The Effect of Activities Designed According to the Incremental Self-theory on 7th Grade Students’ Self-confidence and Their Views about Their Growth Mindset in Science Lesson

Year 2022, Volume: 11 Issue: 1, 73 - 92, 20.02.2022

Sema Orhan Abdullah Aydın

https://doi.org/10.14686/buefad.908084

Abstract

The aim of this study is to determine the effect of activities in the 7th graders science course cell and divisions unit, which were designed in accordance with the incremental self-theory on students’ self-confidence and views on their growth mindset. This Research was conducted with 54 seventh grade students studying in two branches in a public secondary school in Kastamonu Province, Turkey randomly assigned to the experimental group (N=27) and control group (N=27). While the cell and divisions unit was taught to the students in the control group in accordance with the 2018 Science Course Curriculum, it was taught to the students in the experimental group with additional supportive activities, which were designed in accordance with incremental self-theory. The research, which had been conducted with a mixed research approach, a semi-experimental design with pre-test post-test control group design. The quantitative data was collected using the self-confidence scale, and the qualitative data was collected using feedback forms. In the light of the findings, obtained via the analysis of all the data collected, while there was no significant difference between the control and experimental group with regard to self-confidence of the students in science course before the implementation, a significant difference was found in favor of the experimental group, after the implementation. The qualitative findings obtained from the feedback forms, which had been administered every week, supported the aforementioned results. According to the findings reached in line with the data obtained with the feedback forms, it was determined that students improved in subjects such as the developability of intelligence (92.59%), instructional of mistakes (95.83%), getting help in case of failure (100%) and fighting failure (100%), which are related to growth mindset. It has been determined that the education designed to develop the incremental self-theory has a positive effect not only on the students’ views about growth mindset but also their self-confidence levels.

Keywords

Growth mindset, self-confidence, incremental self-theory, science education

7. Sınıf Fen Bilimleri Dersinde Gelişim Öz-teorisine Göre Tasarlanan Etkinliklerin Öğrencilerin Özgüvenlerine ve Gelişime Açık Düşünce Tarzlarıyla İlgili Görüşlerine Etkisi

Abstract

Bu araştırmanın amacı, 7. sınıf fen bilimleri dersi hücre ve bölünmeler ünitesine yönelik olarak Gelişim Öz-teorisi doğrultusunda hazırlanan etkinliklerin, öğrencilerin özgüvenlerine ve gelişime açık düşünce tarzı ile ilgili görüşlerine olan etkisini belirlemektir. Araştırma, Kastamonu il merkezindeki bir devlet ortaokulunda biri deney (N=27), diğeri ise kontrol grubu (N=27) olarak rastgele belirlenen iki şubede öğrenim gören 54 yedinci sınıf öğrencisiyle yapılmıştır. Hücre ve bölünmeler ünitesi kontrol grubundaki öğrencilere 2018 Fen Bilimleri Dersi Öğretim Programına göre anlatılırken, deney grubundaki öğrencilere ise mevcut öğretim programına ilaveten gelişim öz-teorisi doğrultusunda hazırlanan etkinliklerle desteklenerek anlatılmıştır. Karma araştırma yaklaşımı temelinde yürütülen araştırmada, ön-test son-test kontrol gruplu yarı deneysel desen kullanılmıştır. Nicel veriler özgüven ölçeği, nitel veriler ise geri dönüt formları aracılığı ile toplanmıştır. Toplanan verilerin analizi ile ulaşılan bulgular ışığında, uygulama öncesinde öğrencilerin özgüvenleri bakımından deney ve kontrol grupları arasında anlamlı bir fark yok iken, uygulama sonrasında deney grubu lehine anlamlı bir fark oluştuğu tespit edilmiştir. Ayrıca, elde edilen bu sonuçları, öğrencilere her hafta uygulanan geri dönüt formlarından elde edilen nitel sonuçlar da desteklemektedir. Geri dönüt formları ile elde edilen veriler doğrultusunda ulaşılan bulgulara göre öğrencilerin gelişime açık düşünce tarzı ile ilişkili olan zekânın geliştirilebilirliği (%92,59), hataların öğreticiliği (%95,83), başarısızlık durumunda yardım alma (%100) ve başarısızlıkla mücadele etme (%100) gibi konularda gelişim gösterdikleri tespit edilmiştir. Gelişim öz-teorisine göre tasarlanan öğretimin, öğrencilerin sadece gelişime açık düşünce tarzı ile ilgili görüşlerine değil aynı zamanda özgüven düzeylerine de olumlu yönde etki ettiği tespit edilmiştir.

Keywords

Gelişime açık düşünce tarzı, özgüven, gelişim öz teorisi, fen eğitimi

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