Investigation Of Cognitive Structure Of Preservice Biology Teachers In Self-Regulated Learning Environment

The purpose of this work is to investigate the cognitive structure in the self-regulated learning environment. In the experimental study design with a pretest-posttest control group is employed. The study sample consists of 29 undergraduate students, who continue their first semester of biology education program. Experimental and control groups were formed through random assignment of this student. The data of the survey were gathered up by concept maps. This Data was analyzed quantitatively and qualitatively. The paired groups t-test and independent groups t-test were used for testing of research hypotheses. As a result of the study, biology instruction in the self-regulated learning environment changed students’ cognitive structures in a positive way and it was more successful than classical courses. But the cognitive structure all of pre-service biology teachers were determined as radial type.