LİSE ÖĞRENCİLERİNİN FİZİK ÖĞRENME ANLAYIŞLARININ, FİZİK ÖĞRENME YAKLAŞIMLARINI, FİZİK ÖĞRENME ÖZYETERLİLİKLERİNİ VE FİZİĞE YÖNELİK İLGİLERİNİ YORDAMA GÜCÜ

Bu çalışmanın amacı lise öğrencilerinin fizik öğrenme anlayışlarının, fizik öğrenme yaklaşımlarını, fiziğe yönelik ilgilerini ve fizik öğrenme öz-yeterliliklerini ne derecede açıkladığını belirlemektir. Çalışmaya 9. ve 10. sınıftaki 307 (erkek=128, kız=179) öğrenci katılmıştır. Veriler toplanırken tarama araştırması düşünülerek öğrencilere anket uygulanmıştır. Regresyon analizleri sonuçlarına göre öğrencilerin fizik öğrenme anlayışları; fizik öğrenme öz-yeterliliklerini, fiziğe yönelik ilgilerini, derin fizik öğrenme yaklaşımlarını ve yüzeysel fizik öğrenme yaklaşımlarını anlamlı bir şekilde açıklamıştır. Öğrencilerin fiziğe yönelik ilgileri, üst düzey öğrenme anlayışlarından ‘anlama ve farklı bakış’; derin fizik öğrenme yaklaşımları üst düzey öğrenme anlayışları, ‘bilginin artması’, ‘uygulama’, ‘anlama ve farklı bakış’; yüzeysel fizik öğrenme yaklaşımı alt düzey öğrenme anlayışlarından ‘ezberleme’ ve ‘test çözme’ tarafından pozitif ve anlamlı bir şekilde yordanmıştır. Ayrıca öğrencilerin derin fizik öğrenme yaklaşımları, alt düzey öğrenme anlayışlarından ‘ezberleme’; yüzeysel fizik öğrenme yaklaşımları, üst düzey öğrenme anlayışlarından ‘uygulama’ tarafından negatif ve anlamlı bir şekilde yordanmıştır.

Anahtar Kelimeler:

Fizik öğrenme anlayışları, fizik öğrenme özyeterlilikleri, fizik öğrenme yaklaşımları, fiziğe yönelik ilgi

THE PREDICTIVE POWER OF HIGH SCHOOL STUDENTS’ CONCEPTIONS OF LEARNING PHYSICS ON THEIR APPROACHES TO LEARNING PHYSICS, SELFEFFICACY OF LEARNING PHYSICS AND INTEREST IN PHYSICS

The purpose of this study is to identify how well high school students’ conceptions of learning physics explain their approaches to learning physics, interests in physics and self-efficacy of learning physics. 307 (male=128, female=179) students in 9th and 10th grade students participated in the study. Considering the correlational research, questionnaires were administered to students while collecting the data. According to results of regression analyses, students’ conceptions of learning physics significantly explained their self-efficacy of learning physic, interests in physics, deep approaches to learning physics and surface approaches to learning physics. Students’ high-level conception of learning physics ‘understanding and seeing in a new way’ positively and significantly explained their interests in physics, high-level conceptions of learning physics ‘increase of knowledge’, ‘applying’ and ‘understanding and seeing in a new way’ positively and significantly explained their deep approaches to learning physics, and low-level conceptions of learning physics ‘memorizing’ and ‘testing’ positively and significantly explainedtheir surface approaches to learning physics. In addition, students’ lowlevel conception of learning physics ‘memorizing’ negatively and significantly explained their deep approaches to learning physics, and their high-level conception of learning physics ‘applying’ negatively and significantly explained their surface approaches to learning physics.

Keywords:

Conceptions of learning physics, self-efficacy of learning physics, approaches to learning physic, interest in physics,

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