Determination of the Relationship Between Information Technology, Student Emotions and Science Literacy
Abstract
In this study, it is aimed to determine the
relationship between student characteristics related to information technology,
the emotions of students and science literacy.
Descriptive research model was used. The sample of the study consists of
5895 15-year old students in Turkey. As a research instrument, the researchers
used the results of cognitive tests utilized by PISA in 2015 to assess
students’ science literacy skills. In this study, Turkish students are divided
into 2 groups. One of these groups who respond all questions about student
characteristics (High Emotional Intelligence) and another who does not respond
all questions about them (Low Emotional Intelligence). It was found that the
students with higher emotional intelligence have higher science literacy. The
results show that the emotions of the students, the information technology that
students have at home and the increase the number of this technology positively
affect higher science literacy.
Keywords
Science,PISA,Technology,Information Technology,Emotional Intelligence
References
- Akgündüz, D. ve Ertepınar, H. (2015). Stem Eğitimi Türkiye Raporu "Günün Modası mı Yoksa Gereksinim mi?", İstanbul Aydın Üniversitesi STEM Merkezi ve Eğitim Fakültesi.
- Arlı, D., Altunay, E. ve Yalçınkaya, M. (2011). Öğretmen Adaylarında Duygusal Zekâ, Problem Çözme ve Akademik Başarı İlişkisi, Akademik Bakış Dergisi, Sayı:25.
- Baş, G. (2010). İngilizce Dersinde Çoklu Zekâ Yaklaşımının Öğrencilerin Akademik Başarılarına Ve Derse Yönelik Tutum Düzeylerine Katkıları, e-Journal of New World Sciences Academy, Volume: 5, Number: 2, Article Number: 1C0138.
- Büyükalan Filiz, S. and Kaya, V. H. (2013). Examine the Relationship Between the Curriculum of Science and Technology Course in Elementary Education and the Curriculum of Undergraduate and Graduate Programs of Science Teacher Education in Terms of Philosophy, Goal and Content., Journal of Turkish Educatinal Science, 11 (2), 185-208.
- Delen, E. ve Bulut, O. (2011). The Relationship Between Students’ Exposure To Technology and Their Achievement In Science and Math, TOJET: The Turkish Online Journal of Educational Technology, volume 10 Issue 3
- EBA. (2016). Eğitim Bilişim Ağı, Erişim Adresi: http://www.eba.gov.tr/hakkimizda, Erişim Tarihi: 6.01.2016, 11.48.
- Ege, B. (2014). 4. Sanayi Devrimi Kapıda mı?, Bilim ve Teknik Dergisi, Mayıs, 2014 Sayısı, Sayfa 26-29.
- Ergene, T. (2011). Lise Öğrencilerinin Sınav Kaygısı, Çalışma Alışkanlıkları, Başarı Güdüsü ve Akademik Performans Düzeyleri Arasındaki İlişkilerin İncelenmesi, Eğitim ve Bilim Dergisi, Cilt 36, Sayı 160.
- Erkuş, A. (2015). Düşünce Yazısı-Opınıon Paper “Nitel” ve Türevleri (“Alternatif ölçme”, “Çoklu” ve “Duygusal zekâ”): Ne, Niçin ve Nereye Doğru?, İlköğretim Online, 14(3), dy:1-17.
- Godek Altuk, Y., Kaya, V. H., and Bahceci, D. (2015), The Relationship Between Primary School Students’ Scientific Literacy Levels and Scientific Process Skills, Cypriot Journal of Educational Sciences, 10(1), 03-11.
