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Ortaokul Öğrencilerinin Bilim Öğrenmeye Yönelik Daimi Motivasyonlarının Farklı Değişkenlere Göre Incelenmesi

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

References

  • 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(8), 811-831.
  • Aydın, B. (2007). Fen bilgisi dersinde içsel ve dışsal motivasyonun önemi. Yayınlanmamış Yüksek Lisans Tezi, Yeditepe Üniversitesi Sosyal Bilimler Enstitüsü, İstanbul.
  • Braund, M. (2009). Progression and continuity in learning science at transfer from primary and secondary school. Perspectives on Education (Primary Secondary Transfer in Science), 2, 22-38.
  • Braund, M., & Driver, M. (2005). Pupils’ perceptions of practical science in primary and secondary school: Implications for improving progression and continuity of learning. Edu-cational Research, 47(1), 77–91.
  • Buccheri, G., Guürber, N. A., & Brühwiler, C. (2011). The impact of gender on interest in science topics and the choice of scientific and technical vocations. International Journal of Science Education, 33(1), 159–178.
  • Büyüköztürk, S., (2002). Sosyal Bilimler için Veri Analizi El Kitabı. Ankara: Pegem Akademi Yayınları.
  • Büyüköztürk, Ş., Çokluk-Bökeoğlu, Ö. & Köklü, N. (2015). Sosyal Bilimler için İstatistik. Ankara: Pegem Akademi Yayınları.
  • Büyüköztürk, S., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2012). Bi-limsel Araştırma Yöntemleri (18. Baskı). Ankara: Pegem Akademi Yayınları.
  • Çeliker, H. D., Tokcan, A., & Korkubilmez, S. (2015). Fen öğrenmeye yönelik motivasyon bilimsel yaratıcılığı etkiler mi?. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Der-gisi, 12(30), 167- 192.
  • Dawson, C. (2000). Upper primary boys’ and girls’ interests in science: Have they changed since 1980? International Journal of Science Education, 22(6), 557–570.
  • Deci, E. L., & Ryan, R. M. (1985). The general causality orientations scale: Self-determination in personality. Journal of research in personality, 19(2), 109-134.
  • Dierking, L. D., Falk, J. H., Rennie, L. J., Anderson, D., & Ellenbogen, K. (2003). Policy statement of the “informal science education” ad hoccommittee. Journal of Research in Sci-ence Teaching, 40(2), 108-111.
  • Eccles, J., Wigfield, A., Harold, R. D., & Blumenfeld, P. (1993). Age and gender differences in children’s self- and task perceptions during elementary school. Child Development, 64, 830-847.
  • Erdoğan, D., Çakır, M., Gürel, C. & Şeker, H. (2015). Daimi Bilim Öğrenme Motivasyonu Ölçeği’nin Türkçe’ye Uyarlanması: Geçerlik ve Güvenirlik Çalışması. Trakya Üniversitesi Eğitim Fakültesi Dergisi, 5(2), 125-136.
  • Fortus, D., & Vedder-Weiss, D. (2014). Measuring students’ continuing motivation for scien-ce learning. Journal of Research in Science Teaching, 51(4), 497-522.
  • Freedman-Doan, C., Wigfield, A., Eccles, J. S., Blumenfeld, P., Arbreton, A. & Harold, R. D. (2000). What am I best at? Grade and gender differences in children's beliefs about ability improvement. Journal of Applied Developmental Psychology, 21(4), 379-402.
  • Galton, M. (2009). Moving to secondary school: Initial encounters and their effects. Perspec-tives on Education 2, 5-21.
  • Gonzalez-DeHass, A.R., Willems, P. P., & Holbein, M.F.D. (2005). Examining the Relati-onship Between Parental Involvement and Student Motivation Educational Psychology Review, 17(2), 99-123.
  • Güvercin, Ö. (2008). Investigating elementary students’ motivation towards science learning: A cross age study. Yayınlanmamış Yüksek Lisans Tezi, Ortadoğu Teknik Üniversitesi, Ankara.
  • Inhelder, B. & Piaget, J. (1969). The Early Growth of Logic in the Child. W. W. Norton & Company. INC. New York.
  • Logan, M., & Skamp, K. (2008). Engaging students in science across the primary secondary interface: Listening to the students’ voice. Research in Science Education, 38(4), 501-527.
  • Maehr, M. L. (1976). Continuing motivation: An analysis of a seldom considered educational outcome. Review of Educational Research, 46(3), 443-462.
  • MEB, (2013). İlköğretim kurumları (ilkokullar ve ortaokullar) fen bilimleri dersi (3, 4, 5, 6, 7 ve 8. sınıflar) öğretim programı. Ankara: Milli Eğitim Bakanlığı Yayınları.
  • Miller, P. H., Blessing, J. S., & Schwartz, S. (2006). Gender differences in high-school stu-dents’ views about science. International Journal of Science Education, 28(4), 363-381.
  • Neathery, M. F. (1997). Elementary and secondary students' perceptions toward science: Correlations with gender, ethnicity, ability, grade, and science achievement. Electronic Jo-urnal of Science Education, 2(1).
  • Neuman, W. L. (2012). Toplumsal Araştırma Yöntemleri: Nitel ve Nicel Yaklaşımlar, (5. Baskı). Cilt I,(Çev. Sedef Özge), Ankara: Yayın Odası.
  • Osborne, J. A., Simon, S. B., & Collins, S. (2003). Attitudes towards science: A review of the literature and its implications. International Journal of Science Education, 25(9), 1049-1079.
  • Pascarella, E. T.,Walberg, H. J., Junker,L. K. & Heartel, G. D. (1981). Continuing motivation in science for early and late adolescents. American Educational Research Journal, 18(4), 439-452.
  • Rennie, L. J., Feher, E., Dierking, L. D., & Falk, J. H. (2003). Toward an agenda for advan-cing research on science learning in out-of-school settings. Journal of Research in Science-Teaching, 40(2), 112–120.
  • Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25, 54-67.
  • Shernoff, D. J., & Hoogstra, L. (2001). Continuing motivation beyond the high school class-room. New Directions for Child and Adolescent Development, 93, 73-88.
  • Simpson, R. D., & Oliver, J. S. (1990). A summary of major influences on attitude toward and achievement in science among adolescent students. Science Education, 74(1), 1-18.
  • Speering, W., & Rennie, L. (1996). Students’ perceptions about science: The impact of transi-tion from primary to secondary school. Research in Science Education, 26(3), 283-298.
  • Uzun, N., & Keleş, Ö. (2012). İlköğretim Öğrencilerinin Fen Öğrenmeye Yönelik Motivasyon Düzeylerinin Değerlendirilmesi. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Der-gisi, 9(20), 313-327.
  • Vedder-Weiss, D., & Fortus, D. (2011). Adolescents’ declining motivation to learn science: Inevitable or not?. Journal of Research in Science Teaching, 48(2), 199-216.
  • Vedder-Weiss, D., & Fortus, D. (2012). Adolescents’ declining motivation to learn science:A followup study. Journal of Research in Science Teaching, 49(9), 1057-1095.
  • Vedder‐Weiss, D., & Fortus, D. (2013). School, teacher, peers, and parents' goals emphases and adolescents' motivation to learn science in and out of school. Journal of Research in Science Teaching, 50(8), 952-988.
  • Wolters, C.A., & Rosenthal, H. (2000). The relation between students’ motivational beliefs and their use of motivational regulation strategies. International Journal of Educational Re-search, 33, 801-820.
  • Yager, R. E., & Penick, J. E. (1986). Perceptions of four age groups toward science classes, teachers, and the value of science. Science Education, 70(4), 355–363.
  • Yılmaz, H. ve Çavaş, P. (2007). Fen öğrenimine yönelik motivasyon ölçeğinin geçerlik ve güvenirlik çalışması. İlköğretim Online, 6(3), 430-440.

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

Year 2018, Volume: 26 Issue: 4, 1069 - 1079, 15.07.2018
https://doi.org/10.24106/kefdergi.434141

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.


References

  • 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(8), 811-831.
  • Aydın, B. (2007). Fen bilgisi dersinde içsel ve dışsal motivasyonun önemi. Yayınlanmamış Yüksek Lisans Tezi, Yeditepe Üniversitesi Sosyal Bilimler Enstitüsü, İstanbul.
  • Braund, M. (2009). Progression and continuity in learning science at transfer from primary and secondary school. Perspectives on Education (Primary Secondary Transfer in Science), 2, 22-38.
  • Braund, M., & Driver, M. (2005). Pupils’ perceptions of practical science in primary and secondary school: Implications for improving progression and continuity of learning. Edu-cational Research, 47(1), 77–91.
  • Buccheri, G., Guürber, N. A., & Brühwiler, C. (2011). The impact of gender on interest in science topics and the choice of scientific and technical vocations. International Journal of Science Education, 33(1), 159–178.
  • Büyüköztürk, S., (2002). Sosyal Bilimler için Veri Analizi El Kitabı. Ankara: Pegem Akademi Yayınları.
  • Büyüköztürk, Ş., Çokluk-Bökeoğlu, Ö. & Köklü, N. (2015). Sosyal Bilimler için İstatistik. Ankara: Pegem Akademi Yayınları.
  • Büyüköztürk, S., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2012). Bi-limsel Araştırma Yöntemleri (18. Baskı). Ankara: Pegem Akademi Yayınları.
  • Çeliker, H. D., Tokcan, A., & Korkubilmez, S. (2015). Fen öğrenmeye yönelik motivasyon bilimsel yaratıcılığı etkiler mi?. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Der-gisi, 12(30), 167- 192.
  • Dawson, C. (2000). Upper primary boys’ and girls’ interests in science: Have they changed since 1980? International Journal of Science Education, 22(6), 557–570.
  • Deci, E. L., & Ryan, R. M. (1985). The general causality orientations scale: Self-determination in personality. Journal of research in personality, 19(2), 109-134.
  • Dierking, L. D., Falk, J. H., Rennie, L. J., Anderson, D., & Ellenbogen, K. (2003). Policy statement of the “informal science education” ad hoccommittee. Journal of Research in Sci-ence Teaching, 40(2), 108-111.
  • Eccles, J., Wigfield, A., Harold, R. D., & Blumenfeld, P. (1993). Age and gender differences in children’s self- and task perceptions during elementary school. Child Development, 64, 830-847.
  • Erdoğan, D., Çakır, M., Gürel, C. & Şeker, H. (2015). Daimi Bilim Öğrenme Motivasyonu Ölçeği’nin Türkçe’ye Uyarlanması: Geçerlik ve Güvenirlik Çalışması. Trakya Üniversitesi Eğitim Fakültesi Dergisi, 5(2), 125-136.
  • Fortus, D., & Vedder-Weiss, D. (2014). Measuring students’ continuing motivation for scien-ce learning. Journal of Research in Science Teaching, 51(4), 497-522.
  • Freedman-Doan, C., Wigfield, A., Eccles, J. S., Blumenfeld, P., Arbreton, A. & Harold, R. D. (2000). What am I best at? Grade and gender differences in children's beliefs about ability improvement. Journal of Applied Developmental Psychology, 21(4), 379-402.
  • Galton, M. (2009). Moving to secondary school: Initial encounters and their effects. Perspec-tives on Education 2, 5-21.
  • Gonzalez-DeHass, A.R., Willems, P. P., & Holbein, M.F.D. (2005). Examining the Relati-onship Between Parental Involvement and Student Motivation Educational Psychology Review, 17(2), 99-123.
  • Güvercin, Ö. (2008). Investigating elementary students’ motivation towards science learning: A cross age study. Yayınlanmamış Yüksek Lisans Tezi, Ortadoğu Teknik Üniversitesi, Ankara.
  • Inhelder, B. & Piaget, J. (1969). The Early Growth of Logic in the Child. W. W. Norton & Company. INC. New York.
  • Logan, M., & Skamp, K. (2008). Engaging students in science across the primary secondary interface: Listening to the students’ voice. Research in Science Education, 38(4), 501-527.
  • Maehr, M. L. (1976). Continuing motivation: An analysis of a seldom considered educational outcome. Review of Educational Research, 46(3), 443-462.
  • MEB, (2013). İlköğretim kurumları (ilkokullar ve ortaokullar) fen bilimleri dersi (3, 4, 5, 6, 7 ve 8. sınıflar) öğretim programı. Ankara: Milli Eğitim Bakanlığı Yayınları.
  • Miller, P. H., Blessing, J. S., & Schwartz, S. (2006). Gender differences in high-school stu-dents’ views about science. International Journal of Science Education, 28(4), 363-381.
  • Neathery, M. F. (1997). Elementary and secondary students' perceptions toward science: Correlations with gender, ethnicity, ability, grade, and science achievement. Electronic Jo-urnal of Science Education, 2(1).
  • Neuman, W. L. (2012). Toplumsal Araştırma Yöntemleri: Nitel ve Nicel Yaklaşımlar, (5. Baskı). Cilt I,(Çev. Sedef Özge), Ankara: Yayın Odası.
  • Osborne, J. A., Simon, S. B., & Collins, S. (2003). Attitudes towards science: A review of the literature and its implications. International Journal of Science Education, 25(9), 1049-1079.
  • Pascarella, E. T.,Walberg, H. J., Junker,L. K. & Heartel, G. D. (1981). Continuing motivation in science for early and late adolescents. American Educational Research Journal, 18(4), 439-452.
  • Rennie, L. J., Feher, E., Dierking, L. D., & Falk, J. H. (2003). Toward an agenda for advan-cing research on science learning in out-of-school settings. Journal of Research in Science-Teaching, 40(2), 112–120.
  • Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25, 54-67.
  • Shernoff, D. J., & Hoogstra, L. (2001). Continuing motivation beyond the high school class-room. New Directions for Child and Adolescent Development, 93, 73-88.
  • Simpson, R. D., & Oliver, J. S. (1990). A summary of major influences on attitude toward and achievement in science among adolescent students. Science Education, 74(1), 1-18.
  • Speering, W., & Rennie, L. (1996). Students’ perceptions about science: The impact of transi-tion from primary to secondary school. Research in Science Education, 26(3), 283-298.
  • Uzun, N., & Keleş, Ö. (2012). İlköğretim Öğrencilerinin Fen Öğrenmeye Yönelik Motivasyon Düzeylerinin Değerlendirilmesi. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Der-gisi, 9(20), 313-327.
  • Vedder-Weiss, D., & Fortus, D. (2011). Adolescents’ declining motivation to learn science: Inevitable or not?. Journal of Research in Science Teaching, 48(2), 199-216.
  • Vedder-Weiss, D., & Fortus, D. (2012). Adolescents’ declining motivation to learn science:A followup study. Journal of Research in Science Teaching, 49(9), 1057-1095.
  • Vedder‐Weiss, D., & Fortus, D. (2013). School, teacher, peers, and parents' goals emphases and adolescents' motivation to learn science in and out of school. Journal of Research in Science Teaching, 50(8), 952-988.
  • Wolters, C.A., & Rosenthal, H. (2000). The relation between students’ motivational beliefs and their use of motivational regulation strategies. International Journal of Educational Re-search, 33, 801-820.
  • Yager, R. E., & Penick, J. E. (1986). Perceptions of four age groups toward science classes, teachers, and the value of science. Science Education, 70(4), 355–363.
  • Yılmaz, H. ve Çavaş, P. (2007). Fen öğrenimine yönelik motivasyon ölçeğinin geçerlik ve güvenirlik çalışması. İlköğretim Online, 6(3), 430-440.
There are 40 citations in total.

Details

Primary Language Turkish
Subjects Studies on Education
Journal Section Review Article
Authors

Munise Seçkin Kapucu This is me

Publication Date July 15, 2018
Acceptance Date November 15, 2017
Published in Issue Year 2018 Volume: 26 Issue: 4

Cite

APA Seçkin Kapucu, M. (2018). Ortaokul Öğrencilerinin Bilim Öğrenmeye Yönelik Daimi Motivasyonlarının Farklı Değişkenlere Göre Incelenmesi. Kastamonu Education Journal, 26(4), 1069-1079. https://doi.org/10.24106/kefdergi.434141

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