Lise Öğrencilerinin Kimya Dersine Yönelik Özyeterlik İnançları

Year 2014, Volume: 2 Issue: 1, 12 - 21, 30.06.2014

Ömer Faruk İçöz

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

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