A Comparison Of Teacher Opinions And Student Attitudes Towards Multiple Intelligence Theory Supported Science And Technology

Year 2013, Volume: 4 Issue: 1, 1 - 13, 01.03.2013

Kemal Akkan Batman Salih Sarpten

Abstract

In this study, the attitude of 6th, 7th, and 8th grade students towards “Science and Technology” lesson, studying at junior schools of the Ministry of Education and Culture of the Turkish Republic of Northern Cyprus are compared to the opinions of teachers on the attitude of students towards the above mentioned lesson. Science and technology teaching does not only contribute to students acquiring cognitive behaviors, but it also contributes to acquiring affective behaviors. For an individual to acquire cognitive behaviors related to a field of science, he or she needs to have positive feelings, interest, and behaviors towards that field. Literature shows that introductory characteristics like interest and attitude have a substantial contribution to success in a cognitive sense. In this context, the study compares the attitudes of 6th, 7th, and 8th grade students towards Science and Technology lesson, and the opinions of teachers on the attitudes of students. For gathering data, the ‘Attitude Scale towards Science and Technology Lesson’ developed in the 2008-2009 academic year was used for students. For the opinion of teachers on the attitudes of students, a structured interview form was used. Attitude Scale towards Science and Technology Lesson has 2 factors. As a result of the analysis of basic components, first and second factor powers change between .882 and .310, and factors explain 54% of total variant. The inner consistency quotient of the scale (Cronbach Alfa) is .92, and the equal two parts reliability is .91. Descriptive scanning model was used in the study. In order to contribute to future teaching of Science and Technology, the study proposes a new Science and Technology Teaching Program and the updating of textbooks based on this program. Key-words: Attitude scale, Science and technology lesson, affective behavior, book study.

Keywords

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Çoklu Zeka Kuramı Destekli Fen Ve Teknoloji Dersine Yönelik Öğrenci Tutumları İle Öğretmen Görüşlerinin Karşılaştırılması

Abstract

Bu çalışmada, Kuzey Kıbrıs Türk Cumhuriyeti, Milli Eğitim ve Kültür Bakanlığına bağlı ortaokullarda öğrenim gören 6, 7 ve 8. sınıf öğrencilerinin “Fen ve Teknoloji” dersine yönelik tutumları ile öğretmenlerin ö ğrencilerin söz konusu derse karşı tutumları hakkındaki görüşleri karşılaştırılmıştır. Fen ve teknoloji öğretimiyle öğrencilerin sadece bilişsel davranışlar kazanmalarına değil, aynı zamanda duyuşsal davranışlar kazanmalarına da katkı sağlanmaktadır. Bireyin herhangi bir bilim dalı ile ilgili bilişsel nitelikli davranışları kazanabilmesi için, o alana karşı his, ilgi veya tutumlarının olumlu olması gerekmektedir. Literatürde ilgi, tutum gibi duyuşsal giriş karakteristiklerinin bilişsel anlamdaki başarıda önemli katkısı olduğu gerçektir. Bu bağlamda çalışmada 6, 7 ve 8. sınıf öğrencilerinin Fen ve Teknoloji dersine yönelik tutumları ile öğretmenlerin öğrencilerin tutumları hakkındaki görüşleri karşılaştırılmıştır. Bu amaçla veri toplama aracı olarak araştırmacılar tarafından 2008-2009 öğretim yılında geliştirilen ‘Fen ve Teknoloji Dersi’ne Yönelik Tutum Ölçeği’ ve öğretmenlerin öğrencilerin tutumları hakkındaki görüşlerini belirlemek üzere araştırmacılar tarafından hazırlanan yapılandırılmış görüşme formu kullanılmıştır. Fen ve Teknoloji Dersi’ne Yönelik Tutum Ölçeği 2 faktörlüdür. Temel bileşenler analizi sonucunda birinci ve ikinci faktör yükleri .882 ile .310 arasında değişir ve faktörler toplam varyansın % 54’ünü açıklamaktadır. Ölçeğin iç tutarlık katsayısı (Cronbach Alfa) .92, eşit iki yarı güvenirliği ise .91’dir. Araştırmada betimsel tarama modeli kullanılmıştır. Araştırma, gelecekteki Fen ve Teknoloji öğretimine katkı sağlayabilmek amacı ile yeni bir Fen ve Teknoloji Öğretim Programı ve buna bağlı olarak oluşturulacak ders kitaplarının güncelleştirilmesini önermektedir.

Keywords

Tutum ölçeği, Fen ve teknoloji dersi, duyuşsal davranış, kitap inceleme

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• To study the COMPARISON OF ATTITUDES OF STUDENTS TOWARDS MULTIPLE INTELLIGENCE THEORY SUPPORTED SCIENCE AND TECHNOLOGY LESSON AND THE OPPINION OF TEACHERS INTRODUCTION Hello, I am doing a scientific research on the attitudes of students towards the multiple intelligence theory supported Science and Technology lesson, and the opinions of teachers. Your opinions are needed for the attitudes of students towards the multiple intelligence theory supported Science and Technology lesson, to be used in the study. Therefore, I aim to find out your opinions on this subject. • Everything you will tell me during the interview process will be confidential. Moreover, names will not be mentioned in the report while writing the results of the study. • Is there a question you would like to ask me or any thought you would like to convey with what I have said, before we start? • I would like to record this interview if you give permission. Is there any inconvenience with this? • I assume this interview will last about an hour. If you allow me, I would like to start. INTERVIEW QUESTIONS FACTOR I: “Dimension related to the teaching-learning process of the Science and Technology Lesson” 1- According to you, what feelings to students have during the teaching-learning process of the lesson? • Are they having fun and doing the lesson fondly? Or, do they get bored and do the lesson unwillingly? • Do they have a curiosity and willingness to do the lesson? Or, do they want it to finish soon? 2- What are the thoughts of students related to the topics of the “Science and Technology Lesson”? • Do they find the topics difficult and complicated or easy and systematic? FACTOR II: “Dimension related to the term Science and Technology Lesson” 3- According to you, what do students first perceive about this lesson when they hear “Science and Technology Lesson”? • Laboratory, experiments, interesting topics, difficult problems, boring topics etc. 4- In your opinion, what kind of lesson perception does “Science and Technology Lesson” forms on students? • Easy to succeed, fun lesson? Or, difficult to succeed, boring lesson? FACTOR III: Attitudes of Students towards Science and Technology Lesson 5- What are your observations of the attitudes of students towards the Science and Technology lesson? • Do they spare time for this lesson? Do they want to do Science and Technology lesson in their free time? • Do they watch TV programs and channels on Science and Technology? • Do they buy and read published materials? Etc. App. 2 C o m p let el y A g ree A g ree N o I d ea D is a g ree C o m p let el y D is a g ree I like Science and Technology lesson. Topics in Science and Technology lesson are very good. Science and Technology lesson is fun. I like Science and Technology lesson very much. I learn things most about Science and Technology lesson. Science and Technology lesson is a very good lesson. There are interesting events in Science and Technology lesson I understand Science and Technology lesson with difficulty. I have difficulty in the topics of Science and Technology lesson. Some topics of Science and Technology lesson are boring. Science and Technology lesson is useful. Science and Technology lesson is a difficult lesson. Science and Technology lesson is an enjoyable lesson. Topics of Science and Technology lesson are difficult to digest. Topics of Science and Technology lesson are easy. It is interesting to go to the lab in Science and Technology lesson. Experiments in Science and Technology lesson are fun. Science and Technology textbook makes it easy to understand the lesson. I listen to Science and Technology lesson with affection. I do not realize how time passes in Science and Technology lesson. Science and Technology lesson is very important in our times. Science and Technology lesson is boring. Topics of Science and Technology lesson are not important. Topics of Science and Technology lesson are not interesting. I do not think Science and Technology lesson is very necessary. I have no interest in Science and Technology lesson. I hate Science and Technology lesson. I do Science and Technology lesson unwillingly. I learn unnecessary things in Science and Technology lesson. I am unhappy taking Science and Technology lesson.