Buradasınız

Fen Öğrenmeye Yönelik Motivasyonun Bazı Demografik Özelliklere Göre Değerlendirilmesi

Evaluation of the Motivation for Science Learning According to Some Demographic Characteristics

Journal Name:

Publication Year:

Keywords (Original Language):

Abstract (2. Language): 
In the present study, it is aimed to determine the effects of the gender, grade level, and parents’ education status on the students’ science learning motivation and their motivation for its sub -dimensions such as making research, performance, communication, cooperative working, and participation. The study group consists of 531 6th, 7th and 8th grade students attending 11 middle schools in Aksaray city in 2008-2009 school year. In the study, as a data collection instrument, “Scale of Motivation for Learning Science” developed by Dede and Yaman (2008) was used. The analysis of the data was performed through MANOVA. At the end of the study, it was found that there is a significant difference favoring the female students between the average motivation scores for science learning, communication, cooperative working and participation. However, no significant gender-based difference was found for the motivation towards making research and performance. In addition, grade level of the students and education status of the parents were found to have no significant effects on the students’ motivation.
Abstract (Original Language): 
Bu çalışmada, cinsiyet, sınıf ve ebeveyn eğitim durumu değişkenlerinin öğrencilerin fen öğrenmeye ve alt boyutları olan araştırma yapmaya, performansa, iletişime, işbirlikli çalışmaya ve katılıma yönelik motivasyon düzeylerine etkisinin tespit edilmesi amaçlanmıştır. Çalışma grubunu, 2008-2009 eğitim-öğretim yılı bahar döneminde, Aksaray İli merkezinde yer alan 11 ilköğretim okulunun 6., 7. ve 8. sınıflarında öğrenim gören 531 öğrenci oluşturmaktadır. Veri toplamak amacıyla çalışmada, Dede ve Yaman (2008) tarafından geliştirilen “Fen Öğrenmeye Yönelik Motivasyon Ölçeği” kullanılmıştır. Verilerin analizi çok değişkenli varyans analizi (MANOVA) ile yapılmıştır. Çalışmanın sonucunda, fen öğrenmeye, iletişime, işbirlikli çalışmaya ve katılıma yönelik motivasyon ortalamalarının kız öğrencilerin lehine anlamlı ölçüde farklılık gösterdiği, araştırma yapmaya ve performansa yönelik motivasyon ortalamaları arasında ise cinsiyete bağlı olarak anlamlı bir farklılığın olmadığı tespit edilmiştir. Öğrencilerin sınıf düzeyinin ve ebeveyn eğitim durumunun ise öğrencilerin motivasyon puanları üzerinde etkili olmadığı saptanmıştır.
561-584

REFERENCES

References: 

American Association for the Advancement of Science. (1994). Benchmarks for science
literacy. New York: Oxford University Press.

Anderman, E.M., & Young, A.L. (1994). Motivation and strategy use in science:
Individual differences and classroom effects. Journal of Research in Science
Teaching, 31(8), 811-831.
Anderman, E.M., & Midgley, C. (1997). Changes in achievement goal orientations,
perceived academic competence, and grades across the transition to primary level
schools. Contemporary Educational Psychology, 22, 269-298.
Arık, A. (1996). Motivasyon ve Heyecana Giriş, İstanbul: Çantay Kitabevi.
Aydın, B. (2007). Fen Bilgisi Dersinde İçsel ve Dışsal Motivasyonun Önemi. Yeditepe
Üniversitesi Sosyal Bilimler Enstitüsü, Yüksek Lisans Tezi, İstanbul.
Azizoğlu, N., & Çetin, G. (2009). 6 ve 7. Sınıf Öğrencilerinin Öğrenme Stilleri, Fen
Dersine Yönelik Tutumları ve Motivasyonları Arasındaki İlişki. Kastamonu
Eğitim Dergisi, 17(1), 171-182.
Barlia, L. (1999). High school students’ motivation to engage in conceptual change
learning in science. Unpublished doctoral dissertation, The Ohio State
University, Ohio.
Barlia, L., & Beth, M.E. (1999). High school students’ motivation to engage in
conceptual change learning in science. Paper presented at the annual meeting of
the National Association for Research in Science Teaching, Boston, MA.
Başdaş, E. (2007). İlköğretim Eğitiminde Basit Malzemelerle Yapılan Fen
Aktivitelerinin Bilimsel Süreç Becerilerine, Akademik Başarıya ve Motivasyona
Etkisi. Celal Bayar Üniversitesi Fen Bilimleri Enstitüsü, Yüksek Lisans Tezi,
Manisa.
Bonney, C., Kempler, M.T., Zusho, A., Coppola, P.B., & Pintrich, R. P. (2005). Student
Learning in Science Classrooms: What role does motivation play? In Steve Alsop
(Ed). Beyond Cartesian Dualism, 83–97.
Bronson, M.B. (2000). Self-regulation in early childhood: Nature and nurture. New
York: The Guilford Press.
GÜ, Gazi Eğitim Fakültesi Dergisi, Cilt 30, Sayı 2 (2010) 561-584 582
Debacker, T.K., & Nelson, R.M. (2000). Motivation to Learn Science: Differences
Related to Gender, Class Type, and Ability. The Journal of Educational
Research, 93(4), 245-254.
Dede, Y., & Yaman, S. (2008). Fen Öğrenmeye Yönelik Motivasyon Ölçeği: Geçerlik
ve Güvenirlik Çalışması. Necatibey Eğitim Fakültesi Elektronik Fen ve
Matematik Eğitimi Dergisi (EFMED), 2(1), 19-37.
Dunn, D.J., & Stephens, C.E. (1972). Management of Personel Manpower-Management and Organizational Behaviour. New York: McGraw Hill Book Co.
Eccles, J., Wigfield, A., Harold, R.D., & Blumenfeld, P. (1993). Age and gender
differences in children’s self- and task perceptions during elementary school.
Child Development, 64, 830-847.
George, R. (2006). A cross-domain analysis of change in students’ attitudes toward
science and attitudes about the utility of science. International Journal of Science
Education, 28(6), 571-589.
Gonzalez-DeHass, A.R., Willems, P. P., & Holbein, M.F.D. (2005). Examining the
Relationship Between Parental Involvement and Student Motivation Educational
Psychology Review, 17(2).
Güngören, Ş. (2009). The Effect of Grade Level on Elementary School Students’
Motivational Beliefs in Science. Ortadoğu Teknik Üniversitesi, Yüksek Lisans
Tezi, Ankara.
Güngören, Ş., & Sungur, S. (2009). The Effect of Grade Level on Elementary School
Students’ Motivational Beliefs in Science. The International Journal of
Learning, 16(3), 495-506.
Güvercin, Ö. (2008). Investigating Elementary Students’ Motivation Towards Science
Learning: A Cross Age Study. Ortadoğu Teknik Üniversitesi, Yüksek Lisans
Tezi, Ankara.
GÜ, Gazi Eğitim Fakültesi Dergisi, Cilt 30, Sayı 2 (2010) 561-584 583
Hynd, C., Holschuh, J., & Nist, S. (2000). Learning complex scientific information:
motivation theory and its relation to student perceptions. Reading & Writing
Quarterly, 16, 23–57.
Lee, O., & Brophy, J. (1996). Motivational patterns observed in sixth-grade science
classrooms. Journal of Research in Science Teaching, 33(3), 585–610.
Napier, J.D., & Riley, J.P. (1985). Relationship between affective determinants and
achievement in science for seventeen-year-olds. Journal of Research in Science
Teaching, 22(4), 365–383.
Nolen, S.B., & Haladyna, T.M. (1989). Psyching out the science teacher: Students’
motivation, perceived teacher goals and study strategies. Paper presented at the
annual meeting of the American Educational Research Association, San
Francisco, CA.
Paris, S.G., & Turner, J.C. (1994). Situated Motivation. In P. Pintrich, D. Brown, &
C.E. Weinstein, (Eds.), Student motivation, cognition, and learning: Essays in
honor of Wilbert J. McKeachie, Hillsdale, NJ: Lawrence Erlbaum, 213-237.
Patrick, H., Mantzicopoulos, P., Samarapungavan, A., & French, B.F. (2008). Patterns
of Young Children’s Motivation for Science and Teacher–Child Relationships.
The Journal of Experimental Education, 76(2), 121–144.
Pintrich, P.R. (2003). A motivational science perspective on the role of student
motivation in learning and teaching contexts. Journal of Educational Psychology,
95(4), 667-686.
Pintrich, P.R., & Schunk, D.H. (2002). Motivation in education: Theory, research, and
applications (Second edition). Pearson education, NJ: Merrill Prentice Hall.
Pintrich, P.R., Marx, R.W., & Boyle, R.A. (1993). Beyond cold conceptual change: The
role of motivational beliefs and classroom contextual factors in the process of
conceptual change. Review of Educational Research, 63, 167–199.
Singh, K., Graville, M., & Dika, S. (2002). Mathematics and science achievement:
Effects of motivation, interests and academic engagement. Journal of
Educational Research, 95(6), 323–332.
Sungur, S., & Güngören, Ş. (2009). The Role of Classroom Environment Perceptions in
GÜ, Gazi Eğitim Fakültesi Dergisi, Cilt 30, Sayı 2 (2010) 561-584 584
Self-Regulated Learning and Science Achievement. Elementary Education Online, 8(3),
883-900.
Talib, O., Luan W.S., Azhar, S.C., & Abdullah, N. (2009). Uncovering Malaysian
Students’ Motivation to Learning Science. European Journal of Social Sciences,
8(2), 266-276.
TTKB (Talim Terbiye Kurulu Başkanlığı). (2006). İlköğretim Fen ve Teknoloji Dersi
Öğretim Programı. MEB. Ankara.
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), 639-654.
Urdan, T., & Midgley, C. (2003). Changes in the perceived classroom goal structure and
pattern of adaptive learning during the early adolescence. Contemporary
Educational Psychology, 28, 524-551.
Wigfield, A., & Wentzel, K.R. (2007). Introduction to motivation at school:
Interventions that work. Educational Psychologist, 42(4), 191-196.
Wigfield, A., & Eccles, J. S. (1994). Children’s competence beliefs, achievement
values, and general self esteem change across elementary and primary school.
Journal of Early Adolescence, 14(2), 107–138.
Yazıcı, H. (2009). Öğretmenlik Mesleği, Motivasyon Kaynakları ve Temel Tutumlar:
Kuramsal Bir Bakış. Kastamonu Eğitim Dergisi, 17(1), 33-46.
Yılmaz, H., & Huyugüzel Çavaş, P. (2007). Reliability and Validity Study of the
Students’ Motivation toward Science Learning (SMTSL) Questionnaire.
İlköğretim Online, 6(3), 430-440.
Zusho, A., Pintrich, P.R., & Coppola, B. (2003). Skill and will: The role of motivation
and cognition in the learning of college chemistry. International Journal of
Science Education, 25, 1081–1094.

Thank you for copying data from http://www.arastirmax.com