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This study has examined the effects of learning strategy instruction on student teachers' strategy use in an introductory physics course at the university level. In this study, pretest-posttest quasi-experimental design with equivalent control group was used. Two groups of student teachers (n=75) who took General Physics II course participated in this study. In the experimental group, questioning, summarizing and graphic organizers were taught. No strategies were taught to the contol group. Data of the study were collected by the Learning Strategies Scale Used in Physics. Findings of the study indicate that strategy instruction is effective on strategy use.
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