BibTex RIS Cite

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

Year 2010, Volume: 39 Issue: 39, 233 - 243, 01.06.2010

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

References

  • Anderman, L. H., & Anderman, E. M. (1999). Social predictors of changes in students’ achievement goal orientations. Contempaorary Educational Psychology, 25, 21-37.
  • Anderman, E. M., & Young, A.L. (1994). Motivation and strategy use in science: Individual differences and classroom effects. Journal of Research in Science Teaching, 31(8), 811-831.
  • Anderman, E. M. & Midgley, C. (1997). Changes in achievement goal orientations, perceived academic competence, and grades across the transition to middle- level schools. Contemporary Educational Psychology, 22, 269-298.
  • Azizoğlu, N. & Çetin, G. (2009). 6 ve 7. Sınıf öğrencilerinin öğrenme stilleri, fen dersine yönelik tutumlari ve motivasyonları arasındaki ilişki. Kastamonu Eğitim Dergisi 17(1), 171-182.
  • Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psycological Review, 84, 191-215.
  • Bandura, A. (1994). Self-efficacy. In V.S. Ramachaudran (Ed.), Encyclopedia of Human Behavior (pp.71-81). New York: Academic Press.
  • Başer, M. (2007). The contribution of learning motivation, reasoning ability and learning orientation to ninth grade international baccalaureate and national program students’ understanding of mitosis and meiosis. Master’s Thesis, Middle East Technical University, Ankara, Turkey.
  • Britner, S. L., & Pajares, F. (2001). Self- efficacy beliefs, motivation, race, and gender in middle school science. Journal of Women and Minorities in Science and Engineering, 7, 271- 285.
  • Britner, S. L., & Pajares, F. (2006). Sources of science self- eficacy beliefs of middle school students. Journal of Reserach in Science Teaching, 43(5), 485-499.
  • DeBacker, T. K., Nelson, M. R. (1999). Variations on an expectancy-value model of motivation in science. Contemporary Educational Psychology, 24, 71-94.
  • DeBacker, T. K., Nelson, M. R. (2000). Motivation to learn science: Differences related to gender, class type, and ability. The Journal of Educational Research, 93(4), 245-254.
  • Eccles, J. S. & Wigfield, A. (2000). Expectancy- value theory of achievement motivation. Contemporary Educational Psychology, 25, 68-81.
  • Eccles, J. S., Wigfield, A., Harold, R. D., & Blumenfeld, P. (1993). Age and gender differences in children’s self- and task perceptions during elementary school. Child Development, 64, 830- 847.
  • George, R. (2006). A cross- domain analysis of change in students’ attitudes toward science and attitudes about the utility of science. International Journal of Science Education, 28(6), 571-589.
  • Güngören, S. (2009). The effect of grade level on elementary school students’ motivational beliefs in science. Master’s Thesis, Middle East Technical University, Ankara, Turkey.
  • Hacıeminoğlu, E., Yılmaz-Tüzün, Ö., & Ertepınar, H. (2009). İlkokul öğrencilerinin öğrenme yaklaşımlarının, güdüsel hedeflerinin ve fen başarılarının incelenmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 37, 72-83.
  • Hanrahan, M. (1999). The effect of learning environment factors on students’ motivation and learning. International Journal of Science Education, 20(6), 737-753.
  • Hassan, G. (2008). Attitudes toward science among Australian tertiary and secondary school students. Research in Science & Technological Education, 26(2), 129-147.
  • Jones, M. G., Howe, A., & Rua, M. J. (2000). Gender differences in students’ experiences, interests and attitudes toward science and scientists. Science Education, 84, 180-192.
  • Kahle, J. B., Parker, L. H., Rennie, L. J., & Riley, D. (1993). Gender differences in science education: Building a model. Educational Psychologist, 28(4), 379-404
  • Lee, O. & Brophy, J. (1996). Motivational patterns observed in sixth- grade science classroom. Journal of Research in Science Teaching, 33(3), 303- 318.
  • Linnenbrink, E. A., & Pintrich, P. R. (2003). The role of self- efficacy beliefs in students engagement and learning in the classroom. Reading & Writing Quarterly, 19, 119- 137.
  • Meece, J. L., & Jones, M. G. (1996). Gender differences in motivation and strategy use in science: Are girls rote learners? Journal of Research in Science Teaching, 33(4), 393-406.
  • Meece, J. L., Glienke, B. B., & Burg, S. (2006). Gender and Motivation. Journal of School Psychology, 44, 351-373.
  • Middleton, M., & Midgley, C. (1997). Avoiding the demonstration of lack of ability: an under- explored aspect of goal theory. Journal of Educational Psychology, 89, 710- 718.
  • Neber, H., He, J., Liu, B., & Schofield, N. (2008). Chinese high- school students in physics classroom as active self- regulated learners: Cognitive, motivational and environmental aspects. International Journal of Science and Mathematics Education, doi: 10.1007/s10763-007-9110-y
  • Özkan, S., Sungur, S., Tekkaya, C. & Geban, Ö. (2004). The Effect of Motivational Beliefs on the Biology Achievement of Turkish High School Students. 85th Annual Meeting of American Educational Research Association (AERA), April 12-16, San Diego, USA.
  • Pajares, F. (1996). Self- efficacy beliefs in academic settings. Review of Educational Reserach, 66(4), 543-578. Pallant, J. (2001). SPSS survival manual: a step by step guide to data analysis using SPSS. Philadelphia, PA: Open University Press. Palmer, D. 2005A Motivational View of Constructivist-informed Teaching International Journal of Science Education, 27(15), 1853 – 1881.
  • Patrick, H., Mantzicopoulos, P., Samarapungavan, A., & French, B. F. (2008). Patterns of young children’s motivation for science and teacher- child relationship. The Journal of Experimental Education, 76(2), 121-144.
  • Pintrich, P.R. (2000). An achievement goal theory perspective on issues in motivation terminology, theory, and research. Contemporary Educational Psychology, 25, 92-104.
  • Pintrich, P. R., & Schunk, D. H. (2002). Motivation in education: Theory, research, and applications. Columbus, OH: Merrill.
  • Ryan, M. A. & Patrick, H. (2001). The classroom social environment and changes in adolescents’ motivation and engagement during middle school. American Educational Research Journal, 38(2), 437-460.
  • Singh, K., Chang, M., & Dika, S. (2006). Affective and motivational factors in engagement and achievement in science. International Journal of Learning, 12(6), 207- 218.
  • Şenler, B. & Sungur, S. (2009). Parental influences on students’ self-concept, task value beliefs, and achievement in science. Spanish Journal of Psychology, 12, 106-117.
  • Urdan, T., & Midgley, C. (2003). Changes in the perceived classroom goal structure and pattern of adaptive learning during the early adolescence. Contemporary Educational Psychology, 28, 524-551.
  • Tuan, H. L. Chin, C.C & Shieh, S. H. (2005). The development of a questionnaire to measure students’ motivation towards science learning. International Journal of Science Education, 27(6), 639- 654.
  • Wigfield, A., & Eccles, R. S. (1994). Children’s competence beliefs, achievement values, and general self-esteem change across elementary and middle school. Journal of Early Adolescence, 14(2), 107-138.
  • Wigfield, A., & Wentzel, K.R. (2007). Introduction to motivation at school: Interventions that work. Educational Psychologist, 42(4), 191-196.
  • Yavuz, F. (2006). Investigating Students’ Motivational Traits in Science. Master’s Thesis, Middle East Technical University, Ankara, Turkey.
  • Zusho, A., Pintrich, P. R., Arbor, A., & Coppola, B. (2003). Skill and will: the role of motivation and cognition in the learning college chemistry. International Journal of Science Education, 25(9), 1081-1094.
Year 2010, Volume: 39 Issue: 39, 233 - 243, 01.06.2010

Abstract

References

  • Anderman, L. H., & Anderman, E. M. (1999). Social predictors of changes in students’ achievement goal orientations. Contempaorary Educational Psychology, 25, 21-37.
  • Anderman, E. M., & Young, A.L. (1994). Motivation and strategy use in science: Individual differences and classroom effects. Journal of Research in Science Teaching, 31(8), 811-831.
  • Anderman, E. M. & Midgley, C. (1997). Changes in achievement goal orientations, perceived academic competence, and grades across the transition to middle- level schools. Contemporary Educational Psychology, 22, 269-298.
  • Azizoğlu, N. & Çetin, G. (2009). 6 ve 7. Sınıf öğrencilerinin öğrenme stilleri, fen dersine yönelik tutumlari ve motivasyonları arasındaki ilişki. Kastamonu Eğitim Dergisi 17(1), 171-182.
  • Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psycological Review, 84, 191-215.
  • Bandura, A. (1994). Self-efficacy. In V.S. Ramachaudran (Ed.), Encyclopedia of Human Behavior (pp.71-81). New York: Academic Press.
  • Başer, M. (2007). The contribution of learning motivation, reasoning ability and learning orientation to ninth grade international baccalaureate and national program students’ understanding of mitosis and meiosis. Master’s Thesis, Middle East Technical University, Ankara, Turkey.
  • Britner, S. L., & Pajares, F. (2001). Self- efficacy beliefs, motivation, race, and gender in middle school science. Journal of Women and Minorities in Science and Engineering, 7, 271- 285.
  • Britner, S. L., & Pajares, F. (2006). Sources of science self- eficacy beliefs of middle school students. Journal of Reserach in Science Teaching, 43(5), 485-499.
  • DeBacker, T. K., Nelson, M. R. (1999). Variations on an expectancy-value model of motivation in science. Contemporary Educational Psychology, 24, 71-94.
  • DeBacker, T. K., Nelson, M. R. (2000). Motivation to learn science: Differences related to gender, class type, and ability. The Journal of Educational Research, 93(4), 245-254.
  • Eccles, J. S. & Wigfield, A. (2000). Expectancy- value theory of achievement motivation. Contemporary Educational Psychology, 25, 68-81.
  • Eccles, J. S., Wigfield, A., Harold, R. D., & Blumenfeld, P. (1993). Age and gender differences in children’s self- and task perceptions during elementary school. Child Development, 64, 830- 847.
  • George, R. (2006). A cross- domain analysis of change in students’ attitudes toward science and attitudes about the utility of science. International Journal of Science Education, 28(6), 571-589.
  • Güngören, S. (2009). The effect of grade level on elementary school students’ motivational beliefs in science. Master’s Thesis, Middle East Technical University, Ankara, Turkey.
  • Hacıeminoğlu, E., Yılmaz-Tüzün, Ö., & Ertepınar, H. (2009). İlkokul öğrencilerinin öğrenme yaklaşımlarının, güdüsel hedeflerinin ve fen başarılarının incelenmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 37, 72-83.
  • Hanrahan, M. (1999). The effect of learning environment factors on students’ motivation and learning. International Journal of Science Education, 20(6), 737-753.
  • Hassan, G. (2008). Attitudes toward science among Australian tertiary and secondary school students. Research in Science & Technological Education, 26(2), 129-147.
  • Jones, M. G., Howe, A., & Rua, M. J. (2000). Gender differences in students’ experiences, interests and attitudes toward science and scientists. Science Education, 84, 180-192.
  • Kahle, J. B., Parker, L. H., Rennie, L. J., & Riley, D. (1993). Gender differences in science education: Building a model. Educational Psychologist, 28(4), 379-404
  • Lee, O. & Brophy, J. (1996). Motivational patterns observed in sixth- grade science classroom. Journal of Research in Science Teaching, 33(3), 303- 318.
  • Linnenbrink, E. A., & Pintrich, P. R. (2003). The role of self- efficacy beliefs in students engagement and learning in the classroom. Reading & Writing Quarterly, 19, 119- 137.
  • Meece, J. L., & Jones, M. G. (1996). Gender differences in motivation and strategy use in science: Are girls rote learners? Journal of Research in Science Teaching, 33(4), 393-406.
  • Meece, J. L., Glienke, B. B., & Burg, S. (2006). Gender and Motivation. Journal of School Psychology, 44, 351-373.
  • Middleton, M., & Midgley, C. (1997). Avoiding the demonstration of lack of ability: an under- explored aspect of goal theory. Journal of Educational Psychology, 89, 710- 718.
  • Neber, H., He, J., Liu, B., & Schofield, N. (2008). Chinese high- school students in physics classroom as active self- regulated learners: Cognitive, motivational and environmental aspects. International Journal of Science and Mathematics Education, doi: 10.1007/s10763-007-9110-y
  • Özkan, S., Sungur, S., Tekkaya, C. & Geban, Ö. (2004). The Effect of Motivational Beliefs on the Biology Achievement of Turkish High School Students. 85th Annual Meeting of American Educational Research Association (AERA), April 12-16, San Diego, USA.
  • Pajares, F. (1996). Self- efficacy beliefs in academic settings. Review of Educational Reserach, 66(4), 543-578. Pallant, J. (2001). SPSS survival manual: a step by step guide to data analysis using SPSS. Philadelphia, PA: Open University Press. Palmer, D. 2005A Motivational View of Constructivist-informed Teaching International Journal of Science Education, 27(15), 1853 – 1881.
  • Patrick, H., Mantzicopoulos, P., Samarapungavan, A., & French, B. F. (2008). Patterns of young children’s motivation for science and teacher- child relationship. The Journal of Experimental Education, 76(2), 121-144.
  • Pintrich, P.R. (2000). An achievement goal theory perspective on issues in motivation terminology, theory, and research. Contemporary Educational Psychology, 25, 92-104.
  • Pintrich, P. R., & Schunk, D. H. (2002). Motivation in education: Theory, research, and applications. Columbus, OH: Merrill.
  • Ryan, M. A. & Patrick, H. (2001). The classroom social environment and changes in adolescents’ motivation and engagement during middle school. American Educational Research Journal, 38(2), 437-460.
  • Singh, K., Chang, M., & Dika, S. (2006). Affective and motivational factors in engagement and achievement in science. International Journal of Learning, 12(6), 207- 218.
  • Şenler, B. & Sungur, S. (2009). Parental influences on students’ self-concept, task value beliefs, and achievement in science. Spanish Journal of Psychology, 12, 106-117.
  • Urdan, T., & Midgley, C. (2003). Changes in the perceived classroom goal structure and pattern of adaptive learning during the early adolescence. Contemporary Educational Psychology, 28, 524-551.
  • Tuan, H. L. Chin, C.C & Shieh, S. H. (2005). The development of a questionnaire to measure students’ motivation towards science learning. International Journal of Science Education, 27(6), 639- 654.
  • Wigfield, A., & Eccles, R. S. (1994). Children’s competence beliefs, achievement values, and general self-esteem change across elementary and middle school. Journal of Early Adolescence, 14(2), 107-138.
  • Wigfield, A., & Wentzel, K.R. (2007). Introduction to motivation at school: Interventions that work. Educational Psychologist, 42(4), 191-196.
  • Yavuz, F. (2006). Investigating Students’ Motivational Traits in Science. Master’s Thesis, Middle East Technical University, Ankara, Turkey.
  • Zusho, A., Pintrich, P. R., Arbor, A., & Coppola, B. (2003). Skill and will: the role of motivation and cognition in the learning college chemistry. International Journal of Science Education, 25(9), 1081-1094.
There are 40 citations in total.

Details

Primary Language Turkish
Journal Section Makaleler
Authors

Özge Güvercin This is me

Ceren Tekkaya This is me

Semra Sungur This is me

Publication Date June 1, 2010
Published in Issue Year 2010 Volume: 39 Issue: 39

Cite

APA Güvercin, Ö., Tekkaya, C., & Sungur, S. (2010). A Cross Age Study Of Elementary Students’ Motivation Towards Science Learning. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 39(39), 233-243.