Araştırma Makalesi
BibTex RIS Kaynak Göster
Yıl 2018, Cilt: 5 Sayı: 1, 119 - 129, 01.01.2018
https://doi.org/10.21449/ijate.365073

Öz

Kaynakça

  • Adams, W.K., Perkins, K.K., Podolefsky, N.S., Dubson, M., Finkelstein, N.D. & Wieman, C.E. (2006). New instrument for measuring student beliefs about physics and learning physics: The Colorado Learning Attitudes about Science Survey, Physical Review Special Topics - Physics Education Research, 2, 010101.
  • Ajzen, I. & Fisbein, M. (1980). Understanding Attitudes and Predicting Social Behavior. New Jersey: Englewood Cliffs, Prentice-Hall.
  • Akbaş, O. (2004). Türk milli eğitim sisteminin duyuşsal amaçlarının ilköğretim II. kademedeki gerçekleşme derecesinin değerlendirilmesi [Evaluation of the degree of reaching of affective goals at the elementery level in Turkish national education system]. Yayınlanmamış doktora tezi [Unpublished doctorate dissertation], Gazi Üniversitesi [Gazi University], Eğitim Bilimleri Enstitüsü [Institute of Educational Science], Ankara.
  • Altun, S. & Erden, M. (2006). Öğrenmede motive edici stratejiler ölçeğinin geçerlik ve güvenirlik çalışması [Validity and reliability study of the motivated strategies for learning questionnaire. Edu7, 2(1), 1-16.
  • Bacanlı, H. (1999). Duyuşsal Davranış Eğitimi. Ankara: Nobel Yayın Dağıtım.
  • Bandura, A. (1986). Social Foundations of thought and Action. New Jersey: Prentice-Hall, Inc.
  • Barrington, B.L. & Hendricks, B. (1988). Attitudes toward science and science knowledge of intellectually gifted and average students in third, seventh, and eleventh grades. Journal of Research in Science Teaching, 25, 679-687.
  • Bayar, A. & Karamustafaoğlu, O. (2015). The Colorado Learning Attitudes about Science Survey (CLASS): The study of validity and reliability, International Journal of Assessment Tools in Education, 2(1), 40-57.
  • Bilen, M. (2001). Kurumlarda İnsan İlişkilerinin Başarıya Etkisi. 2000 Yılında Türk Eğitim Örgütü ve Yönetimi Ulusal Sempozyumu, Ankara.
  • Bilgin, G., Özarslan, M., & Bahar, M., (2006). Comparison of the Attitude to Science Lesson and Success on the Nature of Matter of the Primary 8th grade Field Dependent and Independent Students' Cognitive Students. VII. National Science and Mathematics Education Congress, Ankara-Turkey.
  • Bozdoğan, A.E, & Yalçın, N, (2005). Attitudes of the basic education school students grade 6, 7 and 8 towards subjects of the physics in the science courses. Gazi University Journal of Kırşehir Education Faculty, 6(1), 241-247.
  • Byrne, M.S. & Johnstone, A.H. (1988). Critical thinking and science education. Studies in Higher Education, 25(8), 325.
  • Çakır, K.N., Şenler, B. & Taşkın, G.B. (2007). İlköğretim II. kademe öğrencilerinin fen bilgisi dersine yönelik tutumlarının belirlenmesi [Determining the attitudes towards science course of second grade students in primary school]. The Journal of Turkish Educational Sciences, 5(4), 637-655.
  • Çiltaş, A. (2011). Eğitimde öz-düzenleme öğretiminin önemi üzerine bir çalışma [A study on the importance of self-regulation teaching in education]. Mehmet Akif Ersoy University Journal of Social Sciences Institute, 3(5), 1-11.
  • Demir, R. Öztürk, N. & Dökme, İ. (2012). İlköğretim 7. sınıf öğrencilerinin fen ve teknoloji dersine yönelik motivasyonlarının bazı değişkenler açısından incelenmesi [Investigation of 7th Grade Primary School Students’ Motivation towards Science and Technology Course in Terms of Some Variables]. Mehmet Akif Ersoy University Journal of Social Sciences Institute, 12(23), 1-21.
  • Demirbaş, M. & Yağbasan, R. (2004). Fen bilgisi öğretiminde, duyuşsal giriş özelliklerinin değerlendirilmesinin işlevi ve öğretim süreci içinde, öğretmen uygulamalarının analizi üzerine bir araştırma [A research on the progress of evaluating affective characteristics in science teaching and the analysis of teachers’ practices in teaching process]. Gazi Üniversitesi Kırşehir Eğitim Fakültesi Dergisi [Gazi University Journal of Kırşehir Education Faculty], 5(2), 177-193.
  • Demirci, N. (2004). Öğrencilerin fiziğe giriş dersine karşı tutumları [Students’ attitudes toward introductory physics Course]. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi [Hacettepe University Journal of Education], 26, 33-40.
  • Eagly, A.H., & Chaiken, S. (1993). The Psychology of Attitudes. Fort Worth, TX: Harcourt Brace Jovanovich. Gardner, P.L. (1975). Attitudes to science: A review. Studies in Science Education, 2, 1-41.
  • Güngör-Abak, A. & Eryılmaz, A. (2006). Gender differences in freshmen’s physics related affective characteristics. GIREP Conference 2006: Modeling in physics and physics education. Amsterdam, Netherlands.
  • Hamurcu, H. (2002). Fen bilgisi öğretiminde etkili tutumlar [Effective attitudes in teaching science]. Eğitim Araştırmaları Dergisi [Eurasian Journal of Educational Research], 8, 144-152.
  • Hançer, H.A. (2008). Fen bilgisi öğretmen adaylarının fizik dersine yönelik tutumları [The attitudes of student teachers of science towards physics lesson]. Çağdaş Eğitim Dergisi [Journal of Contemporary Education], 33(354), 11-18.
  • House, J.D. & Prion, S.K. (1998). Student attitudes and academic background as predictors of achievement in college English. International Journal of Instructional Media, 25(1), 29-42.
  • Karasar, N. (2009). Bilimsel Araştırma Yöntemi. (21. Bas.). Ankara: Nobel Yayın Dağıtım.
  • Kauffman, D.F. (2004). Self-regulated learning in web-based environments: Instructional tools designed to facilitate cognitive strategy use, metacognitive processing and motivational beliefs. Journal of Educational Computing Research, 30,139-161.
  • Kaya, H. & Böyük, U. (2011). Attitude towards physics lessons and physical experiments of the high school students, European Journal of Physics Education, 2(1), 38-49.
  • Kind, P., James, K., & Barmby, P. (2007). Developing attitudes towards science measures. Internatial Journal of Science Education, 29(7), 871-893.
  • Koballa, R. JR. (1988). Attitude and related concepts in science education. Science Education, 72(2), 115-126.
  • Lowery, L.R., Bowyer, J., & Padilla, M.J. (1980). The Science Curriculum improvement study and student attitude. Journal of Research in Science Technology, 17, 327-355.
  • MEB (2013). Lise Fizik Dersi (9, 10, 11 ve 12. Sınıflar) Öğretim Programı, Ankara.
  • Mujtaba, T. & Reiss, M.J. (2013) What sort of girl wants to study physics after the age of 16? Findings from a large-scale UK survey, International Journal of Science Education, 35(17), 2979-2998.
  • Murphy, P. & Whitelegg, E. (2006) Girls and physics: continuing barriers to ‘belonging’, The Curriculum Journal, 17(3), 281-305.
  • Nuhoğlu, H. & Yalçın, N. (2004). The development of attitude scale for physics laboratory and the assessment of preserves teachers’ attitudes towards physics laboratory. Gazi University Journal of Kırşehir Education Faculty, 5(2), 317-327.
  • Nuhoğlu, H. (2008). The development of an attitude scale for science and technology course. Elementary Education Online, 7(3), 627-639.
  • 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), 1047-1049.
  • Özyürek, A. & Eryılmaz, A. (2001). Factors affecting students towards physics. Education & Science, 26(120), 21-28.
  • Pell, T. & Jarvis, T. (2001). Developing attitude to science scales for use with children of ages from 5 to 11. International Journal of Science Education, 23(8), 847-862.
  • Pendergast, E., Lieberman-Betz, R.G. & Vail, C.O. (2017). Attitudes and Beliefs of Prekindergarten Teachers Toward Teaching Science to Young Children, Early Childhood Education Journal, 45(1), 43-52.
  • Petty, R. (1995). Attitude Change. In A. Tesser (Ed.), Advanced Social Psychology. New York: NY, McGraw-Hill.
  • Pintrich, P.R. & De Groot, E.V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33-40.
  • Pintrich, R.R. (2000). The Role of Goal Orientation in Self-Regulated Learning. (Eds: M. Boekaerts, P.R.Pintrich, M.Zeidner), Handsbook of Self-Regulation. San Diego, CA: Academic Press.
  • Reid, N. & Skryabina, E.A. (2002) Attitudes towards physics, Research in Science & Technological Education, 20(1), 67-81.
  • Reid, N. (2006). Thoughts on attitude measurement. Research in Science & Technological Education. 24(1), 3-27.
  • Safran, M. (1993). Değişik öğretim basamaklarında tarih dersine ilişkin tutumlar üzerine bir araştırma. Eğitim Dergisi, 4, 35-40.
  • Sarı, M. (2015). Teknik bilimler meslek yüksek okulu öğrencilerinin fizik dersine ilişkin düşünceleri ve fizik dersinden başarısızlıklarını olumsuz etkileyen faktörlerin öğrenci görüşlerine göre değerlendirilmesi [Vocational technical high school students of physical science basis of course views and physics course evaluation by failure from the negative factors affecting students' views]. Eğitim ve Öğretim Araştırmaları Dergisi [Journal of Research in Education and Teaching], 4(3), 206-210.
  • Schibeci, R.A. (1983). Selecting appropriate attitudinal objectives for school science. Science Education, 67(5), 595-603.
  • Selvi, K. (1996). Tutumların ölçülmesi ve program değerlendirme [Measurement attitudes and curriculum evaluation]. Anadolu Üniversitesi Eğitim Fakültesi Dergisi [Anadolu University Journal of Education Faculty], 6(2), 39-53.
  • Serin, O., Kesercioğlu, T., Saracaloğlu, A.S. & Serin, U. (2003). Sınıf öğretmenliği ve fen bilgisi öğrencilerinin fen (bilimleri)’e yönelik tutumları [The attitudes of the students in the primary school teaching and science programs towards science]. Marmara Üniversitesi Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi [Marmara University Atatürk Education Faculty Journal Educational Sciences], 17, 75–86.
  • Sorge, C. (2007). What happens? Relationship of age and gender with science attitudes from elementary to middle school. Science Educator, 16(2), 33-37.
  • Stephens, K.R. (1999). Factors Affecting Science Related Attitudes in Academically Talented Youth. Unpublished Doctoral Dissertation. The University of Southern Mississippi.
  • Şengören, K.S., Tanel, R. & Kavcar, N. (2006). Optik dersine yönelik tutum ölçeği geliştirilmesi [The development of an attitude scale towards optics course]. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi [Pamukkale University Journal of Education], 20, 63-68.
  • Tekbıyık, A. & Akdeniz, A.R. (2010). Ortaöğretim öğrencilerine yönelik güncel fizik tutum ölçeği: Geliştirilmesi, geçerlik ve güvenirliği [A Contemporary physics attitude scale for secondary school students: development, validity and reliability], Türk Fen Eğitimi Dergisi [Journal of Turkish Science Education], 7(4), 134-144.
  • Tekin, H. (1996). Eğitimde Ölçme ve Değerlendirme. Ankara: Yargı Yayınları.
  • Turgut, M.F. (1997). Eğitimde Ölçme ve Değerlendirme Metotları. Ankara.
  • Uzun, N. & Keleş, Ö. (2012). İlköğretim öğrencilerinin fen öğrenmeye yönelik motivasyon düzeylerinin değerlendirilmesi [Evaluation of primary school students’ motivation levels for science learning. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi [Mustafa Kemal University Journal of Social Sciences Institute], 9(20), 313-327.
  • Ülgen, G. (1997). Eğitim Psikolojisi, Kavramlar, İlkeler, Yöntemler, Kuramlar ve Uygulamalar. Ankara: Kurtiş Matbaası.
  • Üredi, I. (2005). Algılanan anne baba tutumlarının ilköğretim 8. Sınıf öğrencilerinin öz-düzenleme stratejileri ve motivasyonel inançları üzerindeki etkisi [The contributions of perceived parenting styles to 8th class primary school students' self regulated learning strategies and motivational beliefs]. Yayınlanmamış Doktora tezi [[Unpublished doctorate dissertation]. Yıldız Teknik Üniversitesi [Yıldız Technical University], Sosyal Bilimler Enstitüsü [Social Sciences Institute], İstanbul.
  • Whitelegg, E. & Parry, M. (1999). Real-life contexts for learning physics: meanings, issues, and practice. Physics Education, 34, 68-72.
  • Yamaç, A. (2011). İlköğretim Beşinci Sınıf Öğrencilerinin Öz-Düzenleyici Öğrenme Stratejileri İleMatematiğe Yönelik Tutum ve Başarıları Arasındaki İlişkilerin İncelenmesi [Examination of the relationships between primary fifth graders' self-regulated learning strategies and attitudes toward mathematics and mathematics achievement]. Yayınlanmamış Yüksek lisans Tezi [Unpublished Master Thesis]. Afyon Kocatepe Üniversitesi [Afyon Kocatepe University], Sosyal Bilimler Enstitüsü [Social Sciences Institute], Afyon. Yaman, S. & Dede, Y. (2007). Öğrencilerin fen ve teknoloji ve matematik dersineyönelik motivasyon düzeylerinin bazı değişkenler açısından incelenmesi [Examination of motivation level of students towards science and mathematics by some variables]. Kuram ve Uygulamada Eğitim Yönetimi [Educational Administration: Theory and Practice], 52, 615-638.
  • Yenice, N. Saydam, G. & Telli, S. (2012). İlköğretim öğrencilerinin fen öğrenmeye yönelik motivasyonlarını etkileyen faktörlerin belirlenmesi [Determining factors effecting on primary school students’ motivation towards science learning]. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi [Ahi Evran University Journal of Kırşehir Education Faculty, 13(2), 231-247.
  • Yeşilyurt, M. (2004). Student teachers’ attitudes about basic physics laboratory, Turkish Online Journal of Educational Technology, 3(4), 49-57.
  • Zhang, P., Ding, L. & Mazur, E. (2017). Peer Instruction in introductory physics: A method to bring about positive changes in students’ attitudes and beliefs. Physical Review Physics Education Research, 13(1), 010104.
  • Zacharia, Z. (2003). Beliefs, attitudes, and intentions of science teachers regarding the educational use of computer simulations and inquiry-based experiments in physics. Journal of Research in Science Teaching, 40(8), 792-823.

Investigation of 9th Grade High School Students’ Attitudes towards Science Course

Yıl 2018, Cilt: 5 Sayı: 1, 119 - 129, 01.01.2018
https://doi.org/10.21449/ijate.365073

Öz

In this study, ninth grade students’ attitudes
towards science were investigated in terms of self-regulation strategies,
motivational beliefs and gender variables. The sample of this study includes
322 male and 296 female in total 618 students from 3 different high schools
(Science high school, Anatolian high school, and Vocational high school) in
center district of Amasya city. To collect the data, the researchers employed
“Motivated Strategies for Learning Questionnaire” which has been developed by
Pintrich and De Groot in 1990, adapted into Turkish by Uredi in 2005 and
consists of 44 items and “Colorado Learning Attitudes about Science Survey
(CLASS)” has been developed by Adams and others in 2006, adapted into Turkish
by Bayar and Karamustafaoğlu in 2015 and consists of 36 items. For data
analysis, mean, standard deviation, independent t-test and correlation were
addressed. The results of this study show that there are statistically
significant relationships between 9th grade students’ attitudes
towards science and self-regulation strategies, motivational beliefs, and
gender.

Kaynakça

  • Adams, W.K., Perkins, K.K., Podolefsky, N.S., Dubson, M., Finkelstein, N.D. & Wieman, C.E. (2006). New instrument for measuring student beliefs about physics and learning physics: The Colorado Learning Attitudes about Science Survey, Physical Review Special Topics - Physics Education Research, 2, 010101.
  • Ajzen, I. & Fisbein, M. (1980). Understanding Attitudes and Predicting Social Behavior. New Jersey: Englewood Cliffs, Prentice-Hall.
  • Akbaş, O. (2004). Türk milli eğitim sisteminin duyuşsal amaçlarının ilköğretim II. kademedeki gerçekleşme derecesinin değerlendirilmesi [Evaluation of the degree of reaching of affective goals at the elementery level in Turkish national education system]. Yayınlanmamış doktora tezi [Unpublished doctorate dissertation], Gazi Üniversitesi [Gazi University], Eğitim Bilimleri Enstitüsü [Institute of Educational Science], Ankara.
  • Altun, S. & Erden, M. (2006). Öğrenmede motive edici stratejiler ölçeğinin geçerlik ve güvenirlik çalışması [Validity and reliability study of the motivated strategies for learning questionnaire. Edu7, 2(1), 1-16.
  • Bacanlı, H. (1999). Duyuşsal Davranış Eğitimi. Ankara: Nobel Yayın Dağıtım.
  • Bandura, A. (1986). Social Foundations of thought and Action. New Jersey: Prentice-Hall, Inc.
  • Barrington, B.L. & Hendricks, B. (1988). Attitudes toward science and science knowledge of intellectually gifted and average students in third, seventh, and eleventh grades. Journal of Research in Science Teaching, 25, 679-687.
  • Bayar, A. & Karamustafaoğlu, O. (2015). The Colorado Learning Attitudes about Science Survey (CLASS): The study of validity and reliability, International Journal of Assessment Tools in Education, 2(1), 40-57.
  • Bilen, M. (2001). Kurumlarda İnsan İlişkilerinin Başarıya Etkisi. 2000 Yılında Türk Eğitim Örgütü ve Yönetimi Ulusal Sempozyumu, Ankara.
  • Bilgin, G., Özarslan, M., & Bahar, M., (2006). Comparison of the Attitude to Science Lesson and Success on the Nature of Matter of the Primary 8th grade Field Dependent and Independent Students' Cognitive Students. VII. National Science and Mathematics Education Congress, Ankara-Turkey.
  • Bozdoğan, A.E, & Yalçın, N, (2005). Attitudes of the basic education school students grade 6, 7 and 8 towards subjects of the physics in the science courses. Gazi University Journal of Kırşehir Education Faculty, 6(1), 241-247.
  • Byrne, M.S. & Johnstone, A.H. (1988). Critical thinking and science education. Studies in Higher Education, 25(8), 325.
  • Çakır, K.N., Şenler, B. & Taşkın, G.B. (2007). İlköğretim II. kademe öğrencilerinin fen bilgisi dersine yönelik tutumlarının belirlenmesi [Determining the attitudes towards science course of second grade students in primary school]. The Journal of Turkish Educational Sciences, 5(4), 637-655.
  • Çiltaş, A. (2011). Eğitimde öz-düzenleme öğretiminin önemi üzerine bir çalışma [A study on the importance of self-regulation teaching in education]. Mehmet Akif Ersoy University Journal of Social Sciences Institute, 3(5), 1-11.
  • Demir, R. Öztürk, N. & Dökme, İ. (2012). İlköğretim 7. sınıf öğrencilerinin fen ve teknoloji dersine yönelik motivasyonlarının bazı değişkenler açısından incelenmesi [Investigation of 7th Grade Primary School Students’ Motivation towards Science and Technology Course in Terms of Some Variables]. Mehmet Akif Ersoy University Journal of Social Sciences Institute, 12(23), 1-21.
  • Demirbaş, M. & Yağbasan, R. (2004). Fen bilgisi öğretiminde, duyuşsal giriş özelliklerinin değerlendirilmesinin işlevi ve öğretim süreci içinde, öğretmen uygulamalarının analizi üzerine bir araştırma [A research on the progress of evaluating affective characteristics in science teaching and the analysis of teachers’ practices in teaching process]. Gazi Üniversitesi Kırşehir Eğitim Fakültesi Dergisi [Gazi University Journal of Kırşehir Education Faculty], 5(2), 177-193.
  • Demirci, N. (2004). Öğrencilerin fiziğe giriş dersine karşı tutumları [Students’ attitudes toward introductory physics Course]. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi [Hacettepe University Journal of Education], 26, 33-40.
  • Eagly, A.H., & Chaiken, S. (1993). The Psychology of Attitudes. Fort Worth, TX: Harcourt Brace Jovanovich. Gardner, P.L. (1975). Attitudes to science: A review. Studies in Science Education, 2, 1-41.
  • Güngör-Abak, A. & Eryılmaz, A. (2006). Gender differences in freshmen’s physics related affective characteristics. GIREP Conference 2006: Modeling in physics and physics education. Amsterdam, Netherlands.
  • Hamurcu, H. (2002). Fen bilgisi öğretiminde etkili tutumlar [Effective attitudes in teaching science]. Eğitim Araştırmaları Dergisi [Eurasian Journal of Educational Research], 8, 144-152.
  • Hançer, H.A. (2008). Fen bilgisi öğretmen adaylarının fizik dersine yönelik tutumları [The attitudes of student teachers of science towards physics lesson]. Çağdaş Eğitim Dergisi [Journal of Contemporary Education], 33(354), 11-18.
  • House, J.D. & Prion, S.K. (1998). Student attitudes and academic background as predictors of achievement in college English. International Journal of Instructional Media, 25(1), 29-42.
  • Karasar, N. (2009). Bilimsel Araştırma Yöntemi. (21. Bas.). Ankara: Nobel Yayın Dağıtım.
  • Kauffman, D.F. (2004). Self-regulated learning in web-based environments: Instructional tools designed to facilitate cognitive strategy use, metacognitive processing and motivational beliefs. Journal of Educational Computing Research, 30,139-161.
  • Kaya, H. & Böyük, U. (2011). Attitude towards physics lessons and physical experiments of the high school students, European Journal of Physics Education, 2(1), 38-49.
  • Kind, P., James, K., & Barmby, P. (2007). Developing attitudes towards science measures. Internatial Journal of Science Education, 29(7), 871-893.
  • Koballa, R. JR. (1988). Attitude and related concepts in science education. Science Education, 72(2), 115-126.
  • Lowery, L.R., Bowyer, J., & Padilla, M.J. (1980). The Science Curriculum improvement study and student attitude. Journal of Research in Science Technology, 17, 327-355.
  • MEB (2013). Lise Fizik Dersi (9, 10, 11 ve 12. Sınıflar) Öğretim Programı, Ankara.
  • Mujtaba, T. & Reiss, M.J. (2013) What sort of girl wants to study physics after the age of 16? Findings from a large-scale UK survey, International Journal of Science Education, 35(17), 2979-2998.
  • Murphy, P. & Whitelegg, E. (2006) Girls and physics: continuing barriers to ‘belonging’, The Curriculum Journal, 17(3), 281-305.
  • Nuhoğlu, H. & Yalçın, N. (2004). The development of attitude scale for physics laboratory and the assessment of preserves teachers’ attitudes towards physics laboratory. Gazi University Journal of Kırşehir Education Faculty, 5(2), 317-327.
  • Nuhoğlu, H. (2008). The development of an attitude scale for science and technology course. Elementary Education Online, 7(3), 627-639.
  • 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), 1047-1049.
  • Özyürek, A. & Eryılmaz, A. (2001). Factors affecting students towards physics. Education & Science, 26(120), 21-28.
  • Pell, T. & Jarvis, T. (2001). Developing attitude to science scales for use with children of ages from 5 to 11. International Journal of Science Education, 23(8), 847-862.
  • Pendergast, E., Lieberman-Betz, R.G. & Vail, C.O. (2017). Attitudes and Beliefs of Prekindergarten Teachers Toward Teaching Science to Young Children, Early Childhood Education Journal, 45(1), 43-52.
  • Petty, R. (1995). Attitude Change. In A. Tesser (Ed.), Advanced Social Psychology. New York: NY, McGraw-Hill.
  • Pintrich, P.R. & De Groot, E.V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33-40.
  • Pintrich, R.R. (2000). The Role of Goal Orientation in Self-Regulated Learning. (Eds: M. Boekaerts, P.R.Pintrich, M.Zeidner), Handsbook of Self-Regulation. San Diego, CA: Academic Press.
  • Reid, N. & Skryabina, E.A. (2002) Attitudes towards physics, Research in Science & Technological Education, 20(1), 67-81.
  • Reid, N. (2006). Thoughts on attitude measurement. Research in Science & Technological Education. 24(1), 3-27.
  • Safran, M. (1993). Değişik öğretim basamaklarında tarih dersine ilişkin tutumlar üzerine bir araştırma. Eğitim Dergisi, 4, 35-40.
  • Sarı, M. (2015). Teknik bilimler meslek yüksek okulu öğrencilerinin fizik dersine ilişkin düşünceleri ve fizik dersinden başarısızlıklarını olumsuz etkileyen faktörlerin öğrenci görüşlerine göre değerlendirilmesi [Vocational technical high school students of physical science basis of course views and physics course evaluation by failure from the negative factors affecting students' views]. Eğitim ve Öğretim Araştırmaları Dergisi [Journal of Research in Education and Teaching], 4(3), 206-210.
  • Schibeci, R.A. (1983). Selecting appropriate attitudinal objectives for school science. Science Education, 67(5), 595-603.
  • Selvi, K. (1996). Tutumların ölçülmesi ve program değerlendirme [Measurement attitudes and curriculum evaluation]. Anadolu Üniversitesi Eğitim Fakültesi Dergisi [Anadolu University Journal of Education Faculty], 6(2), 39-53.
  • Serin, O., Kesercioğlu, T., Saracaloğlu, A.S. & Serin, U. (2003). Sınıf öğretmenliği ve fen bilgisi öğrencilerinin fen (bilimleri)’e yönelik tutumları [The attitudes of the students in the primary school teaching and science programs towards science]. Marmara Üniversitesi Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi [Marmara University Atatürk Education Faculty Journal Educational Sciences], 17, 75–86.
  • Sorge, C. (2007). What happens? Relationship of age and gender with science attitudes from elementary to middle school. Science Educator, 16(2), 33-37.
  • Stephens, K.R. (1999). Factors Affecting Science Related Attitudes in Academically Talented Youth. Unpublished Doctoral Dissertation. The University of Southern Mississippi.
  • Şengören, K.S., Tanel, R. & Kavcar, N. (2006). Optik dersine yönelik tutum ölçeği geliştirilmesi [The development of an attitude scale towards optics course]. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi [Pamukkale University Journal of Education], 20, 63-68.
  • Tekbıyık, A. & Akdeniz, A.R. (2010). Ortaöğretim öğrencilerine yönelik güncel fizik tutum ölçeği: Geliştirilmesi, geçerlik ve güvenirliği [A Contemporary physics attitude scale for secondary school students: development, validity and reliability], Türk Fen Eğitimi Dergisi [Journal of Turkish Science Education], 7(4), 134-144.
  • Tekin, H. (1996). Eğitimde Ölçme ve Değerlendirme. Ankara: Yargı Yayınları.
  • Turgut, M.F. (1997). Eğitimde Ölçme ve Değerlendirme Metotları. Ankara.
  • Uzun, N. & Keleş, Ö. (2012). İlköğretim öğrencilerinin fen öğrenmeye yönelik motivasyon düzeylerinin değerlendirilmesi [Evaluation of primary school students’ motivation levels for science learning. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi [Mustafa Kemal University Journal of Social Sciences Institute], 9(20), 313-327.
  • Ülgen, G. (1997). Eğitim Psikolojisi, Kavramlar, İlkeler, Yöntemler, Kuramlar ve Uygulamalar. Ankara: Kurtiş Matbaası.
  • Üredi, I. (2005). Algılanan anne baba tutumlarının ilköğretim 8. Sınıf öğrencilerinin öz-düzenleme stratejileri ve motivasyonel inançları üzerindeki etkisi [The contributions of perceived parenting styles to 8th class primary school students' self regulated learning strategies and motivational beliefs]. Yayınlanmamış Doktora tezi [[Unpublished doctorate dissertation]. Yıldız Teknik Üniversitesi [Yıldız Technical University], Sosyal Bilimler Enstitüsü [Social Sciences Institute], İstanbul.
  • Whitelegg, E. & Parry, M. (1999). Real-life contexts for learning physics: meanings, issues, and practice. Physics Education, 34, 68-72.
  • Yamaç, A. (2011). İlköğretim Beşinci Sınıf Öğrencilerinin Öz-Düzenleyici Öğrenme Stratejileri İleMatematiğe Yönelik Tutum ve Başarıları Arasındaki İlişkilerin İncelenmesi [Examination of the relationships between primary fifth graders' self-regulated learning strategies and attitudes toward mathematics and mathematics achievement]. Yayınlanmamış Yüksek lisans Tezi [Unpublished Master Thesis]. Afyon Kocatepe Üniversitesi [Afyon Kocatepe University], Sosyal Bilimler Enstitüsü [Social Sciences Institute], Afyon. Yaman, S. & Dede, Y. (2007). Öğrencilerin fen ve teknoloji ve matematik dersineyönelik motivasyon düzeylerinin bazı değişkenler açısından incelenmesi [Examination of motivation level of students towards science and mathematics by some variables]. Kuram ve Uygulamada Eğitim Yönetimi [Educational Administration: Theory and Practice], 52, 615-638.
  • Yenice, N. Saydam, G. & Telli, S. (2012). İlköğretim öğrencilerinin fen öğrenmeye yönelik motivasyonlarını etkileyen faktörlerin belirlenmesi [Determining factors effecting on primary school students’ motivation towards science learning]. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi [Ahi Evran University Journal of Kırşehir Education Faculty, 13(2), 231-247.
  • Yeşilyurt, M. (2004). Student teachers’ attitudes about basic physics laboratory, Turkish Online Journal of Educational Technology, 3(4), 49-57.
  • Zhang, P., Ding, L. & Mazur, E. (2017). Peer Instruction in introductory physics: A method to bring about positive changes in students’ attitudes and beliefs. Physical Review Physics Education Research, 13(1), 010104.
  • Zacharia, Z. (2003). Beliefs, attitudes, and intentions of science teachers regarding the educational use of computer simulations and inquiry-based experiments in physics. Journal of Research in Science Teaching, 40(8), 792-823.
Toplam 62 adet kaynakça vardır.

Ayrıntılar

Konular Eğitim Üzerine Çalışmalar
Bölüm Makaleler
Yazarlar

Orhan Karamustafaoğlu

Adem Bayar

Yayımlanma Tarihi 1 Ocak 2018
Gönderilme Tarihi 22 Ağustos 2017
Yayımlandığı Sayı Yıl 2018 Cilt: 5 Sayı: 1

Kaynak Göster

APA Karamustafaoğlu, O., & Bayar, A. (2018). Investigation of 9th Grade High School Students’ Attitudes towards Science Course. International Journal of Assessment Tools in Education, 5(1), 119-129. https://doi.org/10.21449/ijate.365073

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