Teacher Opinions on Use of Self-Regulation Strategies at Science and Art Centers: Turkey Sample

Autor/inn/en	Eker, Cevat; Ince, Murat
Titel	Teacher Opinions on Use of Self-Regulation Strategies at Science and Art Centers: Turkey Sample
Quelle	In: Universal Journal of Educational Research, 6 (2018) 7, S.1486-1496 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2332-3205
Schlagwörter	Teacher Attitudes; Metacognition; Content Analysis; Foreign Countries; Qualitative Research; Teacher Surveys; Science Education; Art Education; Interviews; Teaching Methods; Student Motivation; Help Seeking; Learning Strategies; Gifted; Phenomenology; Teaching Experience; Self Efficacy; Case Studies; Turkey + Suchen Sie Ihr Suchwort? Lehrerverhalten; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Inhaltsanalyse; Ausland; Qualitative Forschung; Naturwissenschaftliche Bildung; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Interviewing; Interviewtechnik; Teaching method; Lehrmethode; Unterrichtsmethode; Schulische Motivation; Help-seeking behavior; Help-seeking behaviour; Hilfe suchendes Verhalten; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Begabter, Hoch Begabter; Phenomenological psychology; Phänomenologie; Psychologie; Self-efficacy; Selbstwirksamkeit; Case study; Fallstudie; Case Study; Türkei
Abstract	The purpose of this study is to identify the usage status of self-regulation strategies at Science and Art Centers (BILSEMs) that provide the gifted students with education in Turkey. This research was designed within qualitative study and survey model was used. It was conducted with 24 teachers at Science and Art Centers each in the Western Black Sea, Marmara and Aegean regions in Turkey. The teacher interview form designed by the researchers was used as the data collection instrument. Descriptive analysis and content analysis methods were used for analyzing the data. It was concluded in the research that the teachers do not find themselves competent about self-regulation strategies. The most observed self-regulation deficiencies among BILSEM students are deficiencies of motivation and meta-cognitive strategies. The teachers think that BILSEM curricula do not aim to bring self-regulation skills to students. It was determined that the activities performed by teachers in BILSEM curricula (Adaptation, Supportive Education, Realizing Individual Abilities, Improving Special Skills, and Project) are rather for actualizing motivation, meta-cognitive and cognitive strategies. (As Provided).
Anmerkungen	Horizon Research Publishing. 506 North Garfield Avenue #210, Alhambra, CA 91801. e-mail: editor@hrpub.org; Web site: http://www.hrpub.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01