Lise Öğrencilerinin Kimya Dersine Yönelik Özyeterlik İnançları

Abstract

Bu çalışmanın amacı ortaöğretim öğrencilerinin kimya derslerine yönelik özyeterlik inançlarını araştırmak ve sınıf düzeyi ve cinsiyete göre nasıl değiştiğini belirlemektir. Araştırmaya bir Sağlık Meslek Lisesinden 114 öğrenci 42 erkek, 72 kız katılmıştır. Lise öğrencilerinin kimya derslerine yönelik özyeterlik inançlarını ölçmek için tek boyutlu bir ölçek olan Bilişsel Beceriler için Lise Kimya Özyeterlik Ölçeği CSCS kullanılmıştır. Öğrencilerin sınıf düzeyleri ve cinsiyetlerinin kimya derslerine yönelik özyeterlik inançlarına etkisini belirlemek için iki yönlü varyans analizi kullanılmıştır. Sonuçlar lise öğrencilerinin kimya desine yönelik orta düzeyde özyeterliğe sahip olduklarını ve bilişsel beceriler için kimya özyeterlikleri açısından kız ve erkek öğrenciler arasında anlamlı bir fark olmadığını göstermiştir. Bununla beraber, sonuçlar dokuzuncu sınıf öğrencilerinin on ve onikinci sınıf öğrencilerinden daha yüksek düzeyde kimya derslerine yönelik özyeterlik inançlarına sahip olduğunu göstermiştir

Keywords

• Özyeterlik, Kimya Eğitimi, Duyuşsal Değişkenler

Secondary School Students’ Self-Efficacy Beliefs toward Chemistry Lessons

Abstract

The purpose of this study was to investigate secondary school students’ self-efficacy beliefs toward chemistry lessons and to determine how their self-efficacy beliefs change across grade levels and gender. The participants were 114 secondary school students 42 males and 72 females enrolled at a medical vocational high school. High School Chemistry Self-Efficacy Scale for Cognitive Skills CSCS , a unidimensional instrument, was used for assessing secondary school students’ self-efficacy beliefs toward chemistry lessons. Two-way ANOVA was used to determine the effect of gender and grade level of the students on chemistry self-efficacy for cognitive skills. The results showed that secondary school students had a medium level self-efficacy toward chemistry lessons and there was not any significant difference between boys and girls in terms of their chemistry selfefficacy for cognitive skills. The results also showed that the 9th graders have higher self-efficacy beliefs toward chemistry lessons than 10th and 12th graders

Keywords

• Self-Efficacy, Chemistry Education, Affective Variables

References

1. Anderman, E. M., & Young, A. J. (1994). Motivation and strategy use in science: Individual differences and classroom effects. Journal of Research in Science Teaching, 31, 811–831.
2. Bandura, A. ( 1997 ). Self-efficacy: The exercise of control. New York, NY: Freeman.
3. Bandura, A. (2001). Social cognitive theory: An gentive perspective. Annual Review of Psychology, 52, 1-26.
4. Bartlett, M. S. (1954). A note on the multiplying factors for various chi square approximations. Journal of the Royal
5. Statistical Society, 16 (Series B), 296–298. Britner, S. L. ( 2008 ). Motivation in High School Science Students: A Comparison of Gender Differences in Life,
6. Physical, and Earth Science Classes. Journal of Research in Science Teaching, 45( 8 ), 955-970. Britner, S. L. & Pajares, F. ( 2006). Sources of science self-efficacy beliefs of middle school students. Journal of
7. Research in Science Teaching, 43, 485-499. Çapa Aydın, Y. & Uzuntiryaki, E. (2009). Development and psychometric evaluation of the high school chemistry self- efficacy scale. Educational and Psychological Measurement, 69, 868-880.
8. Chen, J., & Usher, E. (2013). Profiles of the sources of science self-efficacy. Learning and Individual Differences, 24, –21.

9. Chiou, G. L., & Liang, J. C. (2012). Exploring the structure of science self-efficacy: A model built on high school students’ conceptions of learning and approaches to learning in science. The Asia-Pacific Education Researcher, (1).
10. Demirdöğen, B., Uzuntiryaki, E., & Çapa Aydın, Y. (2009). Freshmen students’ chemistry self-efficacy in relation to goal orientation, gender, and academic achievement. Proc. Annual meeting of the National Association for
11. Research in Science Teaching (NARST), 1-6, Garden Grove. Glynn, S., Brickman, P., Armstrong,N., & Taasoobshirazi, G. (2011). Science motivation questionnaire II: Validation with science majors and nonscience majors. Journal of Research in Science Teaching, (10), 1159–1176.
12. Hampton, N. Z., & Mason, E. (2003). Learning disabilities, gender, sources of self-efficacy, self-efficacy beliefs, and academic achievement in high school students. Journal of School Psychology, 41, 101-112.
13. Kadıoğlu, C. & Uzuntiryaki, E. (2008). Motivational factors contributing to Turkish high school students'achievement in gases and chemical reactions. Proc. American Educational Research Association(AERA) Annual Meeting, 1,
14. New York, ERIC Document Reproduction Service No. ED.506765.
15. Kupermintz, H. (2002). Affective and conative factors as aptitude resources in high school science achievement.
16. Educational Assessment, 8, 123-137. Lau, S. & Roeser, R. W. ( 2002 ). Cognitive abilities and motivational processes in high school students’ situational engagement and achievement in science. Educational Assessment, 8, 139-162.
17. Lavonen, J. & Laaksonen, S. (2009). Context of teaching and learning school science in Finland: Reflections on PISA results. Journal of Research in Science Teaching, 46(8), 922-944.
18. Liu, M., Hsieh, P., Cho, Y., & Schallert, D. (2006). Middle school students’ self-efficacy, attitudes, and achievement in a computer-enhanced problem-based learning environment. Journal of Interactive (3), 223–242. Learning Research,
19. Louis, R., & Mistele, J. (2012). The differences in scores and self-efficacy by student gender in mathematics and science. International Journal of Science and Mathematics Education, 10(5), 1163–1190.
20. Kaiser, H. (1970). A second generation Little Jiffy. Psychometrika, 35, 401–415.
21. Kaiser, H. (1974). An index of factorial simplicity. Psychometrika, 39, 31–36.
22. Kan, A. &, Akbaş, A. (2006). Affective factors that influence chemistry achievement (attitude and self-efficacy) and the power of these factors to predict chemistry achievement-I. Journal of Turkish Science Education, 3, 76-85.
23. Multon, K. D., Brown, S. D., & Lent, R. W. (1991). Relation of self-efficacy beliefs to academic outcomes: A meta- analytic investigation. Journal of Counseling Psychology, 38, 30–38.
24. Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research, 66 (4), 543-578.
25. Pajares, F., & Miller, M. D. (1994). The role of self-efficacy and self-concept beliefs in mathematical problem- solving:
26. A path analysis. Journal of Educational Psychology, 86, 193–203. Pintrich, P. (1999). The role of motivation in promoting and sustaining self-regulated learning. International Journal of Educational Research, 31, 459-470.
27. Pintrich, R. R., & DeGroot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance, Journal of Educational Psychology, 82, 33-40.
28. Scherer, R. (2013). Further evidence on the structural relationship between academic self-concept and self- efficacy:
29. On the effects of domain specificity. Learning and Individual Differences, 28, 9-19. Schunk, D. H. & Pajares, F. (2009). Self-efficacy theory. Wentzel, K. R. & Wigfield, A. (Eds.), Handbook of motivation at school (pp.35-53). New York: Routledge.
30. Şenay, A. (2010). The contribution of chemistry self-efficacy and goal orientations to eleventh grade students’ chemistry achıevement. Master's thesis, Middle East Technical University, Ankara, Turkey.
31. Shell, D. F., Colvin, C., & Bruning, R. H. (1995). Self-efficacy, attributions, and outcome expectancy mechanisms in reading and writing achievement: Grade-level and achievement-level differences. Journal of Educational Psychology, 87, 386–398.
32. Smith, P. L., & Fouad, N. A. (1999). Subject-matter specificity of self-efficacy, outcome expectancies, interests, and goals: Implications for the social-cognitive model. Journal of Counseling Psychology, 46, 461-471.
33. Taasoobshirazi, G. & Glynn, S. M. (2009). College students solving chemistry problems: A theoretical model of expertise. Journal of Research in Science Teaching, 46(10), 1070-1089.
34. Tsai, C. C., Ho, H., Liang, J. C., & Lin, H. M. (2011). Scientific epistemic beliefs, conceptions of learning science and self- efficacy of learning science among high school students. Learning and Instruction, (6), 757–769.
35. Usher, E. L. & Pajares, F. (2008). Self-efficacy for self-regulated learning: A validation study. Educational and Psychological Measurement, 68(3), 443-463.
36. Uzuntiryaki, E. & Çapa Aydın, Y. (2007). The relationship between high school students’ chemistry self-efficacy and chemistry achievement. Proc. 2nd European Variety in Chemistry Education, Prague, 81-83, Charles University, Prague.
37. Velayutham, S., Aldrige, J., & Fraser, B. (2012). Gender differences in student motivation and self-regulation in science learning: A multi-group structural equation modeling analysis. International Journal of Science and Mathematics Education, 10(6), 1347–1368.
38. Zimmerman, B., & Martinez-Pons, M. (1990). Student differences in self-regulated learning: Relating grade, sex, and giftedness to self-efficacy and strategy use. Journal of Educational Psychology, 82(1), 51-59.