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Sınıf ve Fen Bilgisi Öğretmen Adaylarının Öğrenme Yaklaşımlarının Bazı Değişkenler Açısından Araştırılması
Abstract
Bu çalışmada öğretmen adaylarının derin ve yüzeysel öğrenme yaklaşımları eğitim düzeyi, fen dersindeki başarı durumları ve bölüm değişkenleri açısından araştırılmıştır. Çalışma tarama yöntemi kapsamında yürütülmüştür. Çalışmanın örneklemini bir devlet üniversitesindeki eğitim fakültesinin çeşitli bölümlerinde eğitim gören 407 lisans öğrencisi oluşturmaktadır. Öğrenme yaklaşımlarını ölçmek için Biggs, Kember ve Leung (2001) tarafından geliştirilen ve Batı, Tetik ve Gürpınar (2010) tarafından Türkiye bağlamına uyarlanan Approach Questionnaire (R-SPQ-2F) ölçeği kullanılmıştır. Ölçek 20 madde ve derin motivasyon (DM_S), derin strateji (DS_S), yüzeysel motivasyon (SM_S), yüzeysel strateji (SS_S) olmak üzere dört alt boyuttan oluşmaktadır. Ölçekten elde edilen veriler SPSS programında t-testi ve Anavo ile analiz edilmiştir. Tek yönlü varyans analizi öğretmen adaylarının derin ve yüzeysel öğrenme yaklaşımları puanlarının öğrenim görülen eğitim düzeyine göre anlamlı olarak farklılaşmadığını göstermektedir. Diğer tek yönlü varyans analizi sonucu öğretmen adaylarının öğrenme yaklaşımlarının fen dersindeki başarı puanlarına göre anlamlı olarak farklılaştığını göstermiştir. İlişkisiz örneklem t-testi sonucu ise öğrenme yaklaşımlarının bölüm değişkeni açısından anlamlı farklılaşmadığını göstermiştir.
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Research has shown significant relationships between students' epistemological beliefs and their approaches to learning. This study aimed to investigate the relationships between the scientific epistemological beliefs, science learning approaches, and the scientific inquiry skills of undergraduate students who took science courses by expanding the findings of the studies in the literature. Participants were 437 undergraduate students studying in the departments of science courses in Turkey. The participants responded to the Epistemological Beliefs Scale, the Learning Approach Questionnaire, and the Scientific Inquiry Scale. The epis-temological beliefs scale consisted of three dimensions: learning depends on effort, learning depends on skills, and a single truth. The learning approaches scale consisted of two dimensions: deep and surface approaches. Path analysis results showed that there are some important relationships between scientific epistemological beliefs and science learning approaches and scientific inquiry skills. Learning depending on an effort positively predicted scientific inquiry and a deep learning approach. Beliefs about the justification of scientific knowledge seemed to positively contribute to deep strategies. Learning depending on the skills was negatively predicted by scientific inquiry. The single truth was positively associated with the surface learning approach.
Öğrenme, doğası gereği oldukça karmaşık bir süreçtir. Farklı kavramları ve kuramları bir araya getirerek öğrencilerin öğrenme süreçlerini daha kapsamlı bir şekilde açıklamaya çalışmak, öğretme-öğrenme sürecine doğru müdahale edebilmek açısından
oldukça önemlidir. Bu çalışmada derinlemesine, yüzeysel ve stratejik alt ölçeklerinden oluşan öğrenme yaklaşımları ile bilişsel değerlendirme desteği (BDD), üstbilişsel plan desteği (UPD), üstbilişsel kontrol desteği (UKD) ve üstbilişsel yönetme desteği
(UYD) boyutlarından oluşan öğrenme stratejileri kullanım kalitesi arasında oluşturulan bir modelin anlamlı olup olmadığı test edilmiştir. Bu amaçla, Erzincan Üniversitesi Eğitim Fakültesi Sınıf Öğretmenliği Bölümüne devam eden 374 öğrenciden toplanan veriler ile öğrenme yaklaşımları ile öğrenme stratejilerini kullanma kalitesi arasında bir
yapısal eşitlik modeli kurulmuştur. Kurulan modeli değerlendirmede kullanılan uyum ve hata istatistiklerine göre, herhangi bir düzeltme veya ilişkilendirme yapılmadan oluşturulan ilk model kabul edilebilir düzeydedir. Yüzeysel ve stratejik alt ölçeklerine ait hataların
ilişkilendirilmesiyle düzeltilen model için hata ve uyum istatistikleri mükemmel düzeydedir. Kurulan her iki modelde de öğrencilerin öğrenme yaklaşımlarını en iyi belirleyen yaklaşım, derinlemesine öğrenme yaklaşımıdır. Öğrenme stratejileri kullanım kalitesini en iyi
açıklayan boyut ise üstbilişsel yönetme desteğidir. Kurulan yapısal eşitlik modelinde yüzeysel öğrenme yaklaşımının ne öğrencilerin öğrenme yaklaşımlarını belirlemede ne de öğrencilerin öğrenme stratejileri kullanım kalitesini belirlemede etkili olmadığı belirlenmiştir.
Bu araştırmanın amacı, Bilgisayar ve Öğretim Teknolojileri Eğitimi Bölümü öğretmen adaylarının, öğrenme yaklaşımları ve bu yaklaşımların cinsiyet, yaş, mezun olunan lise türü ve sınıf düzeyi değişkenleri ile olan ilişkisini belirlemektir. Araştırmanın örneklemini 2010-2011 eğitim öğretim yılında, Trakya Üniversitesi Eğitim Fakültesi Bilgisayar ve Öğretim Teknolojileri Eğitimi Bölümü’nde öğrenim gören 103 öğretmen adayı oluşturmaktadır. Öğretmen adaylarının öğrenme yaklaşımlarını belirlemek amacıyla Önder ve Beşoluk (2005) tarafından Türkçe’ye uyarlanan, 5’li Likert tipinde 20 maddelik Düzenlemiş İki Faktörlü Çalışma Süreci Ölçeği (R-SPQ-2F) kullanılmıştır. Ayrıca öğrencilerin demografik özelliklerini belirlemek amacıyla araştırmacılar tarafından 4 soruluk kişisel bilgi formu geliştirilmiştir. Araştırmadan elde edilen bulgulara göre, öğretmen adaylarının ağırlıklı olarak derin öğrenme yaklaşımına sahip oldukları belirlenmiştir. Öğretmen adaylarının öğrenme yaklaşımlarının cinsiyet ve mezun olunan lise türüne göre değiştiği görülürken, yaş ve sınıf değişkenlerinin öğrenme yaklaşımı üzerinde farka sebep olmadığı belirlenmiştir.
This paper introduces work on a major ongoing research project being carried out
collaboratively between Edinburgh, Durham and Coventry Universities in Britain. The main
concepts and conceptual frameworks being used in the project are introduced, along with a
brief summary of a literature review used to define the most salient aspects of teachinglearning
environments in higher education. The remainder of the paper describes the
development and initial analyses of two questionnaires completed by students. The first of
these – the Learning and Studying Questionnaire – given towards the beginning of a course unit,
covers students’ learning orientations and their reasons for studying that unit, and also
contains an inventory assessing typical approaches to learning and studying. The second
questionnaire, the Experiences of Teaching and Learning Questionnaire, completed towards the end
of the unit, contains a short version of the inventory but focused specifically on the unit being
studied. The main section of this questionnaire concerns students’ perceptions of the teachinglearning
environment. It also asks about the demands made by the unit, and what students
believe they have learned from it. Finally, students are asked to rate their academic progress;
assessment grades are being subsequently collected from the institutions involved. Analyses of
the initial data sets obtained have identified the main factors within the items concerned with
students’ perceptions of teaching-learning environments and indicate the relationships that
exist between these and their reported approaches to studying.
Investigation of Relationship between Studying Approach and Academic Self-Efficacy of Computer Education and Instructional Technologies Department Students.The aim of this study was to investigate the studying approaches of CEIT students, and to determine the relation between the studying approaches and academic self-efficacy. This study was designed as survey model. The study group was consisting of 147 CEIT students at the Trakya University, Department of Computer Education and Instruction Technology in 2011-2012 academic year. “Study Process Questionnaire” and the “Academic Self-Efficacy Scale” were used for the collect of data. During the data analysis, Mann-Whitney U test, Kruskal-Wallis test, t-test and the oneway ANOVA were used. It is possible to say that the mean of deep approach and surface approach scores concerning the CEIT students’ studying approaches were identified as being moderate level and academic self-efficacy level was high. The surface studying approaches differed according to gender. A positive and medium level relation was identified between the deep approach to studying of CEIT students and their perceptipon of academic self-efficacy.
Research on higher education identifies students' approaches to learning and study skills as a significant factor affecting the quality of learning. If teacher educators are to find ways for improving educational experiences of their students, they must understand how their students learn and the effects of the learning environment on their learning approaches. For this reason, this study examines Turkish and American college of education students' approaches to learning and study skills. Furthermore, this research attempts to investigate whether there is any difference in students' approaches to learning in regards to their major, school year, and gender. The Approaches and Study Skills Inventory for Students (ASSIST) was adapted to Turkish to investigate Turkish students' learning approach and study skills and original ASSIST was also used for describing those of American students. Findings indicated that most Turkish and American students prefer deep and strategic approaches to learning rather than surface ones. As the year of study increased, the use of deep approach inclined in contrast, while school year was increased the use of surface approach decreased. Turkish and American female students mostly prefer strategic approach whereas male students tend to use deep approach.
The purpose of this descriptive study is to identify learning approaches (deep, surface, or strategic) among successful undergraduate students and the factors that affect and shape their learning approaches. The study sample comprised 90 freshman students who were ranked in the top one percent portion of the 2013 University Placement Exam (UPE) in Turkey. Students were variously attending faculties of education, law or medicine and were grouped in subject areas of Literacy-Social (LS), Literacy-Math (LM), and Math-Science (MS). Data was obtained via semi structured interviews with students and recorded on a form developed by the researchers. We found that students tend to be inclined to a surface learning approach, their teacher has a rote learning education understanding - the content of the course is quantitative, and exams are multiple choice or use a true/false system. However, they tend to choose a deep learning strategy when their teacher has both research and interrogation based expectations, the content of the course is qualitative, and the exam style is writing an essay or of a fill in the gaps type. Moreover, preparation courses and group of friends t have significant influence on how students internalize strategic learning approaches.
Purposeful sampling is widely used in qualitative research for the identification and selection of information-rich cases related to the phenomenon of interest. Although there are several different purposeful sampling strategies, criterion sampling appears to be used most commonly in implementation research. However, combining sampling strategies may be more appropriate to the aims of implementation research and more consistent with recent developments in quantitative methods. This paper reviews the principles and practice of purposeful sampling in implementation research, summarizes types and categories of purposeful sampling strategies and provides a set of recommendations for use of single strategy or multistage strategy designs, particularly for state implementation research.
This article describes the historical origins and development of a series of well-known study strategy inventories and seeks to identify their conceptual bases. The theories and evidence influencing the development of 6 contrasting instruments are considered before examining empirical evidence of similarities and differences between the measurement instruments. This analysis is tackled in three stages, looking first at inventories developed in the 1970s and 1980s that focused mainly on motivation, study methods, and learning processes. The more recent work that brought in mental models, metacognition, and self-regulation is then introduced, leading to a concluding section that discusses the conceptual bases of the whole set of inventories. The trends found in this research area are described and used to explore the current confusion of overlapping terms describing apparently similar aspects of learning and studying in higher education.
Performed multidimensional scaling on scholars' judgments about the similarities of the subject-matter of different academic areas. 168 university scholars made judgments about 36 areas, and 54 small-college scholars judged similarities among 30 areas. G. A. Miller's method of sorting was used in collecting data. 3 dimensions were common to the solutions of both samples: existence of a paradigm, concern with application, and concern with life systems. It appears that these dimensions are general to the subject-matter of most academic institutions. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Previous research has demonstrated that the academic environments provided by departments in higher education have direct effects on students' approaches to studying. But other studies have indicated that these effects are mediated by the students' own perceptions of those environments. Here two studies are reported which explore the relationships between approaches to learning, or study orientations, and perceptions of the academic environment. Those perceptions are measured in two distinct ways, one which minimises the effects of differential perceptions, and one which highlights them. Factor analyses of the responses of three groups of students taking engineering and psychology are used to clarify the nature of the relationships between study orientations and perceptions of the academic environment. It is found, as in earlier studies, that there are relationships which associate deep approaches with perceptions of relevance, and surface approaches with a heavy workload. But here it is also shown that students with contrasting study orientations are likely to define effective teaching in ways which reflect those orientations. Implications both for the design of feedback questionnaires and for the improvement of teaching and learning in higher education are discussed.
Traditional engineering instruction is deductive, beginning with theories and progressing to the applications of those theories. Alternative teaching approaches are more inductive. Topics are introduced by presenting specific observations, case studies or problems, and theories are taught or the students are helped to discover them only after the need to know them has been established. This study reviews several of the most commonly used inductive teaching methods, including inquiry learning, problem-based learning, project-based learning, case-based teaching, discovery learning, and just-in-time teaching. The paper defines each method, highlights commonalities and specific differences, and reviews research on the effectiveness of the methods. While the strength of the evidence varies from one method to another, inductive methods are consistently found to be at least equal to, and in general more effective than, traditional deductive methods for achieving a broad range of learning outcomes.
Two lines of thinking are becoming increasingly important in higher educational practice. The first derives from constructivist learning theory, and the second from the instructional design literature. Constructivism comprises a family of theories but all have in common the centrality of the learner's activities in creating meaning. These and related ideas have important implications for teaching and assessment. Instructional designers for their part have emphasised alignment between the objectives of a course or unit and the targets for assessing student performance. "Constructive alignment" represents a marriage of the two thrusts, constructivism being used as a framework to guide decision-making at all stages in instructional design: in deriving curriculum objectives in terms of performances that represent a suitably high cognitive level, in deciding teaching/learning activities judged to elicit those performances, and to assess and summatively report student performance. The "performances of understanding" nominated in the objectives are thus used to systematically align the teaching methods and the assessment. The process is illustrated with reference to a professional development unit in educational psychology for teachers, but the model may be generalized to most units or programs in higher education.
This paper is concerned with the relationship between students' study processes and the structural complexity of their learning. Study processes are conceived in terms of three independent dimensions — utilising, internalising and achieving — each of which has a cognitive (strategic) and an affective (motivational) component; these are assessed by the Study Process Questionnaire (SPQ). Learning quality is expressed in terms of the complexity of the Structure of the Observed Learning Outcome by applying the SOLO Taxonomy described below. A preliminary study involving 60 undergraduates' responses to education research abstracts is described, in which SOLO levels and short and long term retention of factual material are related to their study processes.
Bu araştırma, üniversitelerin lisans programlarına devam eden öğrencilerin öğrenmeyaklaşımlarını tercih etme düzeylerini ve bazı öğretme-öğrenme süreci değişkenleri (üniversite,konu alanı, sınıf düzeyi, öğretme-öğrenme ortamı algısı, akademik başarı düzeyi) ile ilişkilerinibelirlemeyi amaçlamaktadır. Bu çalışmanın verileri Hacettepe, Mersin ve Süleyman Demirelüniversitelerinin lisans programlarına devam eden 3428 öğrenciye araştırmacı tarafındangeliştirilen iki ölçeğin uygulanmasıyla elde edilmiştir. Araştırma sonuçları, (1) üniversiteöğrencilerinin bir öğrenme konusunu ele alırken derinlemesine öğrenme yaklaşımını kısmendaha yüksek düzeyde işe koşma eğiliminde olmalarına karşın, önemli ölçüde stratejik veyüzeysel öğrenme yaklaşımlarını da işe koştuklarını, (2) öğrencilerin öğrenme yaklaşımlarıtercihi ile öğretme-öğrenme süreci değişkenleri (üniversite, konu alanı, sınıf düzeyi, akademikbaşarı ve öğretme-öğrenme ortamı algısı) arasında anlamlı ilişki olduğunu ortaya koymuştur.
In this research, it was aimed to determine the learning strategies employed in classroom environments in Turkish language courses by elementary education eighth-grade students while learning grammar subjects, and to determine the extent to which they use these strategies. Data of the research, which was carried out in line with the scanning model, were collected through the learning strategies questionnaire form prepared by the researcher. This form was administered to students in one-on-one interviews. In the analysis of the data; frequency, percentage, arithmetic mean and standard deviation values were used. It was determined in the research that elementary education eighth-grade students always use attention strategies, mental repetition strategies, grouping strategies, implicit and explicit repetition strategies, memory support strategies, strategies to improve recalling, and metacognition strategies; whereas they sometimes use the strategies of attaching, organization and motivation.
This opinion piece paper urges teachers and teacher educators to draw careful distinctions among four basic learning goals: learning science, learning about science, doing science and learning to address socio-scientific issues. In elaboration, the author urges that careful attention is paid to the selection of teaching/learning methods that recognize key differences in learning goals and criticizes the common assertion that 'current wisdom advocates that students best learn science through an inquiry-oriented teaching approach' on the grounds that conflating the distinction between learning by inquiry and engaging in scientific inquiry is unhelpful in selecting appropriate teaching/learning approaches.
Students in a multiclass first year university nursing course rated their teachers and courses, described their approach to learning in that course, and responded to a question providing an indicator of qualitative differences in learning outcomes. Relationships between the variables suggest that students have higher quality learning outcomes in those classes where teaching and courses were highly rated. This appears to validate the rating of teaching and courses by students. The results also support earlier studies demonstrating the validity of student ratings when the approaches to learning adopted by students are used as a criterion.
Structural equation models linking cognitive and affective factors, approach to learning, and perceptions of the actual and preferred mathematics classroom environments were tested in a longitudinal study involving 356 secondary school students in Hong Kong. Models of acceptable fit that clarified the effects of classroom environment on how students learn and the outcomes they achieve were obtained. Numerous significant paths from prior learning experience to environmental variables were identified; the most salient path from classroom environment to learning outcomes was that between an enjoyable classroom environment and cognitive achievement. An enjoyable classroom environment mediated the causal relationship between a deep approach and high-level achievement. However, classroom environment did not seem to influence changes in approach to learning.
This paper challenges the anecdotal stereotype that Asian students have a marked predilection towards reproductive study strategies and suggests that, as elsewhere, approaches to learning tasks are more a function of the curriculum and teaching environment. Evidence is presented from a survey of approaches to the study of Hong Kong students using the Biggs' Study Process Questionnaire. Mean scores on the scales of the questionnaire were compared with Australian results. The scores of the Hong Kong students were similar to those of comparable Australian students, but if anything the achieving and deep approach scores were higher for the Hong Kong students. The results are analysed to see if they can be explained as an experimental artefact or whether they are real, in which case they seriously question the anecdotal evidence which paints a stereotyped picture of the Asian student relying heavily on rote learning. Factor analysis results cast some doubt on the surface construct for Hong Kong students. However, the deep and achieving scales produced factor structures similar to those obtained previously and the results from these scales alone are quite sufficient to question the anecdotal evidence. Scores for both deep and achieving approaches were lower for second- and third-year students compared to first-year students, which suggests that any tendency towards reproductive approaches may be more a function of teaching practices than an innate tendency.
There are many factors influence the level of students' achievement in education. Studies show that one of these factors is "learning approach of a student". Research findings generally have identified two approaches of learning: deep and surface. When a student uses the deep approach, he/she has an intrinsic interest in subject matter and is interested in ideas and conclusions to understand the subject matter. When a student employs the surface approach, he/she merely memorizes knowledge to pass any exam in school. The aim of this study is to determine learning approaches of science student teachers and to examine the relationships among the variables, such as level of students' class and gender. The sample of this study consists of 108 student teachers from the Science Education Program at Department of Primary Science Education in Karadeniz Technical University. Approaches to learning of science student teachers are assessed using the Revised Two-factor Study Process Questionnaire (R-SPQ-2F), a scale developed by Biggs, et al (2001) consisting of 20 items on a 5 point Likert Scale. According to findings, science student teachers generally have deep learning approaches. Moreover, learning approaches of science student teachers have not changed related to gender. (Contains 4 tables.)
Argues that both students and teachers form certain perceptions of their teaching and learning situations. Presents a relational model of student learning and teaching context and examines the model in terms of tertiary science education. (CCM)
Describes an attempt to identify different levels of processing of information among groups of Swedish university students who were asked to read substantial passages of prose. Ss were asked questions about the meaning of the passages and also about how they set about reading the passages, thus allowing for the examination of processes and strategies of learning and the outcomes in terms of what is understood and remembered. It was posited that learning has to be described in terms of its content. From this point differences in what is learned, rather than differences in how much is learned, are described. It was found that in each study a number of categories (levels of outcome) containing basically different conceptions of the content of the learning task could be identified. The corresponding differences in level of processing are described in terms of whether the learner is engaged in surface-level or deep-level processing. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
The purpose of this study was to explore in greater depth what has been called by previous researchers, a deep versus surface approach to learning science. Six Grade 8 students judged as typically using learning approaches ranging from deep to surface were observed and taped during class group laboratory activities in a chemistry unit. They were also interviewed individually before and after instruction about related science concepts. On analysis of the students' discourse and actions during the activities and their interview responses, several differences in learning approaches seemed apparent. These differences fell into five emergent categories: generative thinking, nature of explanations, asking questions, metacognitive activity, and approach to tasks. When students used a deep approach, they ventured their ideas more spontaneously; gave more elaborate explanations which described mechanisms and cause–effect relationships or referred to personal experiences; asked questions which focused on explanations and causes, predictions, or resolving discrepancies in knowledge; and engaged in “on-line theorizing.” Students using a surface approach gave explanations that were reformulations of the questions, a “black box” variety which did not refer to a mechanism, or macroscopic descriptions which referred only to what was visible. Their questions also referred to more basic factual or procedural information. The findings also suggest that to encourage a deep learning approach, teachers could provide prompts and contextualized scaffolding and encourage students to ask questions, predict, and explain during activities. © 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 109–138, 2000
Background. Academic learning outcomes are believed to be influenced by a complex system that involves the interaction of student personality characteristics and learning processes. Yet to date there have been few studies, particularly in a non-western culture, which have examined the interrelationships between these variables and their causal effects on achievement outcomes.
Aims. This study aims to investigate the interrelationships of affective variables, learning approaches and academic achievement. It was hypothesised that academic causal attributions and academic self-concept affected the learning approaches the students adopted and subsequently influenced achievement outcomes.
Sample. The participants were 162 male and female Hong Kong Chinese university students who enrolled in first year full-time Nursing, Radiography, and Language and Communication courses. Their average age was 20 years.
Methods. Measures of academic causal attributions, academic self-concept, learning approaches and academic achievement were obtained. Structural equation modelling (SEM) techniques were used to test the relationships among the variables.
Results. It was shown that as predicted, both academic causal attributions and academic self-concept influenced academic achievement indirectly via students' learning approaches. Locus of control was significantly and negatively related to the surface approach to studying while academic self-concept had a positive significant influence on the deep approach. Both the surface and the deep approaches to studying showed significant direct effects on academic achievement.
Conclusions. The findings supported the theoretical notion that personality variables influence students' learning processes and subsequently their academic achievement. The findings also lend support to attributional retraining, self-concept enhancement interventions and development of self-regulated learning strategies to improve different aspects of student learning.
Two groups of 20 first-year students were asked to read three sections of a textbook. After the first two sections the groups received different types of question. One group received questions which demanded a thorough understanding of the meaning of the passage. The other group was given detailed factual questions. After the final section of reading a common set of questions of both types was asked. Besides providing further evidence of qualitative differences in learning, the experiment showed that students did adapt their way of learning to their conception of what was required of them.
Two related studies are reported in this article. The first aimed to analyse how academic discipline is related to university teachers' approaches to teaching. The second explored the effects of teaching context on approaches to teaching. The participants of the first study were 204 teachers from the University of Helsinki and the Helsinki School of Economics and Business Administration and 136 teachers from the University of Oxford and Oxford Brookes University who returned university teaching inventories. Thus, altogether there were 340 teachers from a variety of disciplines in Finland and the UK. The second study involved only the Finnish sample. The results showed that there was systematic variation in both student-and teacher-focused dimensions of approaches to teaching across disciplines and across teaching contexts. These results confirm the relational nature of teach-ers' approaches to teaching and illustrate the need, in using inventories such as the Approaches to Teaching Inventory, to be explicit about the context.
Longitudinal studies of students' approaches to learning in higher education can tell us much about the impact of the tertiary experience. More information about teaching and learning practices and how students respond to these may enable educators to better assist students to gain the maximum benefit from their tertiary studies.
The study set out: (i) to monitor the change in approaches to learning over a three-year period; (ii) to evaluate the relationship between student age, sex and university entry mode on students' approaches to learning; and (iii) to evaluate the predictive validity of the SPQ scales on one mode of learning outcome, that being annual GPA.
The sample consisted of 200 commencing students studying in a science course at an Australian university.
The Biggs SPQ was administered in a first-year chemistry class and repeated at intervals of 4 and 8 months. This was followed by administration by post after 16 months and 30 months.
Student approach to learning is dynamic and amenable to change as a result of the learning experience. Of the three SPQ scales, the achieving approach appears to undergo the greatest change with time, while the deep approach showed a consistent positive correlation with assessment outcomes. Student age was a major factor in both the SPQ scores and assessment outcomes but no gender effect was evident.
Students see university study, and in particular the first year, as a survival course and adopt strategies suited to that task. Older students adopt approaches to study which differ from their younger colleagues and as a consequence they are in general more successful in the tertiary environment.
Aim:
To produce a revised two-factor version of the Study Process Questionnaire (R-SPQ-2F) suitable for use by teachers in evaluating the learning approaches of their students. The revised instrument assesses deep and surface approaches only, using fewer items.
Method:
A set of 43 items was drawn up for the initial tests. These were derived from: the original version of the SPQ, modified items from the SPQ, and new items. A process of testing and refinement eventuated in deep and surface motive and strategy scales each with 5 items, 10 items per approach score. The final version was tested using reliability procedures and confirmatory factor analysis.
Sample:
The sample for the testing and refinement process consisted of 229 students from the health sciences faculty of a university in Hong Kong. A fresh sample of 495 undergraduate students from a variety of departments of the same university was used for the test of the final version.
Results:
The final version of the questionnaire had acceptable Cronbach alpha values for scale reliability. Confirmatory factor analysis indicated a good fit to the intended two-factor structure. Both deep and surface approach scales had well identified motive and strategy subscales.
Conclusion:
The revision process has resulted in a simple questionnaire which teachers can use to evaluate their own teaching and the learning approaches of their students.
This paper describes how research into approaches to university teaching, from a relational perspective, has been used to develop an inventory to measure the key aspects of the variation in approaches to teaching. The Approaches to Teaching Inventory (ATI) is one of several that derive from the research perspective applied by Marton and colleagues in Europe (Marton, F., Hounsell, D., and Entwistle, N. (eds.) (1997). The Experience of Learning, 2nd edn., Scottish Academic Press, Edinburgh) to student learning. A feature of these inventories is that they measure the response of a group to a particular context, rather than more general characteristics of individuals in that group. Studies using these inventories have consistently shown relations between students' approaches to learning and the quality of their learning outcome. The question of interest to many university teachers is whether there are relations between the way teachers approach their teaching and ways their students approach their learning. This question was answered in a study published in 1999 that used the ATI to show that teacher-focused approaches to teaching were associated with students' reproducing orientations. Subsequent research revealed that in subjects where teachers adopted more student-focused approaches to teaching, their students adopted a deeper approach to learning. Some recent research using the inventory is reviewed along with an analysis of the validity of the ATI. The current version of the inventory is reproduced in this paper.
Öğretmen adaylarının öğrenme yaklaşımları
- A M Ellez
- G Sezgin
Öğrenme yaklaşımları ölçeği yeni şeklini türkçeye uyarlama ve geçerlilik güvenirlilik çalışması
- A H Batı
- C Tetik
- E Gürpınar
Öğretmen adaylarının ders çalışma yaklaşımlarının üniversite türüne, öğrenim görülen alana ve cinsiyete göre incelenmesi
- S Altun
Strategies and models for teachers teaching content and thinking skills
- P D Eggen
- D P Kauchak
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