Araştırma Makalesi
BibTex RIS Kaynak Göster
Yıl 2019, Cilt: 8 Sayı: 1, 63 - 71, 15.01.2019
https://doi.org/10.12973/eu-jer.8.1.63

Öz

Kaynakça

  • Akca, B. (2017). Ortaokul ogrencilerinin fene yonelik zihinsel risk alma davranislari ile fen kaygilari arasindaki iliskinin belirlenmesi [Determining the relationship between secondary school students’ mental risk taking behaviour and science anxiety](Unpublished master’s thesis). Adnan Menderes University, Aydın, Turkey.
  • Akcoltekin, A., & Dogan, S. (2013). Ilkogretim 6. sinif ogrencilerinin fen bilgisi dersine iliskin kaygilarinin farkli degiskenler acisindan incelenmesi [Examining the 6th grade secondary school students’ anxiety towards science in terms of different variables]. The Journal of Academic Social Science Studies, 6(2), 13-29.
  • Akman, B., Izci, U., Bagce, H., & Akilli, H., I. (2007). Ilkogretim ogrencilerinin fene karsi tutumlarinin sinav kaygi duzeylerine etkisi [The effect of Secondary School Students’ attitudes towards science on the exam anxiety level of the students]. Education and Science, 32(146), 3-11.
  • Atwater, M. M., Gardner, C. M., & Wiggins, J. (1995). A study of urban middle school students with high and low attitudes toward science. Journal of Research in Science Teaching, 32, 665–77.
  • Avci, F., & Kirbaslar, F.G. (2017). Determination of factors affecting the science anxiety levels of secondary school students. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 11(1), 401-417.
  • Aydin, E., Delice, A., Dilmac, B., & Ertekin, E. (2009). The influence of gender, grade and institution on primary school mathematics student teacher’s anxiety levels. Elementary Education Online, 8(1), 231-242.
  • Can, A. (2016). SPSS ile Bilimsel Arastirma Surecinde Nicel Veri Analizi (4. Baski) [Quantitative data analysis in the process of scientific research with SPSS (4th Edition)]. Ankara: Pegem.
  • Cepni, S. (2009). Arastirma ve Proje Calismalarina Giris [Introduction to Research and Project Work ]. Trabzon: Celepler Printing .
  • Dede, Y., & Dursun, S. (2008). Ilkogretim ikinci kademe ogrencilerinin matematik kaygi puanlarinin incelenmesi [Examining Secondary School Students’ Maths Anxiety scores]. Journal of Uludag University Faculty of Education, XXI(2), 295-312.
  • Dede, Y., & Yaman, S. (2008). A questionnaire for motivation toward science learning: a validity and reliability study. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 2, (1), 19-37
  • Duit, R., & Treagust, D. F. (2003). Conceptual change: a powerful framework for improving science teaching and learning. International Journal of Science Education, 25(6), 671-688.
  • Genc, M. (2013). Ilkogretim Ogrencilerinin Sinif ve Cinsiyete Gore Sinav Kaygi puanlarinin Belirlenmesi [Determining the Exam Anxiety Scores of Elementary School Students In terms of Grades and Genders ]. Journal of Social Sciences, 11(1), 85-95
  • Gomleksiz, M. N., & Yuksel Y. (2003). Ilkogretim 4. ve 5. Sinif ogrencilerinin fen bilgisi dersine iliskin kaygilari [5th and 6th Grade Elementary School Students’ Anxiety Towards Science]. Researches of Eastern Anatolian Region, 1(3), 71-81.
  • Gumus, A. (1997). Universite ogrencilerinin sosyal kaygi puanlarinin cesitli degiskenlere gore incelenmesi, [Examining the Social Anxiety Scores of University Students in terms of different variables] (Unpublished Master’s thesis). Gazi University, Ankara, Turkey.
  • Hassan, G. (2008). Attitudes toward science among Australian tertiary and secondary school students. Research in Science & Technological Education, 26(2), 129-147.
  • Jegede, S. A. (2007). Students’ anxiety towards the learning of chemistry in some Nigerian secondary schools. Educational Research and Review, 2(7), 193-197.
  • Kagitci, B., & Kurbanoglu, N. I. (2013). Fen ve teknoloji dersine yonelik kaygi olceginin gelistirilmesi: guvenirlik ve gecerlik calismasi [Developing an anxiety scale for Science and Technology; A study of efficiency and reliability]. Journal of Turkish Science Education, 10(3), 95-107.
  • Kagitci, B. (2014). Fen dersine yonelik kaygi olcegi gelistirilmesi ve ortaokul ogrencilerinin fen dersi kaygi ile tutum puanlarinin cesitli degiskenlere gore incelenmesi [Developing an anxiety scale for science and examining secondary school students’ attitudes and anxiety scores towards science in terms of different variables] (Unpublished master’s thesis). Sakarya University, Sakarya, Turkey.
  • Karasar, N. (2008). Bilimsel Arastirma Yontemi (19. Baski). [Scientific method of research (19th Edition)] Ankara: Nobel.
  • Kaya, E., & Yildirim, A. (2014). Science Anxiety among Failing Students. Elementary Education Online, 13(2), 518-525.
  • Krylova, I. (1997). Investigation of causes of differences in student performance on the topics of stereochemistry and reaction mechanisms in an undergraduate organic chemistry course (Unpublished Doctorate Thesis). Catholic University of America, Washington, D. C. , USA.
  • Mallow, J. V., & Greenburg, S. L. (1983). Science anxiety and science leaming. The Physics Teacher, 21(2), 95– 99.
  • Mallow, J.V. (1994). Gender-related science anxiety: A first binational study. Journal of Science Education and Technology, 3(4), 227-238.
  • Mallow, J.V. (2006). Science anxiety: Research and action. Handbook of College Science Teaching. In J.J Mintzes and W.H Leonard, (Eds.), NSTA Press. Virginia, USA
  • Mallow J. V., Kastrup H., Bryant, F. B., Hislop, N., Shefner, R., & Udo, M. (2010). Science anxiety, science attitudes, and gender: Interviews from a binational study. Journal of Science Educational Technology, 19(4), 356-369.
  • Mallow, J. (1986). Science Anxiety. Clearwater, FL: H&H Publication.
  • Marso, R. N., & Pigge, F. L. (1998). A longitudinal study of relationships between attitudes toward teaching, anxiety about teaching, self-perceived effectiveness, and attrition from teaching. Paper presented at the Annual Meeting of the Association of Teacher Educators, Dallas, TX.
  • Oludipe, D., & Awokoy J. O. (2010). Effect of cooperative learning teaching strategy on the reduction of students’ anxiety for learning chemistry. Journal of Turkish Science Education, 7(1), 30-36.
  • Osborne, J., Simon, S., & Collins, S. (2003). Attitudes towards science: a review of the literature and its implications. International Journal of Science Education, 25(9), 1049-1079.
  • Raymond R. W. (2003). The development of an instrument to assess chemistry perceptions. Unpublished Dissertation, Graduate Faculty of Texas Tech University
  • Sagir-Ulucinar, S. (2014). Ilkogretim ogrencilerine yonelik fen kaygi olcegi. [Science anxiety scale for primary school students]. Journal of Buca Education Faculty. 37(2014), 1-20.
  • Seligman Walkman, M. E. P. & Walker, E. F., & Rossenhan, D. L. (2001). Abnormal Psychology (4th edition). NY: W. W. Norton & Company, Inc.
  • Sirmaci, N. (2007). Universite ogrencilerinin matematige karsi kaygi ve tutumlarinin incelenmesi: Erzurum ornegi [Examiming university students’ anxiety and attitudes towards Maths: Sample of Erzurum]. Education and Science, 32(145), 53-70.
  • Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics (6th Edition). Boston: Pearson.
  • Turner, R. C., & Lindsay, H. A. (2003). Gender differences in cognitive and noncognitive factors related to achievement in organic chemistry. Journal of Chemical Education, 80(5), 563-568.
  • Tuan, H. L., Chin, C. C., & Sheh, S. H. (2005). The development of a questionnaire to measure students’ motivation towards science learning. International Journal of Science Education, 27(6), 634-659.
  • Udo, M. K., Ramsey, G. P., & Mallow, J. V. (2004). Science anxiety and gender in students taking general education science courses. Journal of Science Education and Technology, 13(4),435-446.
  • Ulucinar Sagir, S. (2012). The primary school students' attitude and anxiety towards science. Journal of Baltic Science Education, 11(2), 127-140.
  • Yenilmez, K., & Ozbey, N. (2006). Ozel okul ve devlet okulu ogrencilerinin matematik kaygi duzeyleri uzerine bir arastirma. [A research on the maths anxiety level of public school students and private school students] Journal of Education Faculty, 19(2), 431-448.
  • Yildirim, B. (2015). Fen bilimleri ogrenme kaygi olcegi: Gecerlilik ve guvenirlilik calismasi [Science learning anxiety scale: Validation study]. Journal of Social Science of Mus Alparslan University, 3(1), 33-43.
  • Yuruk, N. (2011). The predictors of preservice elementary teachers’ anxiety about teaching science. Journal of Baltic Science Education, 10(1), 17-26.

Analyzing the Secondary School Students’ Anxiety towards Science Course in Terms of a Number of Variables

Yıl 2019, Cilt: 8 Sayı: 1, 63 - 71, 15.01.2019
https://doi.org/10.12973/eu-jer.8.1.63

Öz

This study aims to investigate the anxiety levels of secondary school students towards science course depending on a number of variables. Research sample consists of 2245 students who continue their education at public schools in Denizli in the academic year of 2017-2018. "Anxiety Scale for Science Course-which is developed by Kagitci and Kurbanoglu and "Personal Information Form" are used as data collection tools in the research. SPSS 22.0 package program is used for analysis of the data. Descriptive survey model is used in research. Parametric tests including One-Way ANOVA and independent samples t-test are used for analyzing data. As a result of the research, it is found out that secondary school students’ science anxiety levels significantly differ depending on the variables such as class level, the grade they received in science course, scientific books they read, the documentaries they watch, enjoying the science course and science teacher, educational level of parents, reviewing what they learn in science course and experiencing parental pressure for studying science course. However, there is found no significant difference between students' anxiety levels in terms of gender and their getting support while studying science.

Kaynakça

  • Akca, B. (2017). Ortaokul ogrencilerinin fene yonelik zihinsel risk alma davranislari ile fen kaygilari arasindaki iliskinin belirlenmesi [Determining the relationship between secondary school students’ mental risk taking behaviour and science anxiety](Unpublished master’s thesis). Adnan Menderes University, Aydın, Turkey.
  • Akcoltekin, A., & Dogan, S. (2013). Ilkogretim 6. sinif ogrencilerinin fen bilgisi dersine iliskin kaygilarinin farkli degiskenler acisindan incelenmesi [Examining the 6th grade secondary school students’ anxiety towards science in terms of different variables]. The Journal of Academic Social Science Studies, 6(2), 13-29.
  • Akman, B., Izci, U., Bagce, H., & Akilli, H., I. (2007). Ilkogretim ogrencilerinin fene karsi tutumlarinin sinav kaygi duzeylerine etkisi [The effect of Secondary School Students’ attitudes towards science on the exam anxiety level of the students]. Education and Science, 32(146), 3-11.
  • Atwater, M. M., Gardner, C. M., & Wiggins, J. (1995). A study of urban middle school students with high and low attitudes toward science. Journal of Research in Science Teaching, 32, 665–77.
  • Avci, F., & Kirbaslar, F.G. (2017). Determination of factors affecting the science anxiety levels of secondary school students. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 11(1), 401-417.
  • Aydin, E., Delice, A., Dilmac, B., & Ertekin, E. (2009). The influence of gender, grade and institution on primary school mathematics student teacher’s anxiety levels. Elementary Education Online, 8(1), 231-242.
  • Can, A. (2016). SPSS ile Bilimsel Arastirma Surecinde Nicel Veri Analizi (4. Baski) [Quantitative data analysis in the process of scientific research with SPSS (4th Edition)]. Ankara: Pegem.
  • Cepni, S. (2009). Arastirma ve Proje Calismalarina Giris [Introduction to Research and Project Work ]. Trabzon: Celepler Printing .
  • Dede, Y., & Dursun, S. (2008). Ilkogretim ikinci kademe ogrencilerinin matematik kaygi puanlarinin incelenmesi [Examining Secondary School Students’ Maths Anxiety scores]. Journal of Uludag University Faculty of Education, XXI(2), 295-312.
  • Dede, Y., & Yaman, S. (2008). A questionnaire for motivation toward science learning: a validity and reliability study. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 2, (1), 19-37
  • Duit, R., & Treagust, D. F. (2003). Conceptual change: a powerful framework for improving science teaching and learning. International Journal of Science Education, 25(6), 671-688.
  • Genc, M. (2013). Ilkogretim Ogrencilerinin Sinif ve Cinsiyete Gore Sinav Kaygi puanlarinin Belirlenmesi [Determining the Exam Anxiety Scores of Elementary School Students In terms of Grades and Genders ]. Journal of Social Sciences, 11(1), 85-95
  • Gomleksiz, M. N., & Yuksel Y. (2003). Ilkogretim 4. ve 5. Sinif ogrencilerinin fen bilgisi dersine iliskin kaygilari [5th and 6th Grade Elementary School Students’ Anxiety Towards Science]. Researches of Eastern Anatolian Region, 1(3), 71-81.
  • Gumus, A. (1997). Universite ogrencilerinin sosyal kaygi puanlarinin cesitli degiskenlere gore incelenmesi, [Examining the Social Anxiety Scores of University Students in terms of different variables] (Unpublished Master’s thesis). Gazi University, Ankara, Turkey.
  • Hassan, G. (2008). Attitudes toward science among Australian tertiary and secondary school students. Research in Science & Technological Education, 26(2), 129-147.
  • Jegede, S. A. (2007). Students’ anxiety towards the learning of chemistry in some Nigerian secondary schools. Educational Research and Review, 2(7), 193-197.
  • Kagitci, B., & Kurbanoglu, N. I. (2013). Fen ve teknoloji dersine yonelik kaygi olceginin gelistirilmesi: guvenirlik ve gecerlik calismasi [Developing an anxiety scale for Science and Technology; A study of efficiency and reliability]. Journal of Turkish Science Education, 10(3), 95-107.
  • Kagitci, B. (2014). Fen dersine yonelik kaygi olcegi gelistirilmesi ve ortaokul ogrencilerinin fen dersi kaygi ile tutum puanlarinin cesitli degiskenlere gore incelenmesi [Developing an anxiety scale for science and examining secondary school students’ attitudes and anxiety scores towards science in terms of different variables] (Unpublished master’s thesis). Sakarya University, Sakarya, Turkey.
  • Karasar, N. (2008). Bilimsel Arastirma Yontemi (19. Baski). [Scientific method of research (19th Edition)] Ankara: Nobel.
  • Kaya, E., & Yildirim, A. (2014). Science Anxiety among Failing Students. Elementary Education Online, 13(2), 518-525.
  • Krylova, I. (1997). Investigation of causes of differences in student performance on the topics of stereochemistry and reaction mechanisms in an undergraduate organic chemistry course (Unpublished Doctorate Thesis). Catholic University of America, Washington, D. C. , USA.
  • Mallow, J. V., & Greenburg, S. L. (1983). Science anxiety and science leaming. The Physics Teacher, 21(2), 95– 99.
  • Mallow, J.V. (1994). Gender-related science anxiety: A first binational study. Journal of Science Education and Technology, 3(4), 227-238.
  • Mallow, J.V. (2006). Science anxiety: Research and action. Handbook of College Science Teaching. In J.J Mintzes and W.H Leonard, (Eds.), NSTA Press. Virginia, USA
  • Mallow J. V., Kastrup H., Bryant, F. B., Hislop, N., Shefner, R., & Udo, M. (2010). Science anxiety, science attitudes, and gender: Interviews from a binational study. Journal of Science Educational Technology, 19(4), 356-369.
  • Mallow, J. (1986). Science Anxiety. Clearwater, FL: H&H Publication.
  • Marso, R. N., & Pigge, F. L. (1998). A longitudinal study of relationships between attitudes toward teaching, anxiety about teaching, self-perceived effectiveness, and attrition from teaching. Paper presented at the Annual Meeting of the Association of Teacher Educators, Dallas, TX.
  • Oludipe, D., & Awokoy J. O. (2010). Effect of cooperative learning teaching strategy on the reduction of students’ anxiety for learning chemistry. Journal of Turkish Science Education, 7(1), 30-36.
  • Osborne, J., Simon, S., & Collins, S. (2003). Attitudes towards science: a review of the literature and its implications. International Journal of Science Education, 25(9), 1049-1079.
  • Raymond R. W. (2003). The development of an instrument to assess chemistry perceptions. Unpublished Dissertation, Graduate Faculty of Texas Tech University
  • Sagir-Ulucinar, S. (2014). Ilkogretim ogrencilerine yonelik fen kaygi olcegi. [Science anxiety scale for primary school students]. Journal of Buca Education Faculty. 37(2014), 1-20.
  • Seligman Walkman, M. E. P. & Walker, E. F., & Rossenhan, D. L. (2001). Abnormal Psychology (4th edition). NY: W. W. Norton & Company, Inc.
  • Sirmaci, N. (2007). Universite ogrencilerinin matematige karsi kaygi ve tutumlarinin incelenmesi: Erzurum ornegi [Examiming university students’ anxiety and attitudes towards Maths: Sample of Erzurum]. Education and Science, 32(145), 53-70.
  • Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics (6th Edition). Boston: Pearson.
  • Turner, R. C., & Lindsay, H. A. (2003). Gender differences in cognitive and noncognitive factors related to achievement in organic chemistry. Journal of Chemical Education, 80(5), 563-568.
  • Tuan, H. L., Chin, C. C., & Sheh, S. H. (2005). The development of a questionnaire to measure students’ motivation towards science learning. International Journal of Science Education, 27(6), 634-659.
  • Udo, M. K., Ramsey, G. P., & Mallow, J. V. (2004). Science anxiety and gender in students taking general education science courses. Journal of Science Education and Technology, 13(4),435-446.
  • Ulucinar Sagir, S. (2012). The primary school students' attitude and anxiety towards science. Journal of Baltic Science Education, 11(2), 127-140.
  • Yenilmez, K., & Ozbey, N. (2006). Ozel okul ve devlet okulu ogrencilerinin matematik kaygi duzeyleri uzerine bir arastirma. [A research on the maths anxiety level of public school students and private school students] Journal of Education Faculty, 19(2), 431-448.
  • Yildirim, B. (2015). Fen bilimleri ogrenme kaygi olcegi: Gecerlilik ve guvenirlilik calismasi [Science learning anxiety scale: Validation study]. Journal of Social Science of Mus Alparslan University, 3(1), 33-43.
  • Yuruk, N. (2011). The predictors of preservice elementary teachers’ anxiety about teaching science. Journal of Baltic Science Education, 10(1), 17-26.
Toplam 41 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar
Bölüm Araştırma Makalesi
Yazarlar

Esra Ucak

Serkan Say

Yayımlanma Tarihi 15 Ocak 2019
Yayımlandığı Sayı Yıl 2019 Cilt: 8 Sayı: 1

Kaynak Göster

APA Ucak, E., & Say, S. (2019). Analyzing the Secondary School Students’ Anxiety towards Science Course in Terms of a Number of Variables. European Journal of Educational Research, 8(1), 63-71. https://doi.org/10.12973/eu-jer.8.1.63
AMA Ucak E, Say S. Analyzing the Secondary School Students’ Anxiety towards Science Course in Terms of a Number of Variables. eujer. Ocak 2019;8(1):63-71. doi:10.12973/eu-jer.8.1.63
Chicago Ucak, Esra, ve Serkan Say. “Analyzing the Secondary School Students’ Anxiety towards Science Course in Terms of a Number of Variables”. European Journal of Educational Research 8, sy. 1 (Ocak 2019): 63-71. https://doi.org/10.12973/eu-jer.8.1.63.
EndNote Ucak E, Say S (01 Ocak 2019) Analyzing the Secondary School Students’ Anxiety towards Science Course in Terms of a Number of Variables. European Journal of Educational Research 8 1 63–71.
IEEE E. Ucak ve S. Say, “Analyzing the Secondary School Students’ Anxiety towards Science Course in Terms of a Number of Variables”, eujer, c. 8, sy. 1, ss. 63–71, 2019, doi: 10.12973/eu-jer.8.1.63.
ISNAD Ucak, Esra - Say, Serkan. “Analyzing the Secondary School Students’ Anxiety towards Science Course in Terms of a Number of Variables”. European Journal of Educational Research 8/1 (Ocak 2019), 63-71. https://doi.org/10.12973/eu-jer.8.1.63.
JAMA Ucak E, Say S. Analyzing the Secondary School Students’ Anxiety towards Science Course in Terms of a Number of Variables. eujer. 2019;8:63–71.
MLA Ucak, Esra ve Serkan Say. “Analyzing the Secondary School Students’ Anxiety towards Science Course in Terms of a Number of Variables”. European Journal of Educational Research, c. 8, sy. 1, 2019, ss. 63-71, doi:10.12973/eu-jer.8.1.63.
Vancouver Ucak E, Say S. Analyzing the Secondary School Students’ Anxiety towards Science Course in Terms of a Number of Variables. eujer. 2019;8(1):63-71.