摘要：The importance of learning strategies for enhancing students' learning has been addressed in several research studies (e.g., Pintrich & De Groot, 1990; Pintrich, 2002). Some studies made distinction among cognitive, metacognitive, and resource management strategies (e.g., Pintrich, 1999); superficial, deep cognitive, and metacognitive learning strategies (e.g., Young, 2005); active and superficial learning strategies (e.g., Meece & Miller, 2001). Cognitive strategies refers to rehearsal (i.e., recitation of items), elaboration (i.e., making associations between new information and existing knowledge), and organizational strategies (i.e., formation of groups and hierarchies) (Weinstein & Mayer, 1986). Elaboration and organization are deeper processing strategies than rehearsal which is a superficial strategy (Weinstein & Mayer, 1986; Young, 2005).
关键词：A ; ctive learning strategy; self ; - ; efficacy; science learning ; va ; lue; goal orientations; ; science ; ; Introduction ; The importance of learning strategies for enhancing students' learning has been ; addressed in several research studies (e.g.; Pintrich & De Groot; 1990; Pintrich; 2002). Some ; studies made distinction among cognitive; metacognitive; and resource management strategies ; (e.g.; Pintrich; 1999); superficial; deep cognitive; and metacognitive learning strategies (e.g.; ; Young; 2005); active and superficial learning strategies (e.g.; Meece & Miller; 2001). ; Cognitive strategies refers to rehearsal (i.e.; recitation of items); elaboration (i.e.; making ; associations between new information and existing knowledge); and organizational strategies ; (i.e.; formation of groups and hierarchies) (Weinstein & Mayer; 1986). Elaboration and ; organization are deeper processing strategies than rehearsal which is a superficial strategy ; (Weinstein & Mayer; 1986; Young; 2005). Regulation of cognition is related to metacognitive ; strategies (Pintrich; 1999). For instance; skimming the text before reading; asking questions ; about the text to check understanding; rereading the portion of the text that has not been ; ; ; * Correspondence: Ataturk University; Kazim Karabekir Faculty of Education; Department of Elementary Education; ; Erzurum; Turkey; tasyase@gmail.com ; var currentpos;timer; function initialize() { timer=setInterval("scrollwindow()";10);} function sc(){clearInterval(timer); }function scrollwindow() { currentpos=document.body.scrollTop; window.scroll(0;++currentpos); if (currentpos != document.body.scrollTop) sc();} document.onmousedown=scdocument.ondblclick=initialize An Investigation of Science Active Learning Strategy Use…Y. Tas & B. Cakir ; -56- ; understood are examples of planning; monitoring; and regulation types of metacognitive ; strategies; respectively (Pintrich; 1999). Strategies related to management and controlling of ; the learning environment such as managing time are referred as resource management ; strategies (Zimmerman & Martinez-Pons; 1986). ; Some other researchers utilized more general learning strategies that can be applied to various ; contexts (e.g.; Ames & Archer; 1988; Young; 1997). For instance; Ames and Archer (1988) ; investigated students' use of strategies in the process of learning and studying in order to ; regulate and monitor effort and comprehension such as self-planning and self-monitoring. ; More recently; Tuan; Chin; and Shieh (2005) conceptualized active learning strategies in ; science from a constructivist view point. They defined active learning strategy as "Students ; take an active role in using a variety of strategies to construct new knowledge based on their ; previous understanding" (p. 643). Constructivism emphasizes individual experiences in ; construction of knowledge (von Glasersfeld; 1991). Accordingly; students have an active role ; in their own learning; they integrate new information into their existing knowledge (Loyens & ; Gijbels; 2008). In order to support students' construction of their own understanding; use of ; authentic learning tasks and real-life problems are recommended (Herrington & Oliver; ; 2000). Turkey has revised its science curriculum in order to support constructivist learning ; (Ministry of National Education; 2004). Therefore; in the present study; Tuan et al.'s (2005) ; conceptualization of learning strategy which approaches science learning from constructivist ; view point was followed. ; Despite the importance of learning strategies; individual need to motivate oneself in order to ; use these strategies (Zimmerman; 2005). In fact; motivational variables have been linked to ; various student outcomes such as cognitive engagement (e.g.; Garcia & Pintrich; 1993); ; conceptual change (e.g.; Pintrich; Marx; & Boyle; 1993); and learning strategies (e.g.; ; Midgley; Arunkumar; & Urdan; 1996). In order to understand students' use of different ; strategies; literature points motivational components to be explored in research studies (e.g.; ; Pintrich & De Groot; 1990; Meece; Blumenfeld; & Hoyle; 1988). Pintrich (1999) identified ; self-efficacy; task value; and goal orientations as important motivational beliefs in students' ; learning. Although these constructs have been investigated in various studies conducted in ; Westernized nations; there is limited research from eastern countries (e.g.; Kahraman & ; Sungur; 2011; Sungur; 2007). Theories of motivation and learning are mostly developed in ; western cultures and they incorporate values and belief systems of the context (McInerney; ; 2008). Therefore; there is need to examine underlying relationships in different cultural ; contexts (Maehr & Meyer; 1997). In the present study; predictive effect of perceived parent ; goal orientations; personal goal orientations; science learning value; and self-efficacy on ; students' active learning strategy use will be examined among Turkish elementary school ; students. ; Self-efficacy beliefs ; Self-efficacy is defined as "people's judgments of their capabilities to organize and ; execute courses of action required to attain designed types of performances" (Bandura; 1986; ; p.391). According to social cognitive theory; individuals' beliefs about their capabilities to ; perform a given task influence their choice behavior. What courses of action to follow; how ; much effort to expend; and how long to persist on given activity are partially determined by ; self-efficacy beliefs. For instance; in the face of the obstacles individuals with high self- ; efficacy are likely to exert greater effort to accomplish while individuals with low self- ; efficacy tend to invest less effort of give up the task (Bandura; 1986). Self-efficacy beliefs ; influence individuals' motivation; cognition; and behavior (Bandura; 1986; 1993). Studies
