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PISA 2006 SONUÇLARINA GÖRE TÜRKİYE’DE FEN OKURYAZARLIĞINDA DÜŞÜK VE YÜKSEK PERFORMANS GÖSTEREN OKULLAR ARASINDAKİ FARKLAR

DIFFERENCES BETWEEN LOW- AND HIGH-PERFORMING SCHOOLS IN SCIENTIFIC LITERACY BASED ON PISA 2006 RESULTS IN TURKEY

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Abstract (2. Language): 
The aim of this study was to investigate the differences between low- and high performing schools in Turkey with regard to five latent variables extracted by factor analysis of students’ responses to the some of items in PISA 2006 student questionnaire. First, principle component analysis was performed to the selected items to determine the latent variables. Then, discriminant analysis was conducted to explore the differences between low-and high performing schools. The results revealed that the classified schools were significantly discriminated based on four latent variables. Whereas “student-centered activities (SCA)” were found to be encouraged low-performing schools, students in the high-performing schools tended to have high “socioeconomic status (SES)” and high “attitude towards science (ATS)”. In addition, students in high performing schools tended to better perform on daily life related science activities.
Abstract (Original Language): 
Bu çalışmanın amacı, Türkiye’de bulunan, yüksek performans göstermiş okullar ile düşük performans göstermiş okullar arasındaki farklılıkları, PISA 2006 öğrenci anketinden elde edilen beş örtük değişken temelinde incelemektir. İlk olarak, çalışmanın amacına uygun olarak seçilen PISA 2006 öğrenci anketindeki soru cevaplarına yapılan faktör çözümlemesi sonucunda örtük değişkenler belirlenmiş ve daha sonra fen okuryazarlığında yüksek performans gösteren okullar ile düşük performans gösteren okullar arasındaki farkları görebilmek için diskriminant (ayırma) analizi yöntemi kullanılmıştır. Elde edilen bulgular, okulların dört örtük değişkene göre anlamlı bir şekilde farklılaştığını göstermiştir. “Öğrenci merkezli etkinliklerin (OME)” düşük performans gösteren okullarda daha fazla teşvik edildiği bulunurken, yüksek performans gösteren okullarda öğrencilerin “sosyo-ekonomik düzeyleri (SED) ve “fene yönelik tutumları (FYT)” daha yüksek bulunmuştur. Ayrıca, yüksek performans gösteren okullardaki öğrenciler günlük yaşamla alakalı fen faaliyetlerinde daha iyi performans göstermişlerdir.
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