of 444 7th grade students in total attending to 7 different schools chosen from 7 different regions in Turkey. In this context, while there has not been any interference to the students attending to one of the 7th grade classrooms chosen from each school, the other students are provided with the computer game which is developed in the context of the application as an additional exercise. Seven experimental groups and seven control groups were chosen from each region in total one of which is the control group and the other is experimental group. "Science Self-Efficacy Scale" was drawn on as the data collection tool. The scale was applied two times in total, the first of which was before the application and the second after the application. As the result of the study, the developed computer game is determined to be an effective material in increasing the students' self-efficacy toward Science. In addition, It is concluded that there are regional differences regarding the students' self efficacy.

The purpose of this study was to examine the effects of gender and academic achievement scores on pre-service science teachers’ self-reported use of motivational strategies and learning strategies. The present study also investigated the relationship between motivational strategies and learning strategies. Data were collected by using Turkish version of Motivated Strategies for Learning Questionnaire (MSLQ) and personal information sheet during 2010-2011 spring semester. MSLQ which was originally developed as a self-report questionnaire, comprised of two main dimensions as motivation and learning strategies including 81 items with a 7 point -Likert scale format. The present study was designed as cross-sectional. A total 104 pre-service science teachers voluntarily participated in the study. Results revealed that pre-service science teachers who had higher academic achievement scores in physics, also had higher self-efficacy for learning beliefs. It was also found that there were no statistically significant mean differences among motivational beliefs, self-regulated learning variables with respect to gender. Lastly, the subdimensions in the motivational and learning strategies sections were found to be positively correlated as specified by the theory

Motivation plays a vital role in students' learning and academic performance, particularly in Science learning achievement. It is a challenge for a teacher to keep students motivated as they go through the entire learning process. The excellent choice of teaching strategy is one of the ways that can make the students motivated to engage in the different learning activities and in turn, increase their academic performance. This quasi-experimental study used one group pretest-posttest to determine the effectiveness of self-regulating learning method and to correlate students' motivation towards Science learning and achievement in Biological Sciences. The participants of the study were 39 students from one intact group. Teacher-made Biological Science test and Student Motivation towards Science Learning questionnaire were used to determine students' achievement and motivation towards Science learning, respectively. Results revealed that although there was no correlation bet...