Publication: Lise öğrencilerinin kimya dersine ilişkin olumsuz motivasyon, tutum ve metaforlarının nedenlerinin incelenmesi : bir karma yöntem araştırması
Abstract
Bu çalışmada lise öğrencilerinin kimya dersine ilişkin olumsuz motivasyon, tutum ve metaforlarının nedenleri incelenmiştir. Çalışmada nicel veriler nitel verileri desteklemek amacıyla kullanılmıştır. Bu kapsamda karma bir çalışma yürütülmesi amaçlanarak Sıralı Açıklayıcı Desen (Explanatory) kullanılmıştır. Çalışmanın evrenini İstanbul ili Ümraniye ilçesindeki bir özel öğretim kursundaki farklı liselerde öğrenim gören 10, 11 ve 12. sınıf öğrencileri oluşturmuştur. Toplam 219 öğrenci ile yürütülen çalışmada öğrencilere Kimya Motivasyon Ölçeği (KMÖ) ve Kimya Tutum Ölçeği (KTÖ) uygulanmıştır. Ayrıca öğrencilerin tamamından kimya ile ilgili metafor üretmeleri istenmiştir. Metaforlar içerik analizi yöntemiyle kategorilere ayrılmıştır. İçerik analizinden sonra metaforlar olumlu-olumsuz olmak üzere iki ana kategoriye ayrılmıştır. Bunun dışında 17 kategori ve alt temalar oluşturulmuştur. Araştırmanın nitel boyutunda temeli oluşturacak yarı yapılandırılmış görüşme yapılması amacıyla öğrencilerden hem kimya motivasyon ve kimya tutum puanları düşük hem de ürettiği metaforu olumsuz olanlar belirlenmiştir. Belirlenen 45 öğrenciden gönüllü olan 12 öğrenci ile görüşme yapılmıştır. Görüşme yapılan 12 öğrenciye yarı yapılandırılmış görüşme formunda bulunan 8 soru sorulmuş ve soruların cevapları ses kayıt cihazı ile kaydedilmiştir. Elde edilen bulgulardan yola çıkılarak öğrencilerin kimyaya karşı olumsuz motivasyon, tutum ve metafora sahip olmalarının kimya öğretmenlerinin sınıf içi durumu, öğretmenin kimya bilgisi ve teknoloji konularında yetersizlikleri, laboratuvarda ders işlememe, deney yapmama, okul veya sınıf ortamının kötü olması ve meslek seçimlerinde kimyanın gerekli olmaması gibi nedenleri olduğu sonucuna ulaşılmıştır.
In this study, the reasons for high school students' negative motivations, attitudes, and metaphors towards chemistry lessons were examined. Quantitative data were used in the study to support qualitative data. In this context, an Explanatory Pattern was used with the aim of conducting a mixed study. The universe of the study consisted of 10th, 11th, and 12th-grade students studying at different high schools in a private education course in Ümraniye district of Istanbul. In the study conducted with a total of 219 students, Chemistry Motivation Questionnaire (CMQ) and Chemistry Attitude Questionnaire (CAQ) were applied to the students. In addition, all students were asked to produce metaphors about chemistry. Metaphors are categorized by the content analysis method. After the content analysis, metaphors were divided into two main categories as positive and negative. Apart from this, 17 categories and sub-themes were created. In order to conduct semi-structured interviews, which will form the basis of the qualitative dimension of the research, students who have low motivation and chemistry attitude scores and negative metaphors were determined. Interviews were conducted with 12 students who volunteered out of 45 selected students. 8 questions in the semi-structured interview form were asked to the 12 students who were interviewed, and the answers to the questions were recorded with a voice recorder. Based on the findings obtained, students' negative motivation, attitudes, and metaphors towards chemistry are related to the classroom situation of chemistry teachers, their inadequacies in chemistry knowledge and technology, not teaching in the laboratory, not doing experiments, bad school or classroom environment, and the lack of chemistry in career choices.
In this study, the reasons for high school students' negative motivations, attitudes, and metaphors towards chemistry lessons were examined. Quantitative data were used in the study to support qualitative data. In this context, an Explanatory Pattern was used with the aim of conducting a mixed study. The universe of the study consisted of 10th, 11th, and 12th-grade students studying at different high schools in a private education course in Ümraniye district of Istanbul. In the study conducted with a total of 219 students, Chemistry Motivation Questionnaire (CMQ) and Chemistry Attitude Questionnaire (CAQ) were applied to the students. In addition, all students were asked to produce metaphors about chemistry. Metaphors are categorized by the content analysis method. After the content analysis, metaphors were divided into two main categories as positive and negative. Apart from this, 17 categories and sub-themes were created. In order to conduct semi-structured interviews, which will form the basis of the qualitative dimension of the research, students who have low motivation and chemistry attitude scores and negative metaphors were determined. Interviews were conducted with 12 students who volunteered out of 45 selected students. 8 questions in the semi-structured interview form were asked to the 12 students who were interviewed, and the answers to the questions were recorded with a voice recorder. Based on the findings obtained, students' negative motivation, attitudes, and metaphors towards chemistry are related to the classroom situation of chemistry teachers, their inadequacies in chemistry knowledge and technology, not teaching in the laboratory, not doing experiments, bad school or classroom environment, and the lack of chemistry in career choices.