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dc.contributor.authorSen, Senol
dc.contributor.authorYilmaz, Ayhan
dc.date.accessioned2019-12-17T06:41:06Z
dc.date.available2019-12-17T06:41:06Z
dc.date.issued2012
dc.identifier.issn1877-0428
dc.identifier.urihttps://doi.org/10.1016/j.sbspro.2012.05.325
dc.identifier.urihttp://hdl.handle.net/11655/20284
dc.description.abstractThe purpose of this study is to investigate the effect of learning styles on students' misconceptions related to the subject of melting and dissolving. Moreover, the present study also analyzes the effect of students' learning styles on their self-efficacy for learning and performance. The population of this study was comprised of first-and second-grade students attending the Faculty of Education at Hacettepe University. As data collection tools, Learning Style Inventory was used in order to determine students' learning styles, the Motivated Strategies for Learning Questionnaire (MSLQ) was administered to determine students' self-efficacy for learning and performance and the Melting and Dissolving Concept Test (MDCT) was used to assess students' misconceptions regarding melting and dissolving. For the evaluation of the data, statistical analysis was applied. (C) 2012 Published by Elsevier Ltd. Selection and/or peer review under responsibility of Prof. Dr. Huseyin Uzunboylu
dc.language.isoen
dc.publisherElsevier Science Bv
dc.relation.isversionof10.1016/j.sbspro.2012.05.325
dc.rightsinfo:eu-repo/semantics/openAccess
dc.subjectEducation & Educational Research
dc.titleThe Effect of Learning Styles on Students' Misconceptions and Self-Efficacy for Learning and Performance
dc.typeinfo:eu-repo/semantics/conferenceObject
dc.typeinfo:eu-repo/semantics/publishedVersion
dc.relation.journal4Th World Conference On Educational Sciences (Wces-2012)
dc.contributor.departmentEğitim Bilimleri
dc.identifier.volume46
dc.identifier.startpage1482
dc.identifier.endpage1486
dc.description.indexWoS


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