摘要：This study examined differences in students’ reported resource management strategies used in laboratory report preparation with respect to grade level and quality of laboratory reports. The differences in these groups were examined in terms of resource management strategies (time and study environment, effort regulation, peer learning, and help seeking). The study includes 81 freshmen, 86 sophomore and 82 juniors who are enrolled in laboratory courses in elementary science education program of the same university. Motivated Strategies Learning Questionnaire – Turkish Version (MSLQ-TV) was used for data collection. Moreover, a rubric developed by researchers was used for analyzing quality of laboratory reports (high-, medium-, and low- quality).The differences in Turkish pre-service science teachers’ resource management strategies used in laboratory report preparation were discussed with instructional implications for teacher education programs.
关键词：Self-regulated learning;resource management strategies;grade level difference;quality of laboratory reports
