Publication: 8. sınıf öğrencilerinin fen başarılarını açıklayan bir yapısal eşitlik modeli
Abstract
İçinde bulunduğumuz yüzyıl teknoloji çağıdır. Bilgiye ulaşmak eskisinden çok daha ol-maktadır. Bu açıklamalar arasından geçerli olanı anlamak zorlaşmıştır. Bilimsel bilgiyi görüş-lerden ayırt edebilen ve bilimsel bilgi ışığında düşünen fen-okuryazarı bireylere ihtiyaç var-dır. Ülkemizde uygulanmakta olan fen bilgisi öğretim bunu gerçekleştirmeyi hedeflemektedir. Öğrencilerin eğitim hayatları boyunca göstermiş oldukları başarılarının ar-kasında bilişsel ve duyuşsal değişkenlerin etkisi bilinmektedir. Ancak bu değişkenlerin ne ölçüde etkili olduğu birbirinden farklılık göstermektedir. Bu çalışmada ortaokul sekizinci sınıf öğrencilerinin algılanan ebeveyn etkileri, feni öğrenme yaklaşımları, fen ve teknolojiye yönelik öz-yeterlik, temel psikolojik ihtiyaçlar, fene yönelik kaygı, fen eğitimine yönelik tu-tumları, fene yönelik motivasyonları ile fen başarıları” arasında ortaya çıkan yordayıcı, açık-layıcı nitelikteki ilişkiler bir model üzerinde incelenmesi amaçlanmıştır. Araştırmanın örnek-lemi İstanbul il merkezindeki ortaokul sekizinci sınıf öğrencileri oluştururken; çalışmada ta-rama modeli kullanılmıştır. Bu çalışmada örneklem olarak seçilen öğrencilere Fen ve Tekno-lojiye Yönelik Öz-Yeterlik Ölçeği, Algılanan Ebeveyn Etkisi Ölçeği, Feni Öğrenme Yak-laşımları Ölçeği, Temel Psikolojik İhtiyaçlar Ölçeği, Fene Yönelik Kaygı Ölçeği, Fen Eğiti-mine Yönelik Motivasyon Ölçeği, Fene Yönelik Tutum Ölçeği ve Fen Bilgisi Başarı Testi uygulanmıştır. Araştırma sonucunda elde edilen veriler yapısal eşitlik modellerinden Yapısal Regresyon Modeli ile analiz edilmiştir. Araştırma sonunda elde edilen verilere göre; fene yönelik tutumun fen başarısını (β= .51) orta düzeyde ve pozitif yönde, fene yönelik kaygının fen başarısını (β=-.12) düşük düzeyde ve negatif yönde, temel psikolojik ihtiyaçların fen başarısını (β=1.19) anlamlı ve pozitif yönde yordadığı görülmüştür. Önerilen modelin uyumlu olduğu kabul edilmiştir. Ayrıca incelenen değişkenlerin kendi içlerini birbirlerini yordadığı görülmüştür. Algınan ebeveyn etkisi temel psikolojik ihtiyaçları (β=6.79) anlamlı ve pozitif yönde; temel psikolojik ihtiyaçlar tutumu (β=1.80) anlamlı ve pozitif yönde; fene yönelik tutum fen kaygısını (β= -.15) negatif yönlü ve düşük düzeyde; fene yönelik motivasyon kaygıyı (β= -.62) anlamlı ve negatif yönde; fen öğrenme yöntemleri motivasyonu (β= -.53) anlamlı ve negatif yönde; algınan ebeveyn etkisi fen öğrenme yöntemlerini (β=-5.12) anlamlı ve negatif; temel psikolojik ihtiyaçlar fen özyeterliliği (β=1.71) anlamlı ve pozitif yönde yordadığı görülmüştür. Birbiri ile ilişkili olan bu değişkenlerin bir arada bulunduğu bir fen öğretim programının ge-liştirilerek uygulanması, fen başarısını önemli ölçüde arttırabileceği düşünülmektedir.
The century we live in is the age of technology. Explanations are much more easier than before. However, it becomes difficult to differentiate correct information from opinions or other explanations. There is a need for scientifically literate individuals who can make that differentiation and think in the light of scientific knowledge. The science curriculum being implemented in our country also aims to achieve this. The effect of cognitive and affective variables behind the achievement of students throughout their education life is known. How-ever, the extent to which these variables are effective differs from each other. In this study, the relationship between perceived parental influences, science learning approaches, self-efficacy towards science and technology, basic psychological needs, anxiety towards science, attitudes towards science education, motivation towards science and science achievement of middle school eighth grade students was investigated in this study. Predictive and explanato-ry relations were tried to be examined on a model.The sample of the study consisted of eighth grade students from different secondary schools in the city center of Istanbul, and the survey model was used in the study.The Self-Efficacy Scale for Science and Technology, Perceived Parent Effect for the students selected as the sample in this study Scale, Science Learning Approaches Scale, Basic Psychological Needs Scale, Science Anxiety Scale, Sci-ence Education Motivation Scale, Science Attitude Scale and Science Achievement Test were applied.The data obtained as a result of the research were analyzed with Structural Regres-sion Model, one of the structural equation models. According to the data obtained at the end of the research; Attitude towards science pre-dicted science achievement (β= .51) moderately and positively, anxiety towards science pre-dicted science achievement (β=-.12) at low level and negatively, basic psychological needs predicted science achievement (β=1.19) significantly and positively. seen. The proposed model is considered to be compatible. In addition, it was observed that the variables exam-ined predicted each other among themselves. The effect of perceived parental basic psycho-logical needs (β=6.79) was significant and positive; basic psychological needs attitude (β=1.80) is significant and positive; attitude towards science has negative and low level of science anxiety (β= -.15); motivation for science anxiety (β= -.62) in a significant and nega-tive way; science learning methods motivation (β= -.53) was significant and negative; per-ceived parental effect on science learning methods (β=-5.12) was significant and negative; it was seen that basic psychological needs predicted science self-efficacy (β=1.71) significantly and positively. It is thought that the development and implementation of a science teaching program in which these interrelated variables coexist can significantly increase science achievement.
The century we live in is the age of technology. Explanations are much more easier than before. However, it becomes difficult to differentiate correct information from opinions or other explanations. There is a need for scientifically literate individuals who can make that differentiation and think in the light of scientific knowledge. The science curriculum being implemented in our country also aims to achieve this. The effect of cognitive and affective variables behind the achievement of students throughout their education life is known. How-ever, the extent to which these variables are effective differs from each other. In this study, the relationship between perceived parental influences, science learning approaches, self-efficacy towards science and technology, basic psychological needs, anxiety towards science, attitudes towards science education, motivation towards science and science achievement of middle school eighth grade students was investigated in this study. Predictive and explanato-ry relations were tried to be examined on a model.The sample of the study consisted of eighth grade students from different secondary schools in the city center of Istanbul, and the survey model was used in the study.The Self-Efficacy Scale for Science and Technology, Perceived Parent Effect for the students selected as the sample in this study Scale, Science Learning Approaches Scale, Basic Psychological Needs Scale, Science Anxiety Scale, Sci-ence Education Motivation Scale, Science Attitude Scale and Science Achievement Test were applied.The data obtained as a result of the research were analyzed with Structural Regres-sion Model, one of the structural equation models. According to the data obtained at the end of the research; Attitude towards science pre-dicted science achievement (β= .51) moderately and positively, anxiety towards science pre-dicted science achievement (β=-.12) at low level and negatively, basic psychological needs predicted science achievement (β=1.19) significantly and positively. seen. The proposed model is considered to be compatible. In addition, it was observed that the variables exam-ined predicted each other among themselves. The effect of perceived parental basic psycho-logical needs (β=6.79) was significant and positive; basic psychological needs attitude (β=1.80) is significant and positive; attitude towards science has negative and low level of science anxiety (β= -.15); motivation for science anxiety (β= -.62) in a significant and nega-tive way; science learning methods motivation (β= -.53) was significant and negative; per-ceived parental effect on science learning methods (β=-5.12) was significant and negative; it was seen that basic psychological needs predicted science self-efficacy (β=1.71) significantly and positively. It is thought that the development and implementation of a science teaching program in which these interrelated variables coexist can significantly increase science achievement.
Description
Keywords
Algılanan Ebeveyn Etkisi, Anxiety Toward Science, Attitude Towards Science, Basic Psychological Needs, Bilim, Fen Eğitimine Yönelik Motivasyon, Fen ve Teknolojiye Yönelik Öz-Yeterlik, Fene Yönelik Kaygı, Fene Yönelik Tutum Structural Equation Modeling, Feni Öğrenme Yaklaşımları, Motivation Toward Science Education, Öğrenim ve öğretim, Perceived Parental Effect, Problem çözme, Problem solving, Sci-ence and Technology Self-Efficacy, Science, Science Learning Approaches, Study and teaching, Temel Psikolojik İhtiyaçlar, Yapısal Eşitlik Modeli(YEM)