Ortaokul Öğrencilerinin Bilim Öğrenmeye Yönelik Daimi Motivasyonlarının Farklı Değişkenlere Göre Incelenmesi

Year 2018, Volume: 26 Issue: 4, 1069 - 1079, 15.07.2018

Munise Seçkin Kapucu

https://doi.org/10.24106/kefdergi.434141

Abstract

Bu çalışmanın amacı ortaokul öğrencilerinin daimi bilim öğrenmeye yönelik motivasyonlarını farklı değişkenlere göre incelemektir. Araştırmanın yöntemi betimsel araştırma yöntemlerinden tarama modelidir. Çalışma grubunu, 2015-2016 eğitim-öğretim yılı bahar döneminde, Eskişehir İli merkezinde yer alan 4 ortaokulun 5, 6, 7 ve 8. sınıflarında öğrenim gören 1454 öğrenci oluşturmuştur. Araştırmada veri toplama aracı olarak Fortus ve Vedder-Weiss (2014) tarafından geliştirilen Erdoğan, Çakır, Gürel ve Şeker (2015) tarafından Türkçe’ye uyarlanan "Daimi Bilim Öğrenme Motivasyonu (Continuing Motivation for Science Learning)" ölçeği kullanılmıştır. Araştırmadan elde edilen verilerin analizinde non-parametrik testlerden olan Mann-Whitney U testi ve Kruskall Wallis testi kullanılmıştır. Verilerin analizi sonucunda ortaokul öğrencilerinin daimi bilim öğrenmeye yönelik motivasyonlarının cinsiyetlerine, sınıf düzeylerine, yaşlarına, fen dersi başarı notlarına anne ve baba eğitim düzeylerine göre anlamlı düzeyde farklılaştığı belirlenmiştir.

Keywords

Motivasyon, daimi bilim öğrenme, ortaokul öğrencileri, tarama modeli, daimi bilim öğrenme motivasyonu ölçeği

Examination of Middle School Students’ Continuing Motivation for Science Learning According to Different Variables

Abstract

The aim of this study is to examine middle school students’ continuing motivation for science learning according to different variables. The method of the study is survey model that is one of the descriptive research methods. Sample of the study consisted of 1454 students who were studying at 5th, 6th, 7th and 8th grades of 4 secondary schools located at the city center of Eskişehir, during 2015-2016 academic years. In this study, (Continuing Motivation for Science Learning)" which has been developed by Fortus and Vedder-Weiss (2014) and adapted to Turkish by Erdoğan, Çakır, Gürel and Şeker (2015), was used as the data collection tool. Mann-Whitney U test and Kruskall Wallis test were used in the analysis of data obtained from the study. As the result of data analysis, it was found that students’ continuing motivation for science learning was significantly differentiated according to gender, class, age, school, final science grade, and parents’ education levels.

Keywords

Motivation, continuing science education, middle school students, survey model, scale of continuing motivation towards science learning

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