Üniversite Adaylarının Temel Bilim Programlarına Yönelik Tercihlerinde Öğretmen Etkisi

Öz

Bu araştırmanın amacı, öğrencilerin üniversite tercihleri sırasında temel bilimleri seçme eğilimlerini etkileyen unsurları ve öğretmenlerin bu süreçteki rolünü incelemektir. Temel bilimlerin ülkelerin bilimsel ilerlemesi, yenilik kapasitesi ve ekonomik rekabet gücü açısından stratejik öneminin dikkate alındığı çalışmada karma yöntem deseni kullanılmıştır. Nicel boyutta, üniversiteye hazırlık sürecinde olan lise son sınıf öğrencileri ve mezunlardan oluşan 400 katılımcıya temel bilimlere yönelik tutum ve öz-yeterlik ölçekleri uygulanmıştır. Nitel boyutta ise beş öğrenci ve dört öğretmenle yarı yapılandırılmış görüşmeler gerçekleştirilmiştir. Nicel veriler, t-testi ve tek yönlü ANOVA ile nitel veriler içerik analiziyle değerlendirilmiştir. Bulgular, öğrencilerin temel bilimlere ilişkin tutum ve öz-yeterliklerinde cinsiyet ve sınıf düzeyine göre anlamlı fark bulunmadığını; ancak lise türü, ebeveyn eğitimi ve aile gelir düzeyine göre anlamlı farklılıklar oluştuğunu göstermiştir. Öğrenciler temel bilimleri genel olarak olumlu algılamakla birlikte tercih aşamasında işsizlik kaygısı, görece düşük yerleştirme puanları, toplumsal statü algısı ve kariyer güvencesine ilişkin belirsizlikler nedeniyle bu alanlara yönelmekte isteksiz davranmaktadırlar. Görüşmelerde öğretmenlerin temel bilimlerin ülke kalkınması için değerini vurgulamalarına rağmen istihdam olanaklarına ilişkin endişeleri nedeniyle öğrencilerini ilgili programlara yönlendirmede temkinli davrandıkları tespit edilmiştir. Okul türüne bağlı farklılıklar, aile sosyoekonomik kaynakları ve öğretmen rehberliği etkileşiminin temel bilimlere yönelimi birlikte şekillendirdiği; bu kapsamda, kariyer rehberliği uygulamalarının, iletişim stratejilerinin ve politika tasarımlarının güncel veriye dayalı biçimde yeniden yapılandırılması önerilmektedir.

Anahtar Kelimeler

• Temel bilimler
• Üniversite tercihleri
• öğretmen rehberliği
• kariyer yönlendirme
• öğrenci tutumu

Teachers’ Influence on University Candidates’ Preferences for Basic Science Programs

Abstract

The aim of this study is to examine the factors influencing students’ tendencies to choose basic sciences during the university preference process and to investigate the role of teachers in this process. Considering the strategic importance of basic sciences for countries’ scientific advancement, innovation capacity, and economic competitiveness, it is used a mixed-methods design in the study. In the quantitative dimension, attitude and self-efficacy scales related to basic sciences are administered to 400 participants consisting of senior high school students and graduates preparing for university entrance. In the qualitative dimension, semi-structured interviews are conducted with five students and four teachers. Quantitative data are analyzed using t-tests and one-way ANOVA, while qualitative data are analyzed through content analysis. The findings indicate that there are no significant differences in students’ attitudes and self-efficacy toward basic sciences in terms of gender and grade level; however, significant differences are observed based on school type, parental education level, and family income. Although students generally hold positive perceptions of basic sciences, they tend to be reluctant to choose these fields due to concerns about unemployment, relatively lower admission scores, perceptions of social status, and uncertainties regarding career security. Interviews have revealed that, despite emphasizing the value of basic sciences for national development, teachers act cautiously in guiding students toward these programs due to concerns about employment opportunities. The interaction between school type, family socioeconomic resources, and teacher guidance jointly shapes students’ orientation toward basic sciences. Accordingly, it is recommended that career guidance practices, communication strategies, and policy designs be restructured based on up-to-date empirical data.

Keywords

• Basic sciences
• University preference
• teacher guidance
• career guidance
• student attitudes

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