SIX AND SEVENTH GRADE STUDENTS’ LEARNING STYLES, ATTITUDES TOWARDS SCIENCE AND MOTIVATIONS

Yıl 2009, Cilt: 17 Sayı: 1, 171 - 182, 01.01.2009

Nursen Azizoğlu , Gülcan Çetin

Öz

The aim of this study was to investigate the effect of learning style on middle schools students’ motivation and attitudes towards science, and the relationships among these variables. The study was conducted with 389 students at 6 and 7th grades of four middle schools in Balıkesir. The students’ learning styles, attitudes towards science and motivations were determined. Gender has an effect on 6 and 7th grade students’ attitudes towards science and no effect on motivation. There was no effect of grade level on students’ motivation and attitudes. Mean differences between learning styles with respect to the attitudes towards science were significant, while with respect to the motivation were not significant.

Anahtar Kelimeler

Attitude Towards Science as a School Subject, Motivation, Learning Style

6 VE 7. SINIF ÖĞRENCİLERİNİN ÖĞRENME STİLLERİ, FEN DERSİNE YÖNELİK TUTUMLARI VE MOTİVASYONLARI ARASINDAKİ İLİŞKİ

Öz

Bu araştırmanın amacı, 6 ve 7. sınıf öğrencilerinin öğrenme stilleri, fene karşı tutumları ve motivasyonları arasındaki ilişkiyi belirlemektir. Çalışma, Balıkesir il merkezine bağlı dört ilköğretim okulundaki 6 ve 7. sınıflarında öğrenim gören toplam 389 öğrenci ile yapılmıştır. Öğrencilerin öğrenme stilleri, motivasyonları ve fene karşı tutumları ölçekler yardımıyla belirlenmiştir. Cinsiyetin 6 ve 7. sınıf öğrencilerinin motivasyon düzeyini anlamlı bir şekilde etkilemediği, ancak tutuma anlamlı bir etkisinin olduğu bulunmuştur. Altı ve yedinci sınıflar arasında motivasyon ve tutum düzeyleri bakımından anlamlı bir fark bulunamamıştır. Farklı öğrenme stillerinin motivasyon düzeyleri arasında anlamlı farkların olduğu, ancak fen tutum düzeyleri arasında anlamlı farkın olmadığı ortaya konmuştur.

Anahtar Kelimeler

Fen Dersine Karşı Tutum, Motivasyon, Öğrenme Stili

Kaynakça

• 1. Cano-Garcia, F. ve Hewitt-Huges, E. (2000). Learning and thinking styles: an analysis of their interrelationship and influence on academic achievement, Educational Psychology, 20(4), 413-431.
• 2. Davidson, G.V., (1990). Matching learning styles with teaching styles: is it a useful concept in instruction?, Performance and Instruction, 29, 36-38.
• 3. DeBello, T.C. (1990). Comparison of eleven major learning style models: Variables, appropriate populations, validity of instrumentation, and the research behind them, International Journal of Reading, Writing and Learning Disabilities, 6, 203-222.
• 4. James, W.B. ve Gardner, D.L. (1995). Learning styles: Implications for distance learning, New Directions for Adult and Continuing Education, 67, 19-32.
• 5. Shaughnessy, M.F. (1998). An interview with Rita Dunn about learning styles, The Clearing House, 73(1), 141-145.
• 6. Mutlu, M. ve Aydoğdu, M. (2003). Fen bilgisi eğitiminde Kolb’un yaşantısal öğrenme yaklaşımı, Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 1(13), 15-29.
• 7. Demirkaya, H., Mutlu, M., ve Uşak, M. (2003). 4MAT öğretim sistem modeli’nin çevre eğitimine uygulanması, Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 2, 14 68.
• 8. Özkan, Ş., Sungur, S. ve Tekkaya, C. (2004). Onuncu sınıf öğrencilerinin tercih ettikleri öğrenme stillerinin biyoloji başarılarına etkisi, Eğitim ve Bilim, 29(134), 75-79.
• 9. Uzuntiryaki, E., Bilgin, İ. ve Geban, Ö. (2004). İlköğretim düzeyi öğretmen adaylarının öğrenme stilleri tercihleri ile cinsiyetleri arasındaki ilişkinin incelenmesi, Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 26, 182-187.
• 10. Ertan, H. (2006). Ortaöğretim Öğrencilerinin Kimya Derslerine Yönelik Güdülenme Tür (İçsel ve Dışsal) ve Düzeylerinin Bazı Değişkenler Açısından İncelenmesi. Yüksek Li- sans Tezi, Balıkesir Üniversitesi, Balıkesir.
• 11. Açıkgöz, K.Ü. (1998). Etkili Öğrenme ve Öğretme. Kanyılmaz Matbaası, İzmir.
• 12. Paris, S.G. (1998). Situated motivation and informal learning, Journal of Museum Education, 22, 22-26.
• 13. Midgley, C.M., Feldlaufer, H., ve Eccles, J.S. (1989). Student/teacher relations before and after the transition to junior high school, Child Development, 60, 981-992.
• 14. Hendrickson, A. B. (1997). Predicting Student Success with the Learning and Study Strategies Inventory (LASSI). Unpublished master’s thesis. Iowa State University, Ames, IA. In Shih, C.C. ve Gamon, J. (2001). Web-based learning: Relationships among student motivation, at- titude, learning styles, and achievement, Journal of Agricultural Education, 42(4), 12-20.
• 15. Pintrich, P. R. ve Schunk, D. H. (1996). Motivation in Education: Theory, Research, and Application. Englewood Cliffs, NJ: Prentice-Hall Inc.
• 16. Osborne, J. (2003). Attitudes towards science: a review of the literature and its implications, International Journal of Science Education, 25(9), 1049-1079.
• 17. Becker, B.J. (1989). Gender and science achievement: a re analysis of studies from two meta-analyses, Journal of Research in Science Teaching, 26, 141-169.
• 18. Weinburgh, M. (1995). Gender differences in student attitudes toward science: a meta-analysis of the literature from 1970 to 1991, Journal of Research in Science Teaching, 32, 387-398.
• 19. Schibeci, R.A. (1984). Attitudes to science: an update, Studies in Science Education, 11, 26-59.
• 20. Breakwell, G. ve Beardsell, S. (1992). Gender, parental and peer influences upon science attitudes and activities, Public Understanding of Science, 1, 183-197.
• 21. Johnson, S. (1987). Gender differences in science: parallels in interest, experience and performance, International Journal of Science Education, 9, 467-481.
• 22. Jovanovic, J. ve King, S.S. (1998). Boys and girls in the performance based science class- room: who is doing the performing? American Educational Research Journal, 35, 477-496.
• 23. Jones, G., Howe, A. ve Rua, M (2000). Gender differences in students’ experiences, interests, and attitudes towards science and scientists, Science Education, 84, 180-192.
• 24. Francis, L. J. ve Greer, J.E. (1999). Measuring attitude toward science among secondary school students: The affective domain, Research in Science and Technological Education, 17(2), 219-226.
• 25. George, R. (2000). Measuring change in students’ attitudes toward science over time: An application of latent variable growth modeling. Journal of Science Education and Technology, 9(3), 213-225.
• 26. Atwater, M.M., Wiggins, J. ve Gardner, C.M., (1995). A study of urban middle school students with high and low attitudes toward science, Journal of Research in Science Teaching, 32(6), 665-677.
• 27. Munro, M. ve Elsom, D. (2000). Choosing Science at 16: The Influences of Science Teachers and Careers Advisors on Students’ Decisions about Science Subjects and Science and Technology Careers. Cambridge: Careers Research and Advisory Centre. In Osborne, J. (2003). Attitudes towards science: a review of the literature and its implications, International Journal of Science Education, 25(9), 1049-1079.
• 28. Yıldırım, B. ve Çirkinoğlu, A.G. (2005). Ortaöğretim 1. sınıf ve 2. sınıf öğrencilerinin fizik dersine yönelik tutumları ile öğrenme stilleri arasındaki ilişki. XIV. Ulusal Eğitim Bilimleri Kongresi, Pamukkale Üniversitesi, Eğitim Fakültesi, Denizli.
• 29. Pintrich, P.R. ve De Groot, E. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82, 33-40.
• 30. Mallow, J.V. (1987). Science anxiety and gender, Bulletin of Science and Technology and Society, 7, 958-962.
• 31. Udo, M.K., Ramsey, G.P., Reynolds-Alpert, S. ve Mallow, J.V. (2001). Does physics teaching affect gender-based science anxiety?, Journal of Science Education and Technology, 10(3), 237-247.
• 32. Hofstein, A., Maoz, N. ve Rishpon, M. (1990). Attitudes towards school science: a comparison of participants and non-participants in extracurricular science activities, School Science and Mathematics, 90, 13-22.
• 33. Maddock, M.N. (1982). Evaluating of achievement and attitudes toward science: a three-year study, Australian Science Teacher Journal, 28, 49-56.