Fen Lisesi Öğrencilerinin Fiziğe İlişkin Aidiyet Hisleri, Fizik Kimlikleri ve Başarılarının İncelenmesi

Year 2025, Volume: 12 Issue: 2, 207 - 223, 31.12.2025

Kübra Özmen , Merve Düriye Biçmen Şenol

https://doi.org/10.51725/etad.1755152

Abstract

Aidiyet hissi, öğrencilerin fizik derslerine karşı tutumlarını, notlarını ve motivasyonlarını önemli ölçüde etkilemektedir. Bu çalışma, 271 kız ve 295 erkek olmak üzere 566 fen lisesi öğrencisini ele alarak, cinsiyet ve sınıf düzeyine göre fiziğe ilişkin aidiyet hisleri, fizik kimliği ve başarılarındaki farklılıkları araştırmıştır. Veriler, demografik formlar, “Fiziğe İlişkin Aidiyet Hissi” anketi ve “Fizik Kimliği Ölçeği” kullanılarak toplanmıştır. Sonuçlar tek yönlü çok değişkenli varyans analizi (MANOVA) ile analiz edildiğinde, erkek öğrencilerin genel olarak kız öğrencilere kıyasla daha güçlü bir aidiyet duygusu ve daha gelişmiş bir fizik kimliği sergiledikleri ortaya çıkmıştır. Ayrıca, analiz, cinsiyetin fizik dersleriyle ilgili duyuşsal değişkenler üzerinde öğrencilerin sınıf seviyesinden daha belirgin bir etkiye sahip olduğunu göstermiştir. Bu bulgular, fizik eğitimindeki duygusal değişkenlerin fizik başarısından bağımsız olarak cinsiyete göre farklılık gösterdiğini vurgulamaktadır.

Keywords

aidiyet hissi , fizik kimliği , fizik eğitimi

Project Number

0519-ODTUİAEK-2024

Examination of Science High School Students’ Sense of Belonging to Physics, Physics Identity, and Achievement

Abstract

The sense of belonging significantly influences students' attitudes towards physics classes, their grades, and motivation. This study focused on 566 science high school students, 271 females and 295 males, to explore variations in their sense of belonging to physics, physics identity, and achievements based on gender and grade level. Data were collected using demographic forms, a “Sense of Belonging to Physics” questionnaire, and the “Physics Identity Scale.” Analyzing the results with one-way multivariate analysis of variance (MANOVA) revealed that male students generally exhibited a stronger sense of belonging and a more developed physics identity compared to their female counterparts. Additionally, the analysis indicated that gender had a more pronounced effect on the emotional aspects related to physics lessons than the students' grade level. These findings highlight that the affective variables in physics education differ by gender independently of physics achievement.

Keywords

sense of belonging , physics identity , physics education

Project Number

0519-ODTUİAEK-2024

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