Determining the Relationships between Conceptions of Learning Science, Constructivist Learning Environment Perceptions and Self-Efficacy of Learning Science

Year 2022, , 368 - 385, 20.12.2022

Sevil Çalı , Serkan Kapucu

https://doi.org/10.56423/fbod.1139086

Cited By: 1

Abstract

The aim of this study is to investigate the relationships between middle school students’ conceptions of learning science, constructivist learning environment perceptions and self-efficacy of applying science learning to daily life. The sample of the study consists of 592 7th and 8th grade students. The data were collected from the students at just one point in time by considering correlation research. In data analysis, correlation and regression analyses were run. As a result of the correlation analysis, significant and positive relationships between students’ conceptions of learning science, constructivist learning environment perceptions and self-efficacy of applying science learning to daily life. Moreover, as a result of regression analysis, it was determined that students’ conceptions of leaning science in “increase of knowledge”, “applying” and “understanding and seeing in a new way” and constructivist learning environment perceptions in “though provoking” and “collaborative” dimensions positively and significantly explained their self-efficacy of applying science learning to daily life. In the light of these results, if constructivist learning environments are created in the lessons and learning methods and techniques that improve students’ higher-level conceptions of learning science are used, it can be expected that students’ self-efficacy of applying science leaning to daily life can be increased.

Keywords

Conceptions of learning, Learning environment, Self-efficacy, Science education

Fen Öğrenme Anlayışları, Yapılandırmacı Öğrenme Ortamı Algıları ve Fen Öğrenme Özyeterlikleri Arasındaki İlişkilerin Belirlenmesi

Abstract

Bu araştırmanın amacı ortaokul öğrencilerinin fen öğrenme anlayışları, yapılandırmacı öğrenme ortamı algıları ve fen öğrenmeyi günlük hayata uygulama özyeterlikleri arasındaki ilişikleri belirlemektir. Araştırmanın örneklemini 7. ve 8. sınıftaki 592 öğrenci oluşturmaktadır. Veriler ilişkisel araştırma yöntemi düşünülerek öğrencilerden tek seferde toplanmıştır. Veri analizinde korelasyon ve regresyon analizleri kullanılmıştır. Korelasyon analizi sonucunda öğrencilerin üst düzey fen öğrenme anlayışları, yapılandırmacı öğrenme ortamı algıları ve fen öğrenmeyi günlük hayata uygulama özyeterlikleri arasında anlamlı ve pozitif ilişkiler tespit edilmiştir. Ayrıca, regresyon analizi sonucunda öğrencilerin üst düzey fen öğrenme anlayışlarından “bilginin artması”, “uygulama” ve “anlama ve farklı bakış” ve yapılandırmacı öğrenme ortamı algılarından “düşündüren” ve “işbirlikli” boyutlarının, fen öğrenmeyi günlük hayata uygulama özyeterliklerini anlamlı ve pozitif bir şekilde açıkladığı bulunmuştur. Tüm bu sonuçlar ışığında, derslerde yapılandırmacı öğrenme ortamları oluşturulabilirse ve öğrencilerin üst düzey fen öğrenme anlayışlarını geliştirecek öğretim yöntem ve teknikleri kullanılırsa, öğrencilerin fen öğrenmeyi günlük hayata uygulamaya yönelik özyeterliklerinin daha yüksek olması beklenebilir.

Keywords

Öğrenme anlayışları, Özyeterlik, Öğrenme ortamı, Fen eğitimi

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