The effects of project-based learning environment on preservice biology teachers? self-regulation levels and self-efficacy beliefs

The aim of this study is to investigate the effects of project-based learning environment on preservice biology teachers? self-regulation levels and self-efficacy beliefs. Specifically, it was attempted to determine the preservice teachers? self-regulation and self-efficacy levels, the relationship between these two, whether self-regulation and self-efficacy levels would differ by gender, and how the preservice teachers would evaluate this project-based teaching process.Since the aim of the study was to determine the created at the end of a limited teaching period by the Project-Based Learning Method change in preservice teachers? self-regulation levels and self-efficacy beliefs; the single group pretest-posttest model was adopted. Besides, qualitative research methods were employed in order to determine the opinions of the participants about the process.The study group of the research consisted of 40 second-grade students enrolled in the Cytology Laboratory course at the Department of Biology Teaching in the Faculty of Education of Gazi University in Fall 2010-2011.The experimental application was conducted for 13 weeks. Before and after the application; ?Self-Regulation Scale? and ?Biology Self-Efficacy Scale? were administered as a pre and post test. In addition, the ?Activity Evaluation Questionnaire? and the ?Questionnaire for Opinions on Project Works? were administered. Thus, both qualitative and quantitative data were collected.The findings of the study suggested that the course taught by the Project-Based Learning Method did not create any difference in the self-regulation levels of the biology preservice teachers, whereas it improved their biology self-efficacy beliefs. Moreover, the responses of the participants to the Activity Evaluation Questionnaire mentioned that they used some processes of self-regulation during while prepare their project; however, these processes failed to increase their self-regulation levels. Findings obtained from the Questionnaire for Opinions on Project Works, on the other hand, showed that the participants were generally satisfied with the project-based learning process, that this method helped them improve themselves in many aspects, and that they found group working useful.