How Pre-Service Teachers Learn Educational Technology with the Situated Learning Approach

This research investigated pre-service teachers' motivation, learning strategies, and engagement in a situated learning based educational technology course. In this study, correlational research design was used. The sample of this study was 65 second year science education pre-service teachers. The data were collected through two questionnaires. Descriptive and multiple linear regression analyses were carried out. According to the results, pre-service teachers' engagement and motivation were at a high level; they mostly used sophisticated learning strategies such as organization, elaboration, critical thinking, and metacognitive self-regulation. The results also indicated that the significant predictors of engagement were organization, task value, and effort regulation. Critical thinking, effort regulation, organization, and peer learning strategies were significant predictors of metacognitive self-regulation. The findings are discussed in detail in this paper, and implications are offered for both future studies and the design of effective courses in situated learning based educational technology.