Asia-Pacific Forum on Science Learning and Teaching, Volume 11, Issue 2, Article 4 (Dec., 2010)
Gamze SEZGİN SELÇUK
Correlation study of physics achievement, learning strategy, attitude and gender in an introductory physics course

Previous Contents


References

Ateş, S. (2008). Mekanik konularındaki kavramları anlama düzeyi ve problem çözme becerilerine cinsiyetin etkisi. Eğitim ve Bilim (Education and Science), 33(148), 3-12.

Baker, D., & Leary, R. (1995). Letting girls speak out about science. Journal of Research in Science Teaching, 32, 3–27.

Beaton, A.E., Martin, M.O., Mullis, I.V.S., Gonzales, E.J., Smith, T.A., & Kelly, D.L. (1996). Science achievement in the middle school years: IEA’s Third International TIMSS. Chestnut Hill, MA: Boston College.

Carr, M., Jessup, D.L., & Fuller, D. (1999). Gender differences in first-grade mathematics strategy use: Parent and teacher contributions. Journal for Research in Mathematics Education, 30(1), 20-46.

Cavallo, A. M. L., Rozman, M., Blickenstaff, J., & Walker, N. (2003). Learning, reasoning, motivation, and epistemological beliefs. Journal of College Science Teaching, 33, 18-23.

Cekolin, C.S. (2001). The effect of self-regulated learning strategy instruction on strategy use and academic achievement. Retrieved April 20, 2008 from http.//www.southalabama.edu/coe/bset/idd/dis/cekolin.htm.

Chambers, S.K, & Andre, T. (1997). Gender, prior knowledge, interest, and experience in electricity and conceptual change text manipulations in learning about direct current. Journal of Research in Science Teaching, 34, 107-123.

Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education (6th edition). New York: Routledge.

Dermitzaki, I., Andreou, G., & Paraskeva, V. (2008). High and low reading comprehension achievers’ strategic behavior and its relation to performance in a reading comprehension situation. Reading Psychology: An Interdisciplinary Journal, 29, 471-492.

Diaz, A. L. (2003). Personal, family, and academic factors affecting low achievement in secondary school. Electronic Journal of Research in Educational Psychology and Psycho Pedagogy, 1(1), 43-66.

Farenga, S.J. ve Joyce, B.A. (1997). What children bring to the classroom: Learning science from experience. School Science and Mathematics, 97, 248‐252.

Goh, C. C. M., & Foong, K. P. (1997). Chinese ESL students' learning strategies a look at frequency, proficiency, and gender. Hong Kong Journal of Applied Linguistics, 2(1), 39-53.

Green, J.M., & Oxford, R. (1995). A closer look at learning strategies, L2 proficiency, and gender. TESOL Quarterly, 29(2), 261-297.

Jones, M.G., Hove, A., & Rua, M.J. (2000). Gender differences in students’ experiences, interest, and attitudes toward science and scientist. Science Education, 84, 180‐192.

Kahle, J. B., & Lakes, M. K. (1983). The myth of equality in science classrooms. Journal of Research in Science Teaching, 20, 131–140.

Kahle, J.B., Parker, L.H., Rennie, L.J., & Riley, D. (1993).  Gender differences in science education:  Building a model.  Educational Psychologist, 28(4), 379-404.

Kahle, J.B, & Meece, J. (1994). Research on gender issue in the classroom. In D. L. Gabel (eds). Handbook of Research on Science Teaching and Learning (pp. 542‐558). New York, USA: Macmillan.

Koch, A. (2001). Training in metacognition and comprehension of physics texts. Science Education, 85, 758-768.

Koch, A., & Eckstein, S. G. (1991). Improvement of reading comprehension of physics texts by students’ question formulation. International Journal of Science Education, 13(4), 473-486.

Kost, L. E., Pollock, S. J.  & Finkelstein, N. D. (2009). Characterizing the gender gap in introductory physics. Physical Review Special Topics - Physics Education Research, 5(1), 010101.

Kost-Smith, L.E., Pollock, S. J. &  Finkelstein, N. D. (2010). Gender disparities in second-semester college physics: The incremental effects of a “smog of bias.” Physical Review Special Topics - Physics Education Research, 6(2), 020112. 

Najar, R.L. (1999). Patways to success: Learning strategy instruction and content curriculum. HERDSA Annual International Conference, Melbourne, 12-15 July 1999.

Park, G. (1997). Language learning strategies and English proficiency in Korean university students. Foreign Language Annals, 30(2), 211-221.

Pintrich, P. R., Smith, D.A.F., Garcia, T., & McKeachie, W.J. (1993). Reliability and predictive validity of the motivated strategies for learning questionnaire (MSLQ). Educational and Psychological Measurement, 53, 801-813.

Pollock, S. J., Finkelstein, N. D., & Kost, L. E. (2007). Reducing the gender gap in the physics classroom: How sufficient is interactive engagement? Physical Review Special Topics - Physics Education Research, 3(1), 010107.

Reap, M. A., & Cavallo, A. L. (1992). Students' meaningful understanding of science concepts: Gender differences. Paper presented at a poster session at the annual conference of the National Association for Research in Science Teaching, Boston, MA.

Rouet, J. F., Vidal-Abarca, E., Erboul, A. B., & Millogo, V. (2001). Effects of information search tasks on the comprehension of instructional text. Discourse Processes, 31(2), 163-186.

Sağlam, M. (2010). Students’ performance awareness, motivational orientations and learning strategies in a problem-based electromagnetism course. Asia-Pacific Forum on Science Learning and Teaching, 11(1), Article 16.

Sezgin Selçuk, G., Çalışkan, S., & Erol, M. (2006). Learning strategies of physics teacher candidates: Relationships with physics achievement and class level. Proceedings of Sixth International Conference of the Balkan Physical Union, pp. 511-512.

Sezgin Selçuk, G. (2004). The effects of strategy teaching on physics achievement, attitude, achievement motivation and strategy use(in Turkish). PhD Thesis, Dokuz Eylül University, Turkey.

Sezgin Selçuk, G. & Çalışkan, S. (2010). Öğretmen adaylarının fizikte öğrenme stratejilerini kullanımları: cinsiyet ve anabilim dalının etkileri (in Turkish). IX. Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi,  23-25 Eylül 2010, İzmir, Türkiye.

Sheorey, R. (1999). An examination of language learning strategy use in the setting of an indigenized variety of English. System, 27, 173-190.

Shin, H., Jeon, W. T., & Yang, E. B. (2010). Relationship between learning strategies and academic achievement in medical college and graduate medical school students. Korean Journal of Medical Education, 22(3), 197-204.

Stadler, H., Duit, R., & Benke, G. (2000). Do boys and girls understand physics differently? Physics Education, 35(6), 417–422.

Thiessen, V., & Blasius, J. (2008). Mathematics achievement and mathematics learning strategies: cognitive competencies and construct differentiation. International Journal of Educational Research, 47(6), 362-371.

Wee, A. TS, Baacquie, B.E., & Huan, A.CH. (1993). Gender differences in undergraduate physics examination performance and learning strategies in Singapore. Physics Education, 28(3), 158-163.

Weinstein, C. E. & Mayer, R. E. (1986). The teaching of learning strategies. In M.C. Wittrock (Ed.) Handbook of research on teaching (pp. 315-327). New York: MacMillan.

Vaidya, S. R. (1999). Metacognitive learning strategies for students with learning disabilities. Education, 120(1), 186–190.

Yumuşak, N., Sungur, S. and Çakıroğlu, J. (2007). Turkish high school students’ biology achievement in relation to academic self-regulation. Educational Research and Evaluation, 13, 53-69.

 

 


Copyright (C) 2010 HKIEd APFSLT. Volume 11, Issue 2, Article 4 (Dec., 2010). All Rights Reserved.