Hale Bayram|Arif Çömek
Examining the relations between science attitudes, logical thinking ability, information literacy and academic achievement through internet assisted chemistry education
abstract homework often assigned chemistry classes facilitate students learning main purpose study investigate relations students science teaching attitude logical thinking ability information literacy self efficacy academic achievement internet assisted chemistry education study carried spring term 20062007 academic years 10 weeks 61 prospective science teachers enrolled science teacher education program marmara university constituted study groups research purpose students randomly split two groups group1 n 30 developed teaching website electrochemistry group2 n 31 prepared teaching portfolio subject homework data collected test academic achievement turkish version science teaching attitude scale ii stasii revised moore foy logical thinking ability test information literacy self efficacy scale pearson moments correlation coefficient used analysis data specify relations students science teaching attitude logical thinking ability information literacy self efficacy chemistry achievement addition obtain suitable regression equivalent explaining students chemistry achievement multiple regression analysis used end study first group revealed students chemistry achievement significantly correlates science teaching attitude r 0663 p 005 also variables significantly predict students chemistry achievement independent variables science teaching attitude logical thinking ability explain 784 total variance chemistry achievement hand second group students chemistry achievement significantly correlates information literacy self efficacy r 0480 p 005 logical thinking ability r 0293 p 005 also information literacy self efficacy significantly predict students chemistry achievement explains 203 total variance chemistry achievement