Dokuzuncu Sınıf Öğrencilerinin Biyoloji ve Fizik Derslerindeki Kaynak Yönetimi Stratejilerin İncelenmesi

Year 2017, Volume: 11 Issue: 2, 197 - 211, 18.12.2017

Muhammet Mustafa Alpaslan

https://doi.org/10.17522/balikesirnef.373342

Cited By: 2

Abstract

Bu araştırmanın amacı dokuzuncu sınıf öğrencilerinin biyoloji ve fizik
derslerinde kullandıkları kaynak yönetimi stratejileri arasındaki farklılıkları
ve ilişkileri incelemektir. Araştırmaya Muğla İli Menteşe İlçesindeki üç lisede
öğrenim gören toplam 603 öğrenci katılmıştır. Araştırmanın verileri zaman ve
çalışma ortamı yönetimi, emek yönetimi, akran iş birliği ve yardım isteme alt
faktörlerini içeren Güdülenme ve Öğrenme Stratejileri Ölçeğinin kısa versiyonu ile
toplanmıştır. Araştırma sorularına cevap vermek için tekrarlı- çoklu varyans
analizi (MANOVA) ve doğrulayıcı faktör analizi kullanılmıştır. Araştırma
sonucunda, öğrencilerin fizikte daha yüksek bir emek yönetimi stratejisini kullandıkları,
biyoloji dersinde ağırlıklı olarak zaman ve çalışma ortamı, akran iş birliği ve
yardım isteme stratejilerini kullandıkları bulunmuştur. Ayrıca, her iki derste
de öğrencilerinin kaynak yönetimi stratejilerinin birbiriyle ilişkili olduğu
bulunmuştur.

Keywords

biyoloji eğitimi, fizik eğitimi, kaynak yönetimi stratejileri, öğrenme stratejileri

Examining The Disciplinary Differences of Ninth Graders’ Resource Management Strategies in Biology and Physics

Abstract

The purpose of this study is to examine the differences and the
relations between ninth grade students’ resource management strategies in
biology and physics. A total of 603 ninth graders from three high schools in
Muğla in Turkey participated in the study. A short version of the Motivated
Strategies for Learning Questionnaire including managing time and study
environment, effort management, peer learning and help-seeking was
administrated. Repeated multivariate analysis of variance (MANOVA)s and confirmatory
factor analysis were utilized. Results showed that students reported a higher
usage of managing time and study environment, peer learning and help-seeking
biology than in physics, whereas a higher usage of effort management in physics
than in biology. Also it was found that students’ resource management
strategies in both courses were correlated to each other. The implications and
future directions were discussed.

Keywords

biology education, learning strategies, physics education, resource management strategies

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