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Perceptions of Secondary School Students about Risks of Scientists

Year 2020, Issue: 50, 269 - 290, 01.09.2020
https://doi.org/10.9779/pauefd.597429

Abstract

The aim of this study is to determine the perceptions of secondary school students’ about the risks of being scientists. 592 students in five, six and seventh grade participated in this study. Phenomenology, one of the qualitative research methods, was used in this study. The data obtained in the structured opinion form was analyzed by content analysis. As a result of the analysis of the data, the themes of risks that affect the environment and the society, directed towards equipment and subjects and affect the scientist are created. Most of the participants stated that they have physical, economical, sociological, labor-oriented and psychological risks affecting the scientist. It was observed that the participants emphasized the theme of physical risks and the most and the highest risk of injury or death due to the explosion was observed in this theme. And other themes emphasized losing assets as a result of the explosion about economic risks, asociality or not getting married about sociological risks. Also, they emphasized the inability to reach the result of working in labor-oriented risks and dementing because of working in psychological risks. In this study, risk perceptions were presented. In the following studies, it is necessary to investigate whether these risk perceptions have an effect on their career choices and if so, how individuals can revise these risk perceptions positively.

References

  • Ağgül Yalçın, F. (2012). “Öğretmen Adaylarının Bilim İnsanı İmajlarının Bazı Değişkenler Açısından İncelenmesi”, İlköğretim Online, 11(3), 611-628.
  • Aschbacher, P. R.,Li, E. & Roth, E. J. (2010). Is Science Me? High School Students’ Identities, Participation and Aspirations in Science, Engineering, and Medicine, Journal of Research in Science Teaching, 47(5), 564–582.
  • Archer, L., DeWitt, J., Osborne, J., Dillon, J., Willis, B., &Wong, B. (2010). “Doing” science versus “being” a scientist: Examining 10/11-year-old schoolchildren’s constructions of science through the lens of identity. Science Education, 94(4), 617–639.
  • Baker, D. & Leary, R. (1995) Letting girls speakout about science, Journal of Research in Science Teaching, 32(1), 3–27.
  • Blickenstaff, J. C. (2006). Women and science careers: leaky pipeline or gender filter? Gender and Education, 17(4), 369-386, DOI: 10.1080/09540250500145072
  • Brickhouse, N.W. (2001). Embodying science: A feminist perspective on learning. Journal of Research in ScienceTeaching, 38(3), 282–295.
  • Braund, M.,& Reiss, M. (2006). Towards a more authentic science curriculum: The contribution of out-of-school learning. International Journal of Science Education, 28(12), 1373–1388.
  • Brickhouse, N.W.,Lowery, P., &Schultz, K. (2000). What kind of a girl does science? The construction of school science identities. Journal of Research in Science Teaching, 37(5), 441–458.
  • Brickhouse, N.W.,&Potter, J.T. (1999). Young women’s scientific identity formation in an urban context. Journal of Research in Science Teaching, 38, 965–980.
  • Carlone, H.B. (2004). The cultural production of science in reform-based physics: Girls’ access, participation, and resistance. Journal of Research In Science Teaching, 41(4), 392–414.
  • Carlone, H.B., & Johnson, A. (2007). Understanding the science experiences of successful women of color: Science identity as an analytic lens. Journal of Research in Science Teaching, 44(8),1187–1218.
  • Cerinsek, G., Hribar, T., Glodez, N. & Dolinsek, S.(2013). Which are my Future Career Priorities and What Influenced my Choice of Studying Science, Technology, Engineering or Mathematics? Some Insights on Educational Choice—Case of Slovenia, International Journal of Science Education, 35(17), 2999-3025, DOI:10.1080/09500693.2012.681813
  • Clark, J. C. (2006). Role of practical activities in primary school science. Thesis (Ph.D.). Deakin University, Victoria. Available online at: http://www.deakin.edu.au/dro/view/DU:30027153
  • Cleaves, A. (2005). The Formation of Science Choices in Secondary School, International Journal of Science Education, 27(4), 471-486, DOI: 10.1080/0950069042000323746
  • Corrigan, D. et al. (2007), The Re-emergence of Values in the Science Curriculum, Sense Publishers: 231-247.
  • DeWitt, J.,Osborne, J., Archer, L., Dillon, J., Willis, B. & Wong, B.(2013). Young Children's Aspirations in Science: The unequivocal, the uncertain and the unthinkable, International Journal of ScienceEducation, 35(6), 1037-1063,DOI: 10.1080/09500693.2011.608197
  • Fraser, B.J. & Kahle, J.B. (2007). Classroom, home and peer environment influences on student outcomes in science and mathematics: An analysis of systemic reform data. International Journal of ScienceEducation, 29(15), 1891–1909.
  • Furlong, A. & Biggart, A. (1999). Framing choices: a longitudinal study of occupational aspirations among 13–16 year-olds. Journal of Education and Work, 12, 21–36.
  • Furman, M., & Calabrese Barton, A. (2006). Capturing urban student voices in the creation of a science mini documentary. Journal of Research in Science Teaching, 43(7), 667–694.
  • George, R. (2000). Measuring change in students’ attitudes toward science over time: An application of the latent variable growth modeling. Journal of Science Education and Technology, 9, 213–225.
  • George, R. (2006). A cross-domain analysis of change in students’ attitudes toward science and attitudes about the utility of science. International Journal of ScienceEducation, 28(6), 571–589.
  • Gilmartin, S. K., Li, E., & Aschbacher, P. (2006). The relationship between interest in physical science /engineering, scienceclass experiences, and family contexts: Variations by gender and race/ethnicity among secondary students. Journal of Women and Minorities in Science and Engineering, 12, 179–207.
  • Hutchinson, J., Stagg, P., & Bentley, K. (2009). STEM Careers Awareness Timelines: Attitudes and ambitions towards science, technology, engineering and maths (STEM at KeyStage 3). Derby: International Centre for Guidance Studies (iCeGS).
  • Jenkins, E. & Nelson, N.W. (2005). Important but not for me: Students’ attitudes toward secondary school science in England. Research in Science & Technological Education, 23(1), 41–57.
  • Jones, G., Taylor, A. & Forrester, J. H. (2011). Developing a Scientist: A retrospective look, International Journal of Science Education, 33(12), 1653-1673.
  • Karaçam, S., Aydın, F. & Digilli, A. (2014). Fen Ders Kitaplarında Sunulan Bilim İnsanlarının Basmakalıp Bilim İnsanı İmajı Açısından Değerlendirilmesi. Ondokuz Mayıs Üniversitesi Eğitim Fakültesi Dergisi, 33 (2), 606-627.
  • Karaçam, S. (2015). Secondary school students’ perceptions about scientist: Metaphorical analysis. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 12(29), 190-222.
  • Karaçam, S., & Digilli-Baran, A. (2017). The origins of perceptions regarding gender of scientist among secondary school students. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 32(3), 727-744. doi: 10.16986/HUJE.2017027508.
  • Keller, B.K., & Whiston, S.C. (2008). The role of parental influences on young adolescents’ career development. Journal of Career Assessment, 16(2), 198–217.
  • Kim, H.H. (2007). Public Preferences for Science Occupations in the U.S.: The Influence of Public Perception of Scientists and Science. Atlanta Conference on Science, Technology, and Innovation Policy.
  • Lamanauskas, V. & Augiene, D. (2011) Scientific Research Activity Evaluation: Lithuanian Upper Secondary School Students’ Position, Journal of Baltic Science Education ISSN 1648–3898, 10(3), 195-208.
  • Lyons, T. (2006). Different countries, same science classes: Students’ experience of school science classes in their own words. International Journal of Science Education, 28(6), 591–613.
  • Lyons, T., & Quinn, F. (2010). Choosing science. Understanding the declines in senior highschool science enrolments. Armidale, NSW: University of New England.
  • Mead, M., ve Metraux, R. (1957). “Images of the Scientists Among High-School Students”, Science, 126, 384-390.
  • Osborne, J. & Collins, S. (2000). Pupils’ Views of the School Science Curriculum, report funded by the Wellcome Trust (London: King’sCollege).
  • Osborne, J.,& Collins, S. (2001). Pupils’ views of the role and value of the science curriculum: A focus-group study. International Journal of Science Education, 23, 441–467.
  • Osborne, J.,& Dillon, J. (2007). Research on learning in informal contexts: advancing the field? International Journal of Science Education, 29(12), 1441–1445.
  • Osborne, J. F., Simon, S., & Collins, S. (2003). Attitudes towards science: A review of the literatüre and its implications. International Journal of Science Education, 25(9), 1049–1079.
  • Öcal, E. (2007). İlköğretim 6, 7 ve 8. sınıf öğrencilerinin bilim insanı hakkındaki imaj ve görüşleri. Yayınlanmamış Y. Lisans Tezi. Gazi Üniversitesi Eğitim Bilimleri Enstitüsü:Ankara.
  • Picciarelli, V., Stella, R. (2010). Coupled pendulums: a physical system for laboratory investigations at upper secondary school. Physics Education, 45(4), 402-408.
  • Rhoton, L.A. (2011). Distancing as a Gendered Barrier: Understanding Women Scientists' Gender Practices, JSTOR Gender and Society, 25(6), 696-716.
  • Seymour, E., & Hewitt, N.M. (1997). Talking about leaving: Why undergraduates leave the sciences. Boulder, CO: WestviewPress.
  • She, H. (1998) “Gender and grade level differences in Taiwan students’ stereotypes of science and scientists”, Research in Science & Technological Education, 16(2), 125-135, DOI:10.1080/0263514980160203.
  • Springate, I., Harland, J., Lord, P., & Wilkin, A. (2008). Why choose physics and chemistry? The influences on physics and chemistry subject choices of BME students. London: Institute of Physics.
  • Stables, A. (1996). Subjects of Choice (London: Cassell).
  • Stake, J.E., & Nikens, S.D. (2005). Adolescent girls’ and boys’ science peer relationships and perceptions of the possible self as scientist. Sex Roles, 52(1/2), 1–11.
  • Sturman, L., Ruddock, G., Burge, B., Styles, B., Lin, Y., & Vappula, H. (2008). England’s achievement in TIMSS 2007: National report for England. Slough: NFER.
  • Toğrol A. (2000). “Ögrencilerin Bilim Insani ile İlgili Imgeleri”, Egitim ve Bilim, 25(118), 49-57.
  • Türkmen, H. (2008). “Turkish primary students’ perceptions about scientist and what factors affecting the image of the scientists”, Eurasia Journal of Mathematics, Science & Technology Education (EJMSTE),4(1), 55-61.
  • Tytler, R., & Osborne, J. (2012). Student attitudes and aspirations toward science. In B. J. Fraser, K. G. Tobin, & C. J. McRobbie (Eds.), Second international handbook of science education (pp. 597–626). Dordrecht, The Netherlands: Springer.
  • Venville, G., Rennie, L., Hanbury, C. & Longnecker, N. (2013). Scientists Reflect on Why They Chose to Study Science. Research in Science Education, 43 (6), 2207.
  • White, E.L. & Harrison, T. G. (2012). UK School Students’ Attıtudes Towards Scıence and Potential Science-Based Careers, Acta Didactica Napocensia. ISSN 2065-1430, 5(4), 1-10.
  • Woolnough, B. E., Guo, Y., Leite, M. S., Almeida, M. J., Ryu, T., Wang, Z. & Young, D. (1997). Factors Affecting Student Choice of Career in Science and Engineering: Parallel Studies in Australia, Canada, China, England, Japan and Portugal, Research in Science & Technological Education, 15:1, 105-121, DOI:10.1080/0263514970150108.

Bilim İnsanlarının Sahip Oldukları Risklere Yönelik Ortaokul Öğrencilerinin Algıları

Year 2020, Issue: 50, 269 - 290, 01.09.2020
https://doi.org/10.9779/pauefd.597429

Abstract

Bu çalışmanın amacı, ortaokul öğrencilerinin bilim insanlarının sahip oldukları risklere yönelik algılarını tespit etmektir. Nitel araştırma yöntemlerinden fenomenolojinin kullanıldığı bu çalışmaya beş, altı ve yedinci sınıflarda öğrenim gören 592 öğrenci katılmıştır. Öğrencilerin bilim insanlarının sahip oldukları risklere ilişkin algılarını belirlemek için açık uçlu soruların yer aldığı anket uygulanmıştır. Yapılandırılmış görüş formunda elde edilen veriler içerik analizi ile analiz edilmiştir. Verilerin analizi sonucunda çevreyi ve toplumu etkileyen, araç gereç ve deneklere yönelik ve bilim insanını etkileyen riskler temaları oluşturulmuştur. Bunlardan en çok öğrencilerin bilim insanının kendini etkileyen fiziksel, ekonomik, sosyolojik, emeğe yönelik ve psikolojik risklere sahip olduklarını belirttikleri bulunmuştur. Öğrencilerin en fazla fiziksel riskler temasına vurgu yaptıkları ve bu temada ise en fazla patlama sonucu yaralanma veya ölme riskine vurgu yaptıkları görülmüştür. Diğer temalarda ise, ekonomik risklerden patlama sonucu mal varlığını kaybetme, sosyolojik risklerde toplumdan uzaklaşma veya evlenememe, emeğe yönelik risklerde çalışma sonucuna ulaşamama ve psikolojik risklerde çok çalışmaktan delirme riskine vurgu yaptıkları bulunmuştur. Her ne kadar risk algıları ortaya konulmuşsa da bu algıların onların kariyer seçimleri üzerine etkisi olup olmayacağı konusu hala açık değildir. Bundan sonraki çalışmalarda bu risk algılarının kariyer seçimleri üzerine etkisinin olup olmadığı ve etkisi varsa bireylerin bu risk algılarını olumlu yönde nasıl revize edebileceğine yönelik araştırmaların yapılması gerekmektedir.   

References

  • Ağgül Yalçın, F. (2012). “Öğretmen Adaylarının Bilim İnsanı İmajlarının Bazı Değişkenler Açısından İncelenmesi”, İlköğretim Online, 11(3), 611-628.
  • Aschbacher, P. R.,Li, E. & Roth, E. J. (2010). Is Science Me? High School Students’ Identities, Participation and Aspirations in Science, Engineering, and Medicine, Journal of Research in Science Teaching, 47(5), 564–582.
  • Archer, L., DeWitt, J., Osborne, J., Dillon, J., Willis, B., &Wong, B. (2010). “Doing” science versus “being” a scientist: Examining 10/11-year-old schoolchildren’s constructions of science through the lens of identity. Science Education, 94(4), 617–639.
  • Baker, D. & Leary, R. (1995) Letting girls speakout about science, Journal of Research in Science Teaching, 32(1), 3–27.
  • Blickenstaff, J. C. (2006). Women and science careers: leaky pipeline or gender filter? Gender and Education, 17(4), 369-386, DOI: 10.1080/09540250500145072
  • Brickhouse, N.W. (2001). Embodying science: A feminist perspective on learning. Journal of Research in ScienceTeaching, 38(3), 282–295.
  • Braund, M.,& Reiss, M. (2006). Towards a more authentic science curriculum: The contribution of out-of-school learning. International Journal of Science Education, 28(12), 1373–1388.
  • Brickhouse, N.W.,Lowery, P., &Schultz, K. (2000). What kind of a girl does science? The construction of school science identities. Journal of Research in Science Teaching, 37(5), 441–458.
  • Brickhouse, N.W.,&Potter, J.T. (1999). Young women’s scientific identity formation in an urban context. Journal of Research in Science Teaching, 38, 965–980.
  • Carlone, H.B. (2004). The cultural production of science in reform-based physics: Girls’ access, participation, and resistance. Journal of Research In Science Teaching, 41(4), 392–414.
  • Carlone, H.B., & Johnson, A. (2007). Understanding the science experiences of successful women of color: Science identity as an analytic lens. Journal of Research in Science Teaching, 44(8),1187–1218.
  • Cerinsek, G., Hribar, T., Glodez, N. & Dolinsek, S.(2013). Which are my Future Career Priorities and What Influenced my Choice of Studying Science, Technology, Engineering or Mathematics? Some Insights on Educational Choice—Case of Slovenia, International Journal of Science Education, 35(17), 2999-3025, DOI:10.1080/09500693.2012.681813
  • Clark, J. C. (2006). Role of practical activities in primary school science. Thesis (Ph.D.). Deakin University, Victoria. Available online at: http://www.deakin.edu.au/dro/view/DU:30027153
  • Cleaves, A. (2005). The Formation of Science Choices in Secondary School, International Journal of Science Education, 27(4), 471-486, DOI: 10.1080/0950069042000323746
  • Corrigan, D. et al. (2007), The Re-emergence of Values in the Science Curriculum, Sense Publishers: 231-247.
  • DeWitt, J.,Osborne, J., Archer, L., Dillon, J., Willis, B. & Wong, B.(2013). Young Children's Aspirations in Science: The unequivocal, the uncertain and the unthinkable, International Journal of ScienceEducation, 35(6), 1037-1063,DOI: 10.1080/09500693.2011.608197
  • Fraser, B.J. & Kahle, J.B. (2007). Classroom, home and peer environment influences on student outcomes in science and mathematics: An analysis of systemic reform data. International Journal of ScienceEducation, 29(15), 1891–1909.
  • Furlong, A. & Biggart, A. (1999). Framing choices: a longitudinal study of occupational aspirations among 13–16 year-olds. Journal of Education and Work, 12, 21–36.
  • Furman, M., & Calabrese Barton, A. (2006). Capturing urban student voices in the creation of a science mini documentary. Journal of Research in Science Teaching, 43(7), 667–694.
  • George, R. (2000). Measuring change in students’ attitudes toward science over time: An application of the latent variable growth modeling. Journal of Science Education and Technology, 9, 213–225.
  • George, R. (2006). A cross-domain analysis of change in students’ attitudes toward science and attitudes about the utility of science. International Journal of ScienceEducation, 28(6), 571–589.
  • Gilmartin, S. K., Li, E., & Aschbacher, P. (2006). The relationship between interest in physical science /engineering, scienceclass experiences, and family contexts: Variations by gender and race/ethnicity among secondary students. Journal of Women and Minorities in Science and Engineering, 12, 179–207.
  • Hutchinson, J., Stagg, P., & Bentley, K. (2009). STEM Careers Awareness Timelines: Attitudes and ambitions towards science, technology, engineering and maths (STEM at KeyStage 3). Derby: International Centre for Guidance Studies (iCeGS).
  • Jenkins, E. & Nelson, N.W. (2005). Important but not for me: Students’ attitudes toward secondary school science in England. Research in Science & Technological Education, 23(1), 41–57.
  • Jones, G., Taylor, A. & Forrester, J. H. (2011). Developing a Scientist: A retrospective look, International Journal of Science Education, 33(12), 1653-1673.
  • Karaçam, S., Aydın, F. & Digilli, A. (2014). Fen Ders Kitaplarında Sunulan Bilim İnsanlarının Basmakalıp Bilim İnsanı İmajı Açısından Değerlendirilmesi. Ondokuz Mayıs Üniversitesi Eğitim Fakültesi Dergisi, 33 (2), 606-627.
  • Karaçam, S. (2015). Secondary school students’ perceptions about scientist: Metaphorical analysis. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 12(29), 190-222.
  • Karaçam, S., & Digilli-Baran, A. (2017). The origins of perceptions regarding gender of scientist among secondary school students. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 32(3), 727-744. doi: 10.16986/HUJE.2017027508.
  • Keller, B.K., & Whiston, S.C. (2008). The role of parental influences on young adolescents’ career development. Journal of Career Assessment, 16(2), 198–217.
  • Kim, H.H. (2007). Public Preferences for Science Occupations in the U.S.: The Influence of Public Perception of Scientists and Science. Atlanta Conference on Science, Technology, and Innovation Policy.
  • Lamanauskas, V. & Augiene, D. (2011) Scientific Research Activity Evaluation: Lithuanian Upper Secondary School Students’ Position, Journal of Baltic Science Education ISSN 1648–3898, 10(3), 195-208.
  • Lyons, T. (2006). Different countries, same science classes: Students’ experience of school science classes in their own words. International Journal of Science Education, 28(6), 591–613.
  • Lyons, T., & Quinn, F. (2010). Choosing science. Understanding the declines in senior highschool science enrolments. Armidale, NSW: University of New England.
  • Mead, M., ve Metraux, R. (1957). “Images of the Scientists Among High-School Students”, Science, 126, 384-390.
  • Osborne, J. & Collins, S. (2000). Pupils’ Views of the School Science Curriculum, report funded by the Wellcome Trust (London: King’sCollege).
  • Osborne, J.,& Collins, S. (2001). Pupils’ views of the role and value of the science curriculum: A focus-group study. International Journal of Science Education, 23, 441–467.
  • Osborne, J.,& Dillon, J. (2007). Research on learning in informal contexts: advancing the field? International Journal of Science Education, 29(12), 1441–1445.
  • Osborne, J. F., Simon, S., & Collins, S. (2003). Attitudes towards science: A review of the literatüre and its implications. International Journal of Science Education, 25(9), 1049–1079.
  • Öcal, E. (2007). İlköğretim 6, 7 ve 8. sınıf öğrencilerinin bilim insanı hakkındaki imaj ve görüşleri. Yayınlanmamış Y. Lisans Tezi. Gazi Üniversitesi Eğitim Bilimleri Enstitüsü:Ankara.
  • Picciarelli, V., Stella, R. (2010). Coupled pendulums: a physical system for laboratory investigations at upper secondary school. Physics Education, 45(4), 402-408.
  • Rhoton, L.A. (2011). Distancing as a Gendered Barrier: Understanding Women Scientists' Gender Practices, JSTOR Gender and Society, 25(6), 696-716.
  • Seymour, E., & Hewitt, N.M. (1997). Talking about leaving: Why undergraduates leave the sciences. Boulder, CO: WestviewPress.
  • She, H. (1998) “Gender and grade level differences in Taiwan students’ stereotypes of science and scientists”, Research in Science & Technological Education, 16(2), 125-135, DOI:10.1080/0263514980160203.
  • Springate, I., Harland, J., Lord, P., & Wilkin, A. (2008). Why choose physics and chemistry? The influences on physics and chemistry subject choices of BME students. London: Institute of Physics.
  • Stables, A. (1996). Subjects of Choice (London: Cassell).
  • Stake, J.E., & Nikens, S.D. (2005). Adolescent girls’ and boys’ science peer relationships and perceptions of the possible self as scientist. Sex Roles, 52(1/2), 1–11.
  • Sturman, L., Ruddock, G., Burge, B., Styles, B., Lin, Y., & Vappula, H. (2008). England’s achievement in TIMSS 2007: National report for England. Slough: NFER.
  • Toğrol A. (2000). “Ögrencilerin Bilim Insani ile İlgili Imgeleri”, Egitim ve Bilim, 25(118), 49-57.
  • Türkmen, H. (2008). “Turkish primary students’ perceptions about scientist and what factors affecting the image of the scientists”, Eurasia Journal of Mathematics, Science & Technology Education (EJMSTE),4(1), 55-61.
  • Tytler, R., & Osborne, J. (2012). Student attitudes and aspirations toward science. In B. J. Fraser, K. G. Tobin, & C. J. McRobbie (Eds.), Second international handbook of science education (pp. 597–626). Dordrecht, The Netherlands: Springer.
  • Venville, G., Rennie, L., Hanbury, C. & Longnecker, N. (2013). Scientists Reflect on Why They Chose to Study Science. Research in Science Education, 43 (6), 2207.
  • White, E.L. & Harrison, T. G. (2012). UK School Students’ Attıtudes Towards Scıence and Potential Science-Based Careers, Acta Didactica Napocensia. ISSN 2065-1430, 5(4), 1-10.
  • Woolnough, B. E., Guo, Y., Leite, M. S., Almeida, M. J., Ryu, T., Wang, Z. & Young, D. (1997). Factors Affecting Student Choice of Career in Science and Engineering: Parallel Studies in Australia, Canada, China, England, Japan and Portugal, Research in Science & Technological Education, 15:1, 105-121, DOI:10.1080/0263514970150108.
There are 53 citations in total.

Details

Primary Language Turkish
Journal Section Articles
Authors

Azize Digilli-baran 0000-0002-1197-9838

Sedat Karaçam 0000-0001-7610-3848

Publication Date September 1, 2020
Submission Date July 26, 2019
Acceptance Date March 2, 2020
Published in Issue Year 2020 Issue: 50

Cite

APA Digilli-baran, A., & Karaçam, S. (2020). Bilim İnsanlarının Sahip Oldukları Risklere Yönelik Ortaokul Öğrencilerinin Algıları. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi(50), 269-290. https://doi.org/10.9779/pauefd.597429