A Cross Age Study Of Elementary Students’ Motivation Towards Science Learning

Abstract

Bu çalışmada sınıf düzeyi ve cinsiyetin ilköğretim öğrencilerinin fen öğrenimine yönelik motivasyonlarına(öz yeterlik algısı, fen öğrenimine değer verme, başarı hedefleri, performans hedefleri), aktif öğrenme stratejileri kullanımınave öğrenme ortamını algılayışlarına olan etkisi incelenmiştir. Çalışmaya 2231 altıncı ve sekizinci sınıf öğrencisi katılmıştır.Veriler, Öğrencilerin Fen Öğrenimine Yönelik Motivasyonu Ölçeği ile toplanmıştır. Sınıf düzeyi ve cinsiyetin değişkenlerüzerindeki etkisi iki-yönlü çoklu varyans analizi kullanılarak test edilmiştir. Analiz sonucunda, sınıf düzeyinin ve cinsiyetinöğrencilerin fen öğrenimine yönelik motivasyonları üzerinde anlamlı düzeyde etkisi olduğu belirlenmiştir. Altıncı sınıf vesekizinci sınıf öğrencilerinin fen öğrenimine yönelik motivasyonlarının altıncı sınıf öğrencileri lehine anlamlı düzeydefarklılık gösterdiği saptanmıştır. Ayrıca, kız ve erkek öğrencilerin fen öğrenimine yönelik motivasyonları öğrenme ortamıetkisi dışındaki bütün değişkenler açısından anlamlı düzeyde farklılık göstermiştir. Bu çalışmada öğrencilerin fen öğrenimineyönelik motivasyonlarının sınıf düzeyi arttıkça azaldığı ve kız öğrencilerin fen öğrenmeye yönelik motivasyonlarının erkeköğrencilerden daha yüksek olduğu belirlenmiştir

Keywords

• motivasyon, öğrenme stratejileri, öğrenme ortamı, sınıf düzeyi, cinsiyet

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