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The Change of Students’ Science Related Affective Characteristics over Years: The Comparison of PISA 2006-2015 Assessments

Year 2021, Volume: 29 Issue: 5, 838 - 855, 31.12.2021
https://doi.org/10.24106/kefdergi.755078

Abstract

Purpose: In this study, it was aimed to investigate the trend of the affective characteristics related to science literacy of the students who participated in PISA 2006 and 2015 assessments from Turkey based on their responses to the common items. In this regard, the characteristics measured by common items in both assessments, which are enjoyment of science, instrumental motivation, science self-efficacy, science activities, environmental awareness and optimism were discussed.
Design/Methodology/Approach: The sample of this research, that cross-sectional survey model was used, consisted of PISA 2006 and 2015 Turkey sample. Data analysis was carried out based on the common items in both assessments. The percentage distribution of the students' responses to the response categories of these items according to their years of assessment was summarized and was presented by comparative graphics. Whether there is a significant difference between the percentage distribution of students' responses to response categories according to the assessment years was analyzed by z test.
Findings: According to the results of the research, between 2006-2015 assessments it was observed that there was a decrease in the rate of students who enjoyed science and had high environmental optimism; however, an increase in the rate of students with high self-efficacy and high participation in science activities. On the other hand, no significant chance was observed in students’ instrumental motivation. For the environmental awareness characteristics, increases and decreases were concluded depending on the context of the environmental problem.
Highlights: The results of this study revealed that there is not a trend with a specific pattern in students’ science-related affective features over assessment years. This situation puts an emphasis for students to be competent in science literacy as they need it to understand society and nature better and determine the relationship with affective features.

References

  • Akhun, İ. (1982). İki yüzde arasındaki farkın manidarlığının test edilmesi. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 15(1), 240-259.
  • Aloisi, C., & Tymms, P. (2017). PISA trends, social changes, and education reforms. Educational Research and Evaluation, 23(5-6), 180-220.
  • Besler, H. T., Buyuktuncer, Z., & Uyar, M. F. (2012). Consumer understanding and use of food and nutrition labeling in Turkey. Journal of nutrition education and behavior, 44(6), 584-591.
  • Block, J. H. (ed.) (1971). Mastery learning: theory and practice. New York, Holt, Rinehart and Winston Publishing.
  • Bozkurt, O., & Cansüngü, Ö. (2002). Primary school students' misconceptions about Greenhouse effect in environment education. Hacettepe University Journal of Education, 23, 67-73.
  • Clément, R., Dörnyei, Z., & Noels, K. A. (1994). Motivation, self‐confidence, and group cohesion in the foreign language classroom. Language learning, 44(3), 417-448. Demir, E., & Yalçın, H. (2014). Türkiye’de çevre eğitimi. Türk Bilimsel Derlemeler Dergisi, 7(2), 07-18.
  • Demirbaş, M., & Pektaş, H. M. (2009). İlköğretim öğrencilerinin çevre sorunu ile ilişkili temel kavramları gerçekleştirme düzeyleri. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, 3(2), 195-211.
  • Denton, L. F., & McKinney, D. (2004). Affective factors and student achievement: A quantitative and qualitative study. In 34th Annual Frontiers in Education, 2004. FIE 2004. (pp. T1G-6). IEEE.
  • Dirlik, E. M., & Karateki̇, K. (2018). The factors effecting the Turkish students’ environmental optimism and awareness level in PISA 2015. Strategies For Policy In Science And Education-Strategii Na Obrazovatelnata I Nauchnata Politika, 26(6), 637-653.
  • Eğitim Araştırma ve Geliştirme Dairesi Başkanlığı (2010). PISA 2006 projesi ulusal nihai rapor. Ankara: Eğitim Araştırma ve Geliştirme Dairesi Başkanlığı.
  • Erten, S. (2004). Çevre eğitimi ve çevre bilinci nedir, çevre eğitimi nasıl olmalıdır?. Çevre ve İnsan Dergisi, 65(66), 1-13.
  • Fonseca, J., Valente, M. O., & Conboy, J. (2011). Student characteristics and PISA science performance: Portugal in cross-national comparison. Procedia-Social and Behavioral Sciences, 322-329.
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2011). How to design and evaluate research in education. New York: McGraw-Hill Humanities/Social Sciences/Languages.
  • Gardner, P. L. (1975) Attitudes to science: A review. Studies in Science Education, 2(1), 1-41,doi: 10.1080/03057267508559818.
  • Gardner, R. C., & MacIntyre, P. D. (1991). An instrumental motivation in language study: Who says it isn't effective?. Studies in second language acquisition, 13(1), 57-72.
  • Global Strategy Group. (2007). Memorandum: 2007 Environment survey—key findings. Erişim adresi: http://www.loe.org/images/070316/yalepole.doc.
  • Glynn, S. M., Taasoobshirazi, G., & Brickman, P. (2007). Nonscience majors learning science: A theoretical model of motivation. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 44(8), 1088-1107.
  • Güneş, F. E., Aktaç, Ş., & Korkmaz, B. (2014). Tüketicilerin gıda etiketlerine yönelik tutum ve davranışları. Academic Food Journal/Akademik GID, 12(3), 30-37.
  • Hipkins, R., & Cameron, M. (2018). Trends in assessment: An overview of themes in the literature. NZCER Rangahau Mātauranga Aotearoa.
  • Islam, N. (2008). Public awareness about environmental issues: perspective Bangladesh. Asian Affairs, 30(2), 30-56.
  • Jinliang, W., Yunyan, H., Ya, L. , Xiang, H., Xiafei, W. & Yuanmei, J. (2004). An analysis of environmental awareness and environmental education for primary school and high school students in kunming. Chinese Education & Society, 37(4), 24-31. doi: 10.1080/10611932.2004.11031653.
  • Joss, S., & Durant, J. (Eds.). (1995). Public participation in science: The role of consensus conferences in Europe. NMSI Trading Ltd.
  • Kan, A., ve Akbaş, A. (2006). Affective factors that influence chemistry achievement (attitude and self efficacy) and the power of these factors to predict chemistry achievement-I. Journal of Turkish Science Education, 3(1), 76-85.
  • Karabacak, F. (2019). Lise öğrencilerinin sağlık okuryazarlığı (Yayınlanmamış Yüksek Lisans Tezi). Marmara Üniversitesi, İstanbul, Türkiye.
  • Kazazoğlu, S. (2013). Türkçe ve İngilizce derslerine yönelik tutumun akademik başarıya etkisi. Eğitim ve Bilim, 38(170), 294,307.
  • Kirsch, I., Lennon, M., von Davier, M., Gonzalez, E., Yamamoto, K. (2013) On the growing importance of international large-scale assessments. M. von Davier M., E. Gonzalez, I. Kirsch,& K. Yamamoto (Eds.), The role of international large-scale assessments: Perspectives from technology, economy, and educational research (s. 1-11) içinde. Dordrecht: Springer.
  • Lay, Y. F., Ng, K. T., & Chong, P. S. (2015). Analyzing affective factors related to eighth grade learners’ science and mathematics achievement in TIMSS 2007. The Asia-Pacific Education Researcher, 24(1), 103-110.
  • Marit Kjærnsli & Svein Lie (2011) Students’ preference for science careers: International comparisons based on PISA 2006, International Journal of Science Education, 33(1), 121-144, doi: 10.1080/09500693.2010.518642
  • T. C. Milli Eğitim Bakanlığı (2019). PISA 2018 Türkiye ön raporu. Eğitim Analiz ve Değerlendirme Raporları Serisi No:10. Erişim adresi: http://pisa.meb.gov.tr/wp-content/uploads/2020/01/PISA_2018_Turkiye_On_Raporu.pdf
  • Organisation for Economic Co-Operation and Development (2007). PISA 2006: Science competencies for tomorrow's world: Volume 1: Analysis, PISA, OECD Publishing, Paris. Retrieved from https://doi.org/10.1787/9789264040014-en.
  • Organisation for Economic Co-Operation and Development (2016). PISA 2015 results (Volume I): Excellence and equity in education, PISA, OECD Publishing, Paris. Retrieved from http://dx.doi.org/10.1787/9789264266490-en
  • Organisation for Economic Co-Operation and Development (2017). PISA 2015 Assessment and analytical framework: Science, reading, mathematic, financial literacy and collaborative problem solving, OECD Publishing, Paris. Retrieved from https://doi.org/10.1787/9789264281820-3-en
  • Organisation for Economic Co-Operation and Development (2019a). PISA 2018 Assessment and analytical framework. OECD Publishing, Paris. Retrieved from https://doi.org/10.1787/f30da688-en.
  • Organisation for Economic Co-Operation and Development (2019b). PISA 2018 results (Volume I): What students know and can do, PISA, OECD Publishing, Paris. Retrieved from https://doi.org/10.1787/5f07c754-en.
  • Organisation for Economic Co-operation and Development. (2010). PISA 2009 results: learning trends: changes in student performance since 2000 (Vol. V). OECD, Paris. Retrieved from http://dx.doi.org/10.1787/9789264091580-en
  • Osborne, J., Simon, S., & Collins, S. (2003). Attitudes towards science: A review of the literature and its implications. International journal of science education, 25(9), 1049-1079. Ozel, M., Caglak, S., & Erdogan, M. (2013). Are affective factors a good predictor of science achievement? Examining the role of affective factors based on PISA 2006. Learning and Individual Differences, 24, 73-82.
  • Ötken, Ş. (2019). PISA uygulamalarında okuma-matematik-fen okuryazarlığı puanlarındaki değişimin çok değişkenli-çok düzeyli model ile incelenmesi (Doktora tezi). Erişim adresi: http://www.openaccess.hacettepe.edu.tr:8080/xmlui/handle/11655/5957.
  • Sachsman, D. (2000, June). The role of mass media in shaping perceptions and awareness of environmental issues. Climate Change Communication Conference ‘da sunulan bildiri, Canada.
  • Schibeci, R. A. (1984) Attitudes to science: An update. Studies in Science Education, 11(1), 26-59, doi: 10.1080/03057268408559913.
  • Sikhwari, T. D. (2007). The relationship between affective factors and the academic achievement of students at the University of Venda. South African Journal of Higher Education, 21(3), 520-536.
  • Singh, K., Chang, M., & Dika, S. (2005). Affective and motivational factors in engagement and achievement in science. International Journal of Learning, 12(6), 207-218.
  • Soodman Afshar, H., & Rahimi, M. (2014). The relationship among emotional intelligence, critical thinking, and speaking ability of Iranian EFL learners. Teaching English Language, 8(1), 31-59.
  • Strong, C. (1998). The impact of environmental education on children’s knowledge and awareness of environmental concerns. Marketing Intelligence & Planning. MCB University Press
  • Sun, L., Bradley, K. D. & Akers, K. (2012) A multilevel modelling approach to ınvestigating factors ımpacting science achievement for secondary school students: PISA Hong Kong sample. International Journal of Science Education, 34(14), 2107-2125, doi: 10.1080/09500693.2012.708063
  • Şimşek, A. S., (2012). Bilişsel ve duyuşsal özelliklerin yükseköğretimdeki akademik başarıyı yordama gücü (Yüksek lisans tezi). Ankara Üniversitesi, Ankara. Erişim adresi: https://dspace.ankara.edu.tr/xmlui/bitstream/handle/20.500.12575/30428/09610609.pdf?sequence=1&isAllowed=y
  • Talay, İ., Gündüz, S., & Akpınar, N. (2004). The determination of environmental awareness of University Students. A case study: Ankara University, Turkey. Int. J. of Environment and Pollution, 21(3), 293-308.
  • Taş, U. E., Arıcı, Ö., Ozarkan, H. B., ve Özgürlük, B. (2016). PISA 2015 ulusal raporu. Ankara: Milli Eğitim Bakanlığı.
  • Uzun, N. B., Gelbal, S., & Öğretmen, T. (2010). Tımss-R fen başarısı ve duyuşsal özellikler arasındaki ilişkinin modellenmesi ve modelin cinsiyetler bakımından karşılaştırılması. Kastamonu Eğitim Dergisi, 18(2), 531-544.
  • von Davier, M. (2013). Introduction: What are trends and why are they ımportant for PISA?. M. Prenzel, M. Kobarg, K. Schöps, & S. Rönnebeck (Eds.), Research on PISA: Research outcomes of the PISA research conference 2009 (s. 160-164) içinde. New York: Springer.
  • Yetişir, M. İ., Batı, K., Kahyaoğlu, M., & Birel, F. K. (2018). Dezavantajlı öğrencilerin fen okuryazarlık performanslarının duyuşsal özellikleriyle ilişkisinin incelenmesi. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 51(1), 143-158.

Türkiye’deki Öğrencilerin Fenle İlişkili Duyuşsal Özelliklerindeki Eğilimin PISA 2006-2015 Uygulamalarındaki Ortak Maddelerle İncelenmesi

Year 2021, Volume: 29 Issue: 5, 838 - 855, 31.12.2021
https://doi.org/10.24106/kefdergi.755078

Abstract

Bu çalışmada PISA 2006 ve 2015 uygulamalarına Türkiye’den katılan öğrencilerin fenle ilgili duyuşsal özelliklerindeki eğilimin ortak maddelere verilen tepkiler üzerinden incelenmesi amaçlanmıştır. Bu doğrultuda her iki uygulamada ortak maddelerle ölçülen fen öğrenmekten zevk alma, fen öğrenimine yönelik araçsal motivasyon, fenle ilgili öz yeterlik, fen etkinlikleri, çevresel konular hakkında farkındalık ve çevresel konular hakkında iyimserlik özellikleri ele alınmıştır. Kesitsel tarama modelinin kullanıldığı bu araştırmanın örneklemini PISA 2006 ve 2015 Türkiye örneklemleri oluşturmaktadır. Buna göre araştırmanın örneklemi PISA 2006 ve 2015 uygulamaları için sırasıyla 4942 ve 5895 öğrenciden oluşmaktadır. Araştırma verileri 2006 ve 2015 PISA uygulamaları kapsamında toplanan verilerin ayıklanması ve düzenlenmesiyle elde edilmiştir. Verilerin analizi ortak maddeler üzerinden yürütülmüştür. Uygulama yıllarına göre öğrencilerin bu maddelere verdikleri tepkilerin tepki kategorilerine yüzdelik dağılımları özetlenerek bu bilgiler karşılaştırmalı grafikler kullanılarak sunulmuştur. Uygulama yıllarına göre öğrencilerin tepki kategorilerine yüzdelik dağılımları arasında manidar farklılık olup olmadığı z testi ile analiz edilmiştir. Araştırma sonuçlarına göre 2006-2015 uygulamaları arasında fenden zevk alan ve çevresel iyimserliği yüksek olan öğrenci oranlarında azalış, fen özyeterliği ve fen etkinliklerine katılımı yüksek olan öğrenci oranlarında artış olduğu görülmüştür. Diğer yandan öğrencilerin araçsal motivasyon özelliğinde manidar bir değişim olmadığı dikkati çekmiştir. Bunlara ek olarak çevresel farkındalığın, çevre sorununun bağlamına göre artış ya da azalış gösterdiği sonucuna ulaşılmıştır.

References

  • Akhun, İ. (1982). İki yüzde arasındaki farkın manidarlığının test edilmesi. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 15(1), 240-259.
  • Aloisi, C., & Tymms, P. (2017). PISA trends, social changes, and education reforms. Educational Research and Evaluation, 23(5-6), 180-220.
  • Besler, H. T., Buyuktuncer, Z., & Uyar, M. F. (2012). Consumer understanding and use of food and nutrition labeling in Turkey. Journal of nutrition education and behavior, 44(6), 584-591.
  • Block, J. H. (ed.) (1971). Mastery learning: theory and practice. New York, Holt, Rinehart and Winston Publishing.
  • Bozkurt, O., & Cansüngü, Ö. (2002). Primary school students' misconceptions about Greenhouse effect in environment education. Hacettepe University Journal of Education, 23, 67-73.
  • Clément, R., Dörnyei, Z., & Noels, K. A. (1994). Motivation, self‐confidence, and group cohesion in the foreign language classroom. Language learning, 44(3), 417-448. Demir, E., & Yalçın, H. (2014). Türkiye’de çevre eğitimi. Türk Bilimsel Derlemeler Dergisi, 7(2), 07-18.
  • Demirbaş, M., & Pektaş, H. M. (2009). İlköğretim öğrencilerinin çevre sorunu ile ilişkili temel kavramları gerçekleştirme düzeyleri. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, 3(2), 195-211.
  • Denton, L. F., & McKinney, D. (2004). Affective factors and student achievement: A quantitative and qualitative study. In 34th Annual Frontiers in Education, 2004. FIE 2004. (pp. T1G-6). IEEE.
  • Dirlik, E. M., & Karateki̇, K. (2018). The factors effecting the Turkish students’ environmental optimism and awareness level in PISA 2015. Strategies For Policy In Science And Education-Strategii Na Obrazovatelnata I Nauchnata Politika, 26(6), 637-653.
  • Eğitim Araştırma ve Geliştirme Dairesi Başkanlığı (2010). PISA 2006 projesi ulusal nihai rapor. Ankara: Eğitim Araştırma ve Geliştirme Dairesi Başkanlığı.
  • Erten, S. (2004). Çevre eğitimi ve çevre bilinci nedir, çevre eğitimi nasıl olmalıdır?. Çevre ve İnsan Dergisi, 65(66), 1-13.
  • Fonseca, J., Valente, M. O., & Conboy, J. (2011). Student characteristics and PISA science performance: Portugal in cross-national comparison. Procedia-Social and Behavioral Sciences, 322-329.
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2011). How to design and evaluate research in education. New York: McGraw-Hill Humanities/Social Sciences/Languages.
  • Gardner, P. L. (1975) Attitudes to science: A review. Studies in Science Education, 2(1), 1-41,doi: 10.1080/03057267508559818.
  • Gardner, R. C., & MacIntyre, P. D. (1991). An instrumental motivation in language study: Who says it isn't effective?. Studies in second language acquisition, 13(1), 57-72.
  • Global Strategy Group. (2007). Memorandum: 2007 Environment survey—key findings. Erişim adresi: http://www.loe.org/images/070316/yalepole.doc.
  • Glynn, S. M., Taasoobshirazi, G., & Brickman, P. (2007). Nonscience majors learning science: A theoretical model of motivation. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 44(8), 1088-1107.
  • Güneş, F. E., Aktaç, Ş., & Korkmaz, B. (2014). Tüketicilerin gıda etiketlerine yönelik tutum ve davranışları. Academic Food Journal/Akademik GID, 12(3), 30-37.
  • Hipkins, R., & Cameron, M. (2018). Trends in assessment: An overview of themes in the literature. NZCER Rangahau Mātauranga Aotearoa.
  • Islam, N. (2008). Public awareness about environmental issues: perspective Bangladesh. Asian Affairs, 30(2), 30-56.
  • Jinliang, W., Yunyan, H., Ya, L. , Xiang, H., Xiafei, W. & Yuanmei, J. (2004). An analysis of environmental awareness and environmental education for primary school and high school students in kunming. Chinese Education & Society, 37(4), 24-31. doi: 10.1080/10611932.2004.11031653.
  • Joss, S., & Durant, J. (Eds.). (1995). Public participation in science: The role of consensus conferences in Europe. NMSI Trading Ltd.
  • Kan, A., ve Akbaş, A. (2006). Affective factors that influence chemistry achievement (attitude and self efficacy) and the power of these factors to predict chemistry achievement-I. Journal of Turkish Science Education, 3(1), 76-85.
  • Karabacak, F. (2019). Lise öğrencilerinin sağlık okuryazarlığı (Yayınlanmamış Yüksek Lisans Tezi). Marmara Üniversitesi, İstanbul, Türkiye.
  • Kazazoğlu, S. (2013). Türkçe ve İngilizce derslerine yönelik tutumun akademik başarıya etkisi. Eğitim ve Bilim, 38(170), 294,307.
  • Kirsch, I., Lennon, M., von Davier, M., Gonzalez, E., Yamamoto, K. (2013) On the growing importance of international large-scale assessments. M. von Davier M., E. Gonzalez, I. Kirsch,& K. Yamamoto (Eds.), The role of international large-scale assessments: Perspectives from technology, economy, and educational research (s. 1-11) içinde. Dordrecht: Springer.
  • Lay, Y. F., Ng, K. T., & Chong, P. S. (2015). Analyzing affective factors related to eighth grade learners’ science and mathematics achievement in TIMSS 2007. The Asia-Pacific Education Researcher, 24(1), 103-110.
  • Marit Kjærnsli & Svein Lie (2011) Students’ preference for science careers: International comparisons based on PISA 2006, International Journal of Science Education, 33(1), 121-144, doi: 10.1080/09500693.2010.518642
  • T. C. Milli Eğitim Bakanlığı (2019). PISA 2018 Türkiye ön raporu. Eğitim Analiz ve Değerlendirme Raporları Serisi No:10. Erişim adresi: http://pisa.meb.gov.tr/wp-content/uploads/2020/01/PISA_2018_Turkiye_On_Raporu.pdf
  • Organisation for Economic Co-Operation and Development (2007). PISA 2006: Science competencies for tomorrow's world: Volume 1: Analysis, PISA, OECD Publishing, Paris. Retrieved from https://doi.org/10.1787/9789264040014-en.
  • Organisation for Economic Co-Operation and Development (2016). PISA 2015 results (Volume I): Excellence and equity in education, PISA, OECD Publishing, Paris. Retrieved from http://dx.doi.org/10.1787/9789264266490-en
  • Organisation for Economic Co-Operation and Development (2017). PISA 2015 Assessment and analytical framework: Science, reading, mathematic, financial literacy and collaborative problem solving, OECD Publishing, Paris. Retrieved from https://doi.org/10.1787/9789264281820-3-en
  • Organisation for Economic Co-Operation and Development (2019a). PISA 2018 Assessment and analytical framework. OECD Publishing, Paris. Retrieved from https://doi.org/10.1787/f30da688-en.
  • Organisation for Economic Co-Operation and Development (2019b). PISA 2018 results (Volume I): What students know and can do, PISA, OECD Publishing, Paris. Retrieved from https://doi.org/10.1787/5f07c754-en.
  • Organisation for Economic Co-operation and Development. (2010). PISA 2009 results: learning trends: changes in student performance since 2000 (Vol. V). OECD, Paris. Retrieved from http://dx.doi.org/10.1787/9789264091580-en
  • Osborne, J., Simon, S., & Collins, S. (2003). Attitudes towards science: A review of the literature and its implications. International journal of science education, 25(9), 1049-1079. Ozel, M., Caglak, S., & Erdogan, M. (2013). Are affective factors a good predictor of science achievement? Examining the role of affective factors based on PISA 2006. Learning and Individual Differences, 24, 73-82.
  • Ötken, Ş. (2019). PISA uygulamalarında okuma-matematik-fen okuryazarlığı puanlarındaki değişimin çok değişkenli-çok düzeyli model ile incelenmesi (Doktora tezi). Erişim adresi: http://www.openaccess.hacettepe.edu.tr:8080/xmlui/handle/11655/5957.
  • Sachsman, D. (2000, June). The role of mass media in shaping perceptions and awareness of environmental issues. Climate Change Communication Conference ‘da sunulan bildiri, Canada.
  • Schibeci, R. A. (1984) Attitudes to science: An update. Studies in Science Education, 11(1), 26-59, doi: 10.1080/03057268408559913.
  • Sikhwari, T. D. (2007). The relationship between affective factors and the academic achievement of students at the University of Venda. South African Journal of Higher Education, 21(3), 520-536.
  • Singh, K., Chang, M., & Dika, S. (2005). Affective and motivational factors in engagement and achievement in science. International Journal of Learning, 12(6), 207-218.
  • Soodman Afshar, H., & Rahimi, M. (2014). The relationship among emotional intelligence, critical thinking, and speaking ability of Iranian EFL learners. Teaching English Language, 8(1), 31-59.
  • Strong, C. (1998). The impact of environmental education on children’s knowledge and awareness of environmental concerns. Marketing Intelligence & Planning. MCB University Press
  • Sun, L., Bradley, K. D. & Akers, K. (2012) A multilevel modelling approach to ınvestigating factors ımpacting science achievement for secondary school students: PISA Hong Kong sample. International Journal of Science Education, 34(14), 2107-2125, doi: 10.1080/09500693.2012.708063
  • Şimşek, A. S., (2012). Bilişsel ve duyuşsal özelliklerin yükseköğretimdeki akademik başarıyı yordama gücü (Yüksek lisans tezi). Ankara Üniversitesi, Ankara. Erişim adresi: https://dspace.ankara.edu.tr/xmlui/bitstream/handle/20.500.12575/30428/09610609.pdf?sequence=1&isAllowed=y
  • Talay, İ., Gündüz, S., & Akpınar, N. (2004). The determination of environmental awareness of University Students. A case study: Ankara University, Turkey. Int. J. of Environment and Pollution, 21(3), 293-308.
  • Taş, U. E., Arıcı, Ö., Ozarkan, H. B., ve Özgürlük, B. (2016). PISA 2015 ulusal raporu. Ankara: Milli Eğitim Bakanlığı.
  • Uzun, N. B., Gelbal, S., & Öğretmen, T. (2010). Tımss-R fen başarısı ve duyuşsal özellikler arasındaki ilişkinin modellenmesi ve modelin cinsiyetler bakımından karşılaştırılması. Kastamonu Eğitim Dergisi, 18(2), 531-544.
  • von Davier, M. (2013). Introduction: What are trends and why are they ımportant for PISA?. M. Prenzel, M. Kobarg, K. Schöps, & S. Rönnebeck (Eds.), Research on PISA: Research outcomes of the PISA research conference 2009 (s. 160-164) içinde. New York: Springer.
  • Yetişir, M. İ., Batı, K., Kahyaoğlu, M., & Birel, F. K. (2018). Dezavantajlı öğrencilerin fen okuryazarlık performanslarının duyuşsal özellikleriyle ilişkisinin incelenmesi. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 51(1), 143-158.
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Details

Primary Language English
Subjects Studies on Education
Journal Section Research Article
Authors

Neslıhan Tuğçe Özyeter 0000-0003-1558-1293

Fatma Kızıltoprak 0000-0003-4374-7350

Publication Date December 31, 2021
Acceptance Date May 13, 2021
Published in Issue Year 2021 Volume: 29 Issue: 5

Cite

APA Özyeter, N. T., & Kızıltoprak, F. (2021). The Change of Students’ Science Related Affective Characteristics over Years: The Comparison of PISA 2006-2015 Assessments. Kastamonu Education Journal, 29(5), 838-855. https://doi.org/10.24106/kefdergi.755078

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