BibTex RIS Cite

Türk ve Alman 8. Sınıf Öğrencilerin Fen Öğrenmeye Yönelik Motivasyonlarının Belirlenmesi (Bir Karşılaştırma Çalışması)

Year 2015, , 277 - 298, 01.06.2015
https://doi.org/10.21547/jss.256789

Abstract

Bu araştırmada, Türkiye ve Almanya’daki 8. sınıf öğrencilerin fen öğrenmeye yönelik motivasyonları belirlenmiş olup ülkeler bazında karşılaştırması yapılmıştır. Araştırmanın örneklemini, 2012-2013 eğitim-öğretim yılı bahar dönemi Türkiye/Adana ili bir devlet okulu (N=205) ile Almanya/Berlin merkezinin bir devlet okulundaki (N=188) kolay ulaşılabilir örnekleme yoluyla seçilen toplam 393 8. sınıf öğrencisi oluşturmaktadır. Tarama modelinin kullanıldığı araştırmada veri toplama aracı olarak “Fen Öğrenmeye Yönelik Motivasyon Ölçeği” kullanılmıştır. Araştırmanın alt problemlerinin analizinde betimsel istatistiklerden frekans (f)-yüzde (%), bağımsız gruplar t-testi kullanılırken, ölçeğin Almanca’ya uyarlaması için madde analizi, açımlayıcı faktör analizi ve Cronbach Alpha katsayısı kullanılmıştır. Yapılan faktör analizi sonucunda ölçeğin orijinal formla uyumlu, kabul edilebilir değerlerde geçerli ve güvenilir bir ölçek olduğu kabul edilmiştir. Türkçe ve Almanca formların alt faktörleri içinde yer alan maddeler farklılık gösterdiğinden alt problemlerin analizinde genel ortalama puanlar dikkate alınmıştır. Araştırma sonucunda öğrencilerin fen öğrenmeye yönelik toplam motivasyon puanları arasında Almanya’daki öğrenciler lehine istatistiksel olarak anlamlı bir farkın olduğu bulunmuştur. Ayrıca iki ülkedeki kız ve erkeklerin toplam motivasyon puanlarının birbirine yakın bir dağılım gösterdiği tespit edilmiştir

References

  • Bacanlı, H. (2002). Gelişim ve öğrenme. Ankara: Nobel Yayınevi. Balcı, A. (1993). Etkili okul-kuram, uygulama ve araştırma. Ankara: Ankara Üniversitesi Yayınları, Yavuz Dağıtım. Baram-Tsabari, A. ve Yarden, A. (2008). Girls' biology, boys' physics: Evidence from free-choice science learning settings. Research in Science Technological Education, 26(1), 75-92.
  • Brophy, J. (1987). Synthesis of research on strategies for motivating students to learn. Educational Leadership, 45, 40-48. Brotman, J. S. ve Moore, F. M. (2008). Girls and science: A review of four themes in the science education literature. Journal of Research in Science Teaching, 45(9), 971-1002. Bryan, R. R. (2009). High-school students’ motivation to learn science: Validation of the science motivation questionnaire. A dissertation submitted to the Graduate Faculty of the University of Georgia in partial fulfillment of the requirements for the degree. Doctor of Philosophy Athens, GEORGIA. Cavallo, A. M. L., Potter, W. H. ve Rozman, M. (2004). Gender differences in learning constructs, shifts in learning constructs, and their relationship to course achievement in a structured inquiry, yearlong college physics course for life science majors. School Science and Mathematics, 104(6), 288-301. Christidou, V. (2006). Greek students’ science-related ınterests and experiences: Gender differences and correlations. International Journal of Science Education, 28, 1181-1199. Çetin Dindar, A. ve Geban, Ö. (2010). The Turkish adaptation of the science motivation questionnaire. In M. F. Taşar & G. Çakmakcı (Eds.),Contemporary science education research: Pre­service and in­service teacher education (pp. 119‐128). Ankara, Turkey: Pegem Akademi. Dede, Y. (2003). Öğe gösterim teorisi (component display theory) ve arcs motivasyon modeli’ne dayalı yaklaşımın öğrencilerin değişken kavramını öğrenme düzeylerine ve motivasyonlarına etkisi. Yayınlanmamış Doktora Tezi, Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara. Dede, Y. (2013). The effect of German and Turkish mathematics teachers’ teaching experience on mathematics education values: A crosscomparative study. International Journal of Mathematical Education in Science and Technology, 44(2), 232-252. Dede, Y. ve Yaman, S. (2008). Fen öğrenmeye yönelik motivasyon ölçeği: Geçerlik ve güvenirlik çalışması. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi (EFMED), 2(1), 19-37. Demirel, Ö (1996). Karşılaştırmalı eğitim. Ankara: Usem Yayınları. Duit, R. ve Treagust, D. (2003). Conceptual change: A powerful framework for improving science teaching and learning. International Journal of Science Education, 25(6), 671-688. Eccles, J. S. ve Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53, 109-132. Ertan Kantos, Z. (2013). Federal Almanya Cumhuriyeti eğitim sistemi. Karşılaştırmalı eğitim sistemleri. Beş kıtada 31 ülke eğitim sisteminin Türk eğitim sistemiyle karşılaştırılması. (Ed. Ali Balcı). Gözden geçirilmiş ve genişletilmiş 4. Baskı. Ankara: Pegem Akademi. EURYBASE (2009). Organisation of the education system in Germany, 2009/2010.
  • Eurydice (2006). Science teaching in schools in Europe. Eurydice, Brussel. EURYDİCE, The information network on education in Europe. Eurydice (2011). Science education in Europe: National policies, practices and research. Education, audiovisual and culture executive agency. http://eacea.ec.europa.eu Fraenkel, J. R. ve Wallen, N. E. (2006). How to design and evaluate research in education. New York: McGraw-Hill. Garcia, T. (1995). The role of motivational strategies in self-regulated learning. In P.R. Pintrich (Ed.), New directions for college teaching and learning: self-regulated learning in the college classroom (pp. 29-42). San Francisco: Jossey-Bass. Geuens M. De. ve Pelsmacker P. (2002). Validity and reliability of scores on the reduced Emotional Intensity Scale. Educational and Psychological Measurement. 62(2), 299-315. Glynn, S. M. ve Koballa, T. R. Jr. (2006). Motivation to learn in college science. In J. J. Mintzes & W. H. Leonard (Eds.), Handbook of college science teaching (pp. 25-32). Arlington, VA: National Science Teachers Association Press. Glynn, S. M., Brickman, P., Armstrong, N. ve Taasoobshirazi, G. (2011). Science Motivation Questionnaire II: Validation with science majors and nonscience majors. Journal of Research in Science Teaching, 48(10), 1159-1176. Glynn, S. M., Taasoobshirazi, G. ve Brickman, P. (2009). Science Motivation Questionnaire: Construct validation with nonscience majors. Journal of Research in Science Teaching, 46, 127-146. Gücüm, B. (1998). Fen bilimlerinin oluşumu, gelişimi ve fen bilgisi. (Ed. Şefik Yaşar) Fen bilgisi öğretimi (ss. 3-11). Eskişehir: Açıköğretim Fakültesi Yayınları. No: 585. Gültekin, M. (1998). Türkiye ve Avrupa birliğine üye bazı ülkelerde zorunlu eğitim. (Ed. Ayhan Hakan) Eğitim bilimlerinde yenilikler (ss. 73-84). Eskişehir: Açık öğretim Fakültesi Yayınları. No: 559. Jones, M. G., Hove, A. ve Rua, M. J. (2000). Gender differences in students’ experiences, interest, and attitudes toward science and scientist. Science Education, 84, 180-192. Lavonen, J., Byman, R., Uitto, A., Juuti, K. ve Meisalo, V. (2008). Students’ interest and experiences in physics and chemistry related themes: Reflections based on a ROSE-survey in Finland. Themes in Science and Technology Education, 1(1), 7-36. Lederman, N. G. ve Niess, M. (1997). The nature of science: Naturally? School Science and Mathematics, 97(1), 1-2. Lee, O. ve Brophy, J. (1996). Motivational patterns observed in sixth-grade science classrooms. Journal of Research in Science Teaching, 33(3), 585-610. MEB (2010).PISA 2009 Ulusal ön rapor. Ankara: EARGED Yayınları. MEB (2011). PISA 2012 Türkiye. Ankara: Eğitek Yayınları.
  • MEB (2012). 12 yıl zorunlu eğitim sorular-cevaplar. Ankara. http://www.meb.gov.tr/duyurular/duyurular2012/12Yil_Soru_Cevaplar.p df Meredith, J. E., Fortner, R. W. ve Mullins, G. W. (1997). Model of affective learning for nonformal science education facilities. Journal of Research in Science Teaching, 34(8), 805-818. Murphy, P. ve Whitelegg, E. (2006). Girls in the physics classroom: A review of theresearch on the participation of girls in physics. London: Institute of Physics. Nezvalová, D. (2010). Science education in Europe. (Nezvalová, D., & Lamanauskas, V.). European Dimension in Science Education. Published and printed by Palacký University, Olomouc. Osborne, J., Simon, S. ve Collins, S. (2003). Attitudes towards science: A review of the literature and its implications. International Journal of Science Education, 25(9), 1049-1079. Pallant, J. (2001). The SPSS survival manual: A step-by-step guide to data analysis using SPSS for Windows (version 10). St Leonards, NSW: Allen & Unwin. Pintrich, P. R. (2003). A motivational science perspective on the role of student motivation in learning and teaching contexts. Journal of Educational Psychology, 95, 667-686. Pintrich, P. R. ve Schunk, D. H. (1996). Motivation in education, New Jersey: Prentice-Hall Inc. Rosen, Y. (2009). The effects of an animation-based on-line learning environment on transfer of knowledge and on motivation for science and technology learning. Journal of Educational Computing Research, 40(4), 451-467. Ryan, R. ve Deci, E. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25, 54-67. Schunk, D. H., Pintrich, P. R. ve Meece, J., L. (2008). Motivation in education (3rd ed.). Upper Saddle River, NJ: Pearson Merrill Prentice Hall. Seah, W. T. ve Bishop, A. J. (2000, April). Values in mathematics textbooks: A wiew throught the australasian regions. Paper Presented at the Annual Meeting of the American Educational Research Association, New Orleans, LA. Sert Çıbık, A. (2011). Elektrik akımı konusunda yanlış kavramalar ve bunların giderilmesinde analojilerle desteklenmiş proje tabanlı öğrenme yönteminin etkisi. Doktora Tezi, Gazi Üniversitesi Eğitim Bilimleri Enstitüsü Fen Bilgisi Eğitimi Bilim Dalı, Ankara. Sinnes, A. T. (2005). Approaches to gender equity in science education. Two initiatives in sub-Saharan Africa seen through a lens derived from feminist critique of science. Dissertation for the degree of Dr. Scient., University of Oslo.
  • Sözen, S. ve Çabuk, A. (2013). Türkiye, Avusturya ve Almanya öğretmen yetiştirme sistemlerinin incelenmesi. Uşak Üniversitesi Sosyal Bilimler Dergisi, Özel Sayı, 213-230. Sülün, A. ve Balkı, N. (2008). Türkiye’de fen ve teknoloji eğitimi ve kültür. EÜFBED-Fen Bilimleri Enstitüsü Dergisi, 1(1), 87-100. Tekin, H. (1993). Eğitimde ölçme ve değerlendirme. Yargı Kitap ve Yayınevi, Ankara. Telli, S., den Brok, P. J. ve Cakiroglu, J. (2010). The importance of the teacherstudent interpersonal relationship for Turkish students’ attitudes towards science. Research in Science & Technological Education (RSTE), 28(3), 237-252.
  • Thompson, T. L. ve Mintzes, J. J. (2002). Cognitive structure and the affective domain: On knowing and feeling in biology. International Journal of Science Education, 24(6), 645-660.
  • Tuan, H. L., Chin, C. C. ve 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.
  • Turan, K. (2005). Avrupa birliğine giriş sürecinde Türk Alman eğitim sistemlerinin karşılaştırılarak değerlendirilmesi. Millî Eğitim Dergisi, 33(167), 173-184.
  • Tüysüz, M., Yıldıran, D. ve Demirci, N. (2010). What is the motivation difference between university students and high school students? Procedia Social and Behavioral Sciences, 2(2010), 1543–1548.
  • Wolters, C. A. ve Rosenthal, H. (2000). The relation between students’ motivational beliefs and their use of motivational regulation strategies. International Journal of Educational Research, 33, 801-820.
  • Yaman, S. ve Dede, Y. (2007). Öğrencilerin fen ve teknoloji ve matematik dersine yönelik motivasyon düzeylerinin bazı değişkenler açısından incelenmesi. Kuram ve Uygulamada Eğitim Yönetimi, 52, 615-638.
  • Yılmaz, H. ve Çavaş, P. H. (2007). Reliability and validity study of the students’ motivation toward science learning questionnaire (in Turkish). Elementary Education Online, 6(3), 430-440.
  • Zeyer, A. (2010). Motivation to learn science and cognitive style. Eurasia Journal of Mathematics, Science & Technology Education, 6(2), 123-130.
  • Zeyer, A., Cetin-Dindar, A., Md Zain, A. N., Jurisevic, M., Devetak, I. ve Odermatt, F. (2013). Systemizing: A cross-cultural constant for motivation to learn science. Journal of Research in Science Teaching, 50(9), 1047-1067.

Determination of Motivations towards Science Learning of Eighth Grade Turkish and German Students (A Comparative Study)

Year 2015, , 277 - 298, 01.06.2015
https://doi.org/10.21547/jss.256789

Abstract

In this study, eighth grade students’ motivations towards science learning in Turkey and Germany were determined and compared on the basis of countries. The sample of the research was consisted of 393 8th grade students of public schools in the city centre of Turkey/Adana and in Germany/Berlin who were selected through a basic random sample during the 2013-2014 education period. In the research in which the survey model was used “Science Motivation Questionnaire” as data collection tool. In the analysis of the sub-problems of the study, descriptive statistics like frequency (f)-percentage (%) and independent groups t-test were used. On the other hand, in the adaptation of the scale to the German, item analysis, exploratory factor analysis and Cronbach Alpha coefficient were performed. As a result of the factor analysis, we could accept the scale as compatible with the original form, acceptably reliable and valid. Since the items inside the Turkish and German forms indicated differences, mean scores were considered during the analysis of the sub-problems. Results exposed that there are differences between the total motivational scores of students and these differences were in favor of the students in Germany. Moreover, we confirmed that the distribution of total motivation scores of the male and female students in each country was close to each other

References

  • Bacanlı, H. (2002). Gelişim ve öğrenme. Ankara: Nobel Yayınevi. Balcı, A. (1993). Etkili okul-kuram, uygulama ve araştırma. Ankara: Ankara Üniversitesi Yayınları, Yavuz Dağıtım. Baram-Tsabari, A. ve Yarden, A. (2008). Girls' biology, boys' physics: Evidence from free-choice science learning settings. Research in Science Technological Education, 26(1), 75-92.
  • Brophy, J. (1987). Synthesis of research on strategies for motivating students to learn. Educational Leadership, 45, 40-48. Brotman, J. S. ve Moore, F. M. (2008). Girls and science: A review of four themes in the science education literature. Journal of Research in Science Teaching, 45(9), 971-1002. Bryan, R. R. (2009). High-school students’ motivation to learn science: Validation of the science motivation questionnaire. A dissertation submitted to the Graduate Faculty of the University of Georgia in partial fulfillment of the requirements for the degree. Doctor of Philosophy Athens, GEORGIA. Cavallo, A. M. L., Potter, W. H. ve Rozman, M. (2004). Gender differences in learning constructs, shifts in learning constructs, and their relationship to course achievement in a structured inquiry, yearlong college physics course for life science majors. School Science and Mathematics, 104(6), 288-301. Christidou, V. (2006). Greek students’ science-related ınterests and experiences: Gender differences and correlations. International Journal of Science Education, 28, 1181-1199. Çetin Dindar, A. ve Geban, Ö. (2010). The Turkish adaptation of the science motivation questionnaire. In M. F. Taşar & G. Çakmakcı (Eds.),Contemporary science education research: Pre­service and in­service teacher education (pp. 119‐128). Ankara, Turkey: Pegem Akademi. Dede, Y. (2003). Öğe gösterim teorisi (component display theory) ve arcs motivasyon modeli’ne dayalı yaklaşımın öğrencilerin değişken kavramını öğrenme düzeylerine ve motivasyonlarına etkisi. Yayınlanmamış Doktora Tezi, Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara. Dede, Y. (2013). The effect of German and Turkish mathematics teachers’ teaching experience on mathematics education values: A crosscomparative study. International Journal of Mathematical Education in Science and Technology, 44(2), 232-252. Dede, Y. ve Yaman, S. (2008). Fen öğrenmeye yönelik motivasyon ölçeği: Geçerlik ve güvenirlik çalışması. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi (EFMED), 2(1), 19-37. Demirel, Ö (1996). Karşılaştırmalı eğitim. Ankara: Usem Yayınları. Duit, R. ve Treagust, D. (2003). Conceptual change: A powerful framework for improving science teaching and learning. International Journal of Science Education, 25(6), 671-688. Eccles, J. S. ve Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53, 109-132. Ertan Kantos, Z. (2013). Federal Almanya Cumhuriyeti eğitim sistemi. Karşılaştırmalı eğitim sistemleri. Beş kıtada 31 ülke eğitim sisteminin Türk eğitim sistemiyle karşılaştırılması. (Ed. Ali Balcı). Gözden geçirilmiş ve genişletilmiş 4. Baskı. Ankara: Pegem Akademi. EURYBASE (2009). Organisation of the education system in Germany, 2009/2010.
  • Eurydice (2006). Science teaching in schools in Europe. Eurydice, Brussel. EURYDİCE, The information network on education in Europe. Eurydice (2011). Science education in Europe: National policies, practices and research. Education, audiovisual and culture executive agency. http://eacea.ec.europa.eu Fraenkel, J. R. ve Wallen, N. E. (2006). How to design and evaluate research in education. New York: McGraw-Hill. Garcia, T. (1995). The role of motivational strategies in self-regulated learning. In P.R. Pintrich (Ed.), New directions for college teaching and learning: self-regulated learning in the college classroom (pp. 29-42). San Francisco: Jossey-Bass. Geuens M. De. ve Pelsmacker P. (2002). Validity and reliability of scores on the reduced Emotional Intensity Scale. Educational and Psychological Measurement. 62(2), 299-315. Glynn, S. M. ve Koballa, T. R. Jr. (2006). Motivation to learn in college science. In J. J. Mintzes & W. H. Leonard (Eds.), Handbook of college science teaching (pp. 25-32). Arlington, VA: National Science Teachers Association Press. Glynn, S. M., Brickman, P., Armstrong, N. ve Taasoobshirazi, G. (2011). Science Motivation Questionnaire II: Validation with science majors and nonscience majors. Journal of Research in Science Teaching, 48(10), 1159-1176. Glynn, S. M., Taasoobshirazi, G. ve Brickman, P. (2009). Science Motivation Questionnaire: Construct validation with nonscience majors. Journal of Research in Science Teaching, 46, 127-146. Gücüm, B. (1998). Fen bilimlerinin oluşumu, gelişimi ve fen bilgisi. (Ed. Şefik Yaşar) Fen bilgisi öğretimi (ss. 3-11). Eskişehir: Açıköğretim Fakültesi Yayınları. No: 585. Gültekin, M. (1998). Türkiye ve Avrupa birliğine üye bazı ülkelerde zorunlu eğitim. (Ed. Ayhan Hakan) Eğitim bilimlerinde yenilikler (ss. 73-84). Eskişehir: Açık öğretim Fakültesi Yayınları. No: 559. Jones, M. G., Hove, A. ve Rua, M. J. (2000). Gender differences in students’ experiences, interest, and attitudes toward science and scientist. Science Education, 84, 180-192. Lavonen, J., Byman, R., Uitto, A., Juuti, K. ve Meisalo, V. (2008). Students’ interest and experiences in physics and chemistry related themes: Reflections based on a ROSE-survey in Finland. Themes in Science and Technology Education, 1(1), 7-36. Lederman, N. G. ve Niess, M. (1997). The nature of science: Naturally? School Science and Mathematics, 97(1), 1-2. Lee, O. ve Brophy, J. (1996). Motivational patterns observed in sixth-grade science classrooms. Journal of Research in Science Teaching, 33(3), 585-610. MEB (2010).PISA 2009 Ulusal ön rapor. Ankara: EARGED Yayınları. MEB (2011). PISA 2012 Türkiye. Ankara: Eğitek Yayınları.
  • MEB (2012). 12 yıl zorunlu eğitim sorular-cevaplar. Ankara. http://www.meb.gov.tr/duyurular/duyurular2012/12Yil_Soru_Cevaplar.p df Meredith, J. E., Fortner, R. W. ve Mullins, G. W. (1997). Model of affective learning for nonformal science education facilities. Journal of Research in Science Teaching, 34(8), 805-818. Murphy, P. ve Whitelegg, E. (2006). Girls in the physics classroom: A review of theresearch on the participation of girls in physics. London: Institute of Physics. Nezvalová, D. (2010). Science education in Europe. (Nezvalová, D., & Lamanauskas, V.). European Dimension in Science Education. Published and printed by Palacký University, Olomouc. Osborne, J., Simon, S. ve Collins, S. (2003). Attitudes towards science: A review of the literature and its implications. International Journal of Science Education, 25(9), 1049-1079. Pallant, J. (2001). The SPSS survival manual: A step-by-step guide to data analysis using SPSS for Windows (version 10). St Leonards, NSW: Allen & Unwin. Pintrich, P. R. (2003). A motivational science perspective on the role of student motivation in learning and teaching contexts. Journal of Educational Psychology, 95, 667-686. Pintrich, P. R. ve Schunk, D. H. (1996). Motivation in education, New Jersey: Prentice-Hall Inc. Rosen, Y. (2009). The effects of an animation-based on-line learning environment on transfer of knowledge and on motivation for science and technology learning. Journal of Educational Computing Research, 40(4), 451-467. Ryan, R. ve Deci, E. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25, 54-67. Schunk, D. H., Pintrich, P. R. ve Meece, J., L. (2008). Motivation in education (3rd ed.). Upper Saddle River, NJ: Pearson Merrill Prentice Hall. Seah, W. T. ve Bishop, A. J. (2000, April). Values in mathematics textbooks: A wiew throught the australasian regions. Paper Presented at the Annual Meeting of the American Educational Research Association, New Orleans, LA. Sert Çıbık, A. (2011). Elektrik akımı konusunda yanlış kavramalar ve bunların giderilmesinde analojilerle desteklenmiş proje tabanlı öğrenme yönteminin etkisi. Doktora Tezi, Gazi Üniversitesi Eğitim Bilimleri Enstitüsü Fen Bilgisi Eğitimi Bilim Dalı, Ankara. Sinnes, A. T. (2005). Approaches to gender equity in science education. Two initiatives in sub-Saharan Africa seen through a lens derived from feminist critique of science. Dissertation for the degree of Dr. Scient., University of Oslo.
  • Sözen, S. ve Çabuk, A. (2013). Türkiye, Avusturya ve Almanya öğretmen yetiştirme sistemlerinin incelenmesi. Uşak Üniversitesi Sosyal Bilimler Dergisi, Özel Sayı, 213-230. Sülün, A. ve Balkı, N. (2008). Türkiye’de fen ve teknoloji eğitimi ve kültür. EÜFBED-Fen Bilimleri Enstitüsü Dergisi, 1(1), 87-100. Tekin, H. (1993). Eğitimde ölçme ve değerlendirme. Yargı Kitap ve Yayınevi, Ankara. Telli, S., den Brok, P. J. ve Cakiroglu, J. (2010). The importance of the teacherstudent interpersonal relationship for Turkish students’ attitudes towards science. Research in Science & Technological Education (RSTE), 28(3), 237-252.
  • Thompson, T. L. ve Mintzes, J. J. (2002). Cognitive structure and the affective domain: On knowing and feeling in biology. International Journal of Science Education, 24(6), 645-660.
  • Tuan, H. L., Chin, C. C. ve 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.
  • Turan, K. (2005). Avrupa birliğine giriş sürecinde Türk Alman eğitim sistemlerinin karşılaştırılarak değerlendirilmesi. Millî Eğitim Dergisi, 33(167), 173-184.
  • Tüysüz, M., Yıldıran, D. ve Demirci, N. (2010). What is the motivation difference between university students and high school students? Procedia Social and Behavioral Sciences, 2(2010), 1543–1548.
  • Wolters, C. A. ve Rosenthal, H. (2000). The relation between students’ motivational beliefs and their use of motivational regulation strategies. International Journal of Educational Research, 33, 801-820.
  • Yaman, S. ve Dede, Y. (2007). Öğrencilerin fen ve teknoloji ve matematik dersine yönelik motivasyon düzeylerinin bazı değişkenler açısından incelenmesi. Kuram ve Uygulamada Eğitim Yönetimi, 52, 615-638.
  • Yılmaz, H. ve Çavaş, P. H. (2007). Reliability and validity study of the students’ motivation toward science learning questionnaire (in Turkish). Elementary Education Online, 6(3), 430-440.
  • Zeyer, A. (2010). Motivation to learn science and cognitive style. Eurasia Journal of Mathematics, Science & Technology Education, 6(2), 123-130.
  • Zeyer, A., Cetin-Dindar, A., Md Zain, A. N., Jurisevic, M., Devetak, I. ve Odermatt, F. (2013). Systemizing: A cross-cultural constant for motivation to learn science. Journal of Research in Science Teaching, 50(9), 1047-1067.
There are 14 citations in total.

Details

Other ID JA33BP22NF
Journal Section Article
Authors

Ayşe Sert Çıbık This is me

Publication Date June 1, 2015
Submission Date June 1, 2015
Published in Issue Year 2015

Cite

APA Sert Çıbık, A. (2015). Türk ve Alman 8. Sınıf Öğrencilerin Fen Öğrenmeye Yönelik Motivasyonlarının Belirlenmesi (Bir Karşılaştırma Çalışması). Gaziantep Üniversitesi Sosyal Bilimler Dergisi, 14(1), 277-298. https://doi.org/10.21547/jss.256789