BibTex RIS Kaynak Göster

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Yıl 2014, Cilt: 10 Sayı: 1, 0 - , 24.02.2014

Öz

The aim of this study is to investigate the middle school students’ motivation about science learning according to different variables. In this study, the students’ motivation about science learning were investigated according to their genders, grade levels, ages, final grade for science lesson, their parents’ education levels, using of computer in their house, following the science programs for kids in television and scientific magazines. 685 students studied in middle school participated in the study. In this study, the motivation scale about science learning that consists of 23 items and developed by Dede and Yaman (2008) was used as data collection tool. The method of the study is survey model that is one of the descriptive research methods. In the analysis of data obtained from the study was used Mann Whitney U test and Kruskall Wallis test which are non-parametric tests because the distribution of data wasn’t normal. As the result of data analysis, it was determined that the students’ motivation about science learning differentiated in a significant level according to their genders, grade levels, ages, final grade for science lesson, their fathers’ education levels. Furthermore, it was concluded that using of computer in their house, following the science programs for kids in television and scientific magazines were the factors which affected their motivation about science learning.

Kaynakça

  • Alam, M. T. & Farid, S. (2011). Factors affecting teachers’ motivation. International Journal of Business and Social Science, 2(1), 298-304.
  • Al-Tamimi, A. & Shuib, M. (2009). Motivation and attitudes towards learning English: a study of petroleum engineering undergraduates at Hadhramout University of sciences and technology. GEMA Online Journal of Language Studies, 9(2), 29-55.
  • Büyükbaykal G. (2007). Televizyonun çocuklar üzerindeki etkileri. İstanbul Üniversitesi İletişim Fakültesi Dergisi, 28, 31-44.
  • Çepni, S. (2007). Araştırma ve Proje Çalışmalarına Giriş. Trabzon: Celepler Matbaacılık.
  • Dede, Y. ve Yaman, S. (2008). Fen öğrenmeye yönelik motivasyon ölçeği: geçerlik ve güvenirlik çalışması. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, 2(1), 19
  • De Meyer, J., Tallir, I. B., Soenens, B., Vansteenkiste, M., Aelterman, N., Van den Berghe, L., Speleers, L., & Haerens, L. (2013). Does observed controlling teaching behavior relate to students’ motivation in physical education?. Journal of Educational Psychology. Advance online publication. doi: 10.1037/a0034399
  • Demir, R., Öztürk, N. ve Dökme, İ. (2012). İlköğretim 7. sınıf öğrencilerinin fen ve teknoloji dersine yönelik motivasyonlarının bazı değişkenler açısından incelenmesi. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 12 (23), 1-21.
  • Eklöf, H. (2010). Skill and will: test-taking motivation and assessment quality. Assessment in Education: Principles, Policy & Practice, 17(4), 345-356.
  • Hardré, P. L., Chen, C. H., Huang, S. H., Chiang, C. T., Jen, F. L. & Warden, L. (2006). Factors affecting high school students' academic motivation in Taiwan. Asia Pacific Journal of Education, 26(2), 189-20
  • Harlen, W. & Crick, R. D. (2003). Testing and motivation for learning, Assessment in Education: Principles, Policy & Practice, 10(2), 169-207.
  • Hein, V., Ries, F., Pires, F., Caune, A., Emeljanovas, A., Ekler, J. H. & Valantiniene, I. (2012). The relationship between teaching styles and motivation to teach among physical education teachers. Journal of Sports Science and Medicine, 11, 123-130.
  • Huss-Keeler, R., Peters, M. & Moss, J. M. (2013). Motivation for attending higher education from the perspective of early care and education professionals. Journal of Early Childhood Teacher Education, 34(2), 121-139.
  • Isen, A. M. & Reeve, J. (2005). The influence of positive affect on intrinsic and extrinsic motivation: facilitating enjoyment of play, responsible work behavior, and self-control. Motivation and Emotion, 29(4) 297-325.
  • Karasar, N. (2006). Bilimsel Araştırma Yöntemi. Ankara: Nobel Yayın Dağıtım.
  • Kelley, M. J. & Decker, E. O. (2009). The current state of motivation to read among middle school students. Reading Psychology, 30(5), 466-485.
  • Khamis, V., Dukmak, S. & Elhoweris, H. (2008) Factors affecting the motivation to learn among United Arab Emirates middle and high school students. Educational Studies, 34(3), 191-200.
  • Koka, A. (2013). The relationships between perceived teaching behaviors and motivation in physical education: a one-year longitudinal study. Scandinavian Journal of Educational Research, 57(1), 33-53.
  • Kyriacou, C & Zhu, D. (2008) Shanghai pupils’ motivation towards learning English and the perceived influence of important others. Educational Studies, 34(2), 97-104.
  • Li, P. & Pan, G. (2009). The relationship between motivation and achievement - a survey of the study motivation of English majors in Qingdao Agricultural University. English Language Teaching, 2(1), 123-128.
  • Logan, S. & Medford, E. (2011). Gender differences in the strength of association between motivation, competency beliefs and reading skill. Educational Research, 53(1), 85-94.
  • Masitsa, G. (2008). Tracing the development of poor student motivation and performance in township secondary schools. Africa Education Review, 5(1), 84-108.
  • Papastergiou, M. (2009). Digital game-based learning in high school computer science education: impact on educational effectiveness and student motivation. Computers & Education, 52, 1-12.
  • Perkmen, S. ve Cevik, B. (2010). Relationship between pre-service music teachers' personality and motivation for computer-assisted instruction. Music Education Research, 12(4), 415-425. Rodriguez-Keyes, E., Schneider, D. A. & Keenan, E. K. (2013). Being known in undergraduate social work education: the role of instructors in fostering student engagement and motivation. Social Work Education: The International Journal, 32(6), 785-799.
  • Roness, D. & Smith, K. (2010). Stability in motivation during teacher education. Journal of Education for Teaching, 36(2), 169-185.
  • Saab, N., Joolingen, W. R. V. & Hout-Wolters, B. H. A. M. V. (2009). The relation of learners' motivation with the process of collaborative scientific discovery learning. Educational Studies, 35(2), 205-222.
  • Sevinç, B., Özmen, H. ve Yiğit, N. (2011). Investigation of primary students’ motivation levels towards science learning. Science Education International, 22(3), 218-232.
  • Simoneau, H. & Bergeron, J. (2003). Factors affecting motivation during the first six weeks of treatment. Addictive Behaviours, 28, 1219-1241.
  • Sönmez, V. ve Alacapınar, F. G. (2013). Örneklendirilmiş Bilimsel Araştırma Yöntemleri. Ankara: Anı Yayıncılık.
  • Stipek, D.J. 1993. Motivation to Learn. 2nd edn. Boston, MA: Allyn and Bacon.
  • Teoh, S. H., Koo, A. C. & Singh, P. (2010). Extracting factors for students’ motivation in studying mathematics. International Journal of Mathematical Education in Science and Technology, 41(6), 711–724.
  • Topçuoğlu-Ünal, F. ve Bursalı, H. (2013). Türkçe öğretmenlerinin motivasyon faktörlerine ilişkin görüşleri. Middle Eastern & African Journal of Educational Research, 5, 7-22.
  • Tuan, H.L, Chin, C.C. & Shieh, S.H. (2005). The development of a questionnaire to measure students' motivation towards science learning. International Journal of Science Education, 27(6), 6396
  • Tüzün, H., Yılmaz-Soylu, M., Karakuş, T., Inal, Y. ve Kızılkaya, G. (2009). The effects of computer games on primary school students’ achievement and motivation in geography learning. Computers & Education, 52, 68-77.
  • Uzun, N. ve Keleş, Ö. (2010). Fen öğrenmeye yönelik motivasyonun bazı demografik özelliklere göre değerlendirilmesi. Gazi Eğitim Fakültesi Dergisi, 30(2), 561-584.
  • Uzun, N. ve Keleş, Ö. (2012). İlköğretim öğrencilerinin fen öğrenmeye yönelik motivasyon düzeylerinin değerlendirilmesi. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 9(20), 3133
  • Van De Gaer, E., Fraine, B. D., Pustjens, H., Damme, J. V., Munter, A. D. & Onghena, P. (2009). School effects on the development of motivation toward learning tasks and the development of academic self-concept in secondary education: a multivariate latent growth curve approach. School Effectiveness and School Improvement, 20(2), 235-253.
  • Visser-Wijnveen, G., Stes, A. & Petegem, P. V. (2012). Development and validation of a questionnaire measuring teachers’ motivations for teaching in higher education. Higher Education, 64(3), 421-4
  • Wang, S. K. & Reeves, T. C. (2006). The effects of a web-based learning environment on student motivation in a high school earth science course. Educational Technology Research and Development, 54(6), 597-621.
  • Yaman, S. ve Dede, Y. (2007). Öğrencilerin fen ve teknoloji ve matematik dersine yönelik motivasyon düzeylerinin bazı değişkenler açısından incelenmesi. Kuram ve Uygulamada Eğitim Yönetimi, 52, 625-638.
  • Yılmaz, H. ve Huyugüzel-Çavaş, P. (2007). Reliability and validity study of the students' motivation toward science learning (smtsl) questionnaire. İlköğretim Online, 6(3), 430-440.
  • Zeyer, A. & Wolf, S. (2010). Is there a relationship between brain type, sex and motivation to learn science?. International Journal of Science Education, 32(16), 2217-2233.

ORTAOKUL ÖĞRENCİLERİNİN FEN ÖĞRENMEYE YÖNELİK MOTİVASYONLARININ FARKLI DEĞİŞKENLERE GÖRE İNCELENMESİ: UŞAK İLİ ÖRNEĞİ

Yıl 2014, Cilt: 10 Sayı: 1, 0 - , 24.02.2014

Öz

Bu çalışmanın amacı ortaokul öğrencilerinin fen öğrenmeye yönelik motivasyonlarını farklı değişkenlere göre incelemektir. Araştırmada bu amaçla, ortaokul öğrencilerinin fen öğrenmeye yönelik motivasyonları cinsiyetlerine, sınıf düzeylerine, yaşlarına, fen dersi başarı notlarına, anne-baba eğitim düzeylerine, evlerinde bilgisayar kullanma, televizyonda yer alan bilim-çocuk programlarını izleme ve herhangi bir bilimsel dergiyi takip etme durumlarına göre incelenmiştir. Araştırmaya 685 ortaokul öğrencisi katılmıştır. Araştırmada veri toplama aracı olarak 23 maddeden oluşan Dede ve Yaman (2008) tarafından geliştirilen “Fen Öğrenmeye Yönelik Motivasyon Ölçeği” kullanılmıştır. Araştırmanın yöntemi betimsel araştırma yöntemlerinden tarama modelidir. Araştırmadan elde edilen verilerin analizinde verilerin normal dağılım göstermemesi sebebiyle non-parametrik testlerden olan Mann Whitney U testi ve Kruskall Wallis testi kullanılmıştır. Verilerin analizi sonucunda ortaokul öğrencilerinin fen öğrenmeye yönelik motivasyonlarının cinsiyetlerine, sınıf düzeylerine, yaşlarına, fen dersi başarı notlarına ve baba eğitim düzeylerine göre anlamlı düzeyde farklılaştığı belirlenmiştir. Çalışmada ayrıca ortaokul öğrencilerinin evlerinde bilgisayar kullanmalarının, televizyonda yer alan bilim çocuk programlarını izlemelerinin ve herhangi bir bilimsel dergiyi takip etmelerinin fen öğrenmeye yönelik motivasyonlarını olumlu yönde etkileyen faktörler olduğu sonucuna ulaşılmıştır.

Kaynakça

  • Alam, M. T. & Farid, S. (2011). Factors affecting teachers’ motivation. International Journal of Business and Social Science, 2(1), 298-304.
  • Al-Tamimi, A. & Shuib, M. (2009). Motivation and attitudes towards learning English: a study of petroleum engineering undergraduates at Hadhramout University of sciences and technology. GEMA Online Journal of Language Studies, 9(2), 29-55.
  • Büyükbaykal G. (2007). Televizyonun çocuklar üzerindeki etkileri. İstanbul Üniversitesi İletişim Fakültesi Dergisi, 28, 31-44.
  • Çepni, S. (2007). Araştırma ve Proje Çalışmalarına Giriş. Trabzon: Celepler Matbaacılık.
  • Dede, Y. ve Yaman, S. (2008). Fen öğrenmeye yönelik motivasyon ölçeği: geçerlik ve güvenirlik çalışması. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, 2(1), 19
  • De Meyer, J., Tallir, I. B., Soenens, B., Vansteenkiste, M., Aelterman, N., Van den Berghe, L., Speleers, L., & Haerens, L. (2013). Does observed controlling teaching behavior relate to students’ motivation in physical education?. Journal of Educational Psychology. Advance online publication. doi: 10.1037/a0034399
  • Demir, R., Öztürk, N. ve Dökme, İ. (2012). İlköğretim 7. sınıf öğrencilerinin fen ve teknoloji dersine yönelik motivasyonlarının bazı değişkenler açısından incelenmesi. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 12 (23), 1-21.
  • Eklöf, H. (2010). Skill and will: test-taking motivation and assessment quality. Assessment in Education: Principles, Policy & Practice, 17(4), 345-356.
  • Hardré, P. L., Chen, C. H., Huang, S. H., Chiang, C. T., Jen, F. L. & Warden, L. (2006). Factors affecting high school students' academic motivation in Taiwan. Asia Pacific Journal of Education, 26(2), 189-20
  • Harlen, W. & Crick, R. D. (2003). Testing and motivation for learning, Assessment in Education: Principles, Policy & Practice, 10(2), 169-207.
  • Hein, V., Ries, F., Pires, F., Caune, A., Emeljanovas, A., Ekler, J. H. & Valantiniene, I. (2012). The relationship between teaching styles and motivation to teach among physical education teachers. Journal of Sports Science and Medicine, 11, 123-130.
  • Huss-Keeler, R., Peters, M. & Moss, J. M. (2013). Motivation for attending higher education from the perspective of early care and education professionals. Journal of Early Childhood Teacher Education, 34(2), 121-139.
  • Isen, A. M. & Reeve, J. (2005). The influence of positive affect on intrinsic and extrinsic motivation: facilitating enjoyment of play, responsible work behavior, and self-control. Motivation and Emotion, 29(4) 297-325.
  • Karasar, N. (2006). Bilimsel Araştırma Yöntemi. Ankara: Nobel Yayın Dağıtım.
  • Kelley, M. J. & Decker, E. O. (2009). The current state of motivation to read among middle school students. Reading Psychology, 30(5), 466-485.
  • Khamis, V., Dukmak, S. & Elhoweris, H. (2008) Factors affecting the motivation to learn among United Arab Emirates middle and high school students. Educational Studies, 34(3), 191-200.
  • Koka, A. (2013). The relationships between perceived teaching behaviors and motivation in physical education: a one-year longitudinal study. Scandinavian Journal of Educational Research, 57(1), 33-53.
  • Kyriacou, C & Zhu, D. (2008) Shanghai pupils’ motivation towards learning English and the perceived influence of important others. Educational Studies, 34(2), 97-104.
  • Li, P. & Pan, G. (2009). The relationship between motivation and achievement - a survey of the study motivation of English majors in Qingdao Agricultural University. English Language Teaching, 2(1), 123-128.
  • Logan, S. & Medford, E. (2011). Gender differences in the strength of association between motivation, competency beliefs and reading skill. Educational Research, 53(1), 85-94.
  • Masitsa, G. (2008). Tracing the development of poor student motivation and performance in township secondary schools. Africa Education Review, 5(1), 84-108.
  • Papastergiou, M. (2009). Digital game-based learning in high school computer science education: impact on educational effectiveness and student motivation. Computers & Education, 52, 1-12.
  • Perkmen, S. ve Cevik, B. (2010). Relationship between pre-service music teachers' personality and motivation for computer-assisted instruction. Music Education Research, 12(4), 415-425. Rodriguez-Keyes, E., Schneider, D. A. & Keenan, E. K. (2013). Being known in undergraduate social work education: the role of instructors in fostering student engagement and motivation. Social Work Education: The International Journal, 32(6), 785-799.
  • Roness, D. & Smith, K. (2010). Stability in motivation during teacher education. Journal of Education for Teaching, 36(2), 169-185.
  • Saab, N., Joolingen, W. R. V. & Hout-Wolters, B. H. A. M. V. (2009). The relation of learners' motivation with the process of collaborative scientific discovery learning. Educational Studies, 35(2), 205-222.
  • Sevinç, B., Özmen, H. ve Yiğit, N. (2011). Investigation of primary students’ motivation levels towards science learning. Science Education International, 22(3), 218-232.
  • Simoneau, H. & Bergeron, J. (2003). Factors affecting motivation during the first six weeks of treatment. Addictive Behaviours, 28, 1219-1241.
  • Sönmez, V. ve Alacapınar, F. G. (2013). Örneklendirilmiş Bilimsel Araştırma Yöntemleri. Ankara: Anı Yayıncılık.
  • Stipek, D.J. 1993. Motivation to Learn. 2nd edn. Boston, MA: Allyn and Bacon.
  • Teoh, S. H., Koo, A. C. & Singh, P. (2010). Extracting factors for students’ motivation in studying mathematics. International Journal of Mathematical Education in Science and Technology, 41(6), 711–724.
  • Topçuoğlu-Ünal, F. ve Bursalı, H. (2013). Türkçe öğretmenlerinin motivasyon faktörlerine ilişkin görüşleri. Middle Eastern & African Journal of Educational Research, 5, 7-22.
  • Tuan, H.L, Chin, C.C. & Shieh, S.H. (2005). The development of a questionnaire to measure students' motivation towards science learning. International Journal of Science Education, 27(6), 6396
  • Tüzün, H., Yılmaz-Soylu, M., Karakuş, T., Inal, Y. ve Kızılkaya, G. (2009). The effects of computer games on primary school students’ achievement and motivation in geography learning. Computers & Education, 52, 68-77.
  • Uzun, N. ve Keleş, Ö. (2010). Fen öğrenmeye yönelik motivasyonun bazı demografik özelliklere göre değerlendirilmesi. Gazi Eğitim Fakültesi Dergisi, 30(2), 561-584.
  • Uzun, N. ve Keleş, Ö. (2012). İlköğretim öğrencilerinin fen öğrenmeye yönelik motivasyon düzeylerinin değerlendirilmesi. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 9(20), 3133
  • Van De Gaer, E., Fraine, B. D., Pustjens, H., Damme, J. V., Munter, A. D. & Onghena, P. (2009). School effects on the development of motivation toward learning tasks and the development of academic self-concept in secondary education: a multivariate latent growth curve approach. School Effectiveness and School Improvement, 20(2), 235-253.
  • Visser-Wijnveen, G., Stes, A. & Petegem, P. V. (2012). Development and validation of a questionnaire measuring teachers’ motivations for teaching in higher education. Higher Education, 64(3), 421-4
  • Wang, S. K. & Reeves, T. C. (2006). The effects of a web-based learning environment on student motivation in a high school earth science course. Educational Technology Research and Development, 54(6), 597-621.
  • Yaman, S. ve Dede, Y. (2007). Öğrencilerin fen ve teknoloji ve matematik dersine yönelik motivasyon düzeylerinin bazı değişkenler açısından incelenmesi. Kuram ve Uygulamada Eğitim Yönetimi, 52, 625-638.
  • Yılmaz, H. ve Huyugüzel-Çavaş, P. (2007). Reliability and validity study of the students' motivation toward science learning (smtsl) questionnaire. İlköğretim Online, 6(3), 430-440.
  • Zeyer, A. & Wolf, S. (2010). Is there a relationship between brain type, sex and motivation to learn science?. International Journal of Science Education, 32(16), 2217-2233.
Toplam 41 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Didem İnel Ekici

Kemal Kaya Bu kişi benim

Olcay Mutlu Bu kişi benim

Yayımlanma Tarihi 24 Şubat 2014
Yayımlandığı Sayı Yıl 2014 Cilt: 10 Sayı: 1

Kaynak Göster

APA İnel Ekici, D., Kaya, K., & Mutlu, O. (2014). ORTAOKUL ÖĞRENCİLERİNİN FEN ÖĞRENMEYE YÖNELİK MOTİVASYONLARININ FARKLI DEĞİŞKENLERE GÖRE İNCELENMESİ: UŞAK İLİ ÖRNEĞİ. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 10(1). https://doi.org/10.17860/efd.03390

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