Bircan DÖKMECİOĞLU, Yasemin TAŞ, Sündüs YERDELEN

Predicting Students' Self-Efficacy towards Learning Science by Constructivist Learning Environment Perceptions

This study investigated predictive effect of middle school students’ perceptions of constructivist science learning environment on their self-efficacy towards learning science. 663 seventh grade students from 15 public schools in Erzurum participated in the study. Self-report questionnaires were used to collect data in spring semester of 2016-2017 academic year. Multiple linear regression analysis showed that all perceived constructivist science learning environment features (i.e., personal relevance, uncertainity, critical voice, shared control, and student negotiation) statistically significantly and positively predict students’ efficacy beliefs in science. Students’ constructivist learning environment perceptions accounted for 56.5% of the variance in their self-efficacy beliefs. These findings indicated that when students take active role in their learning, given opportunities for freely asking questions, participate in class discussions and share their knowledge with classmates, they are more likely to have higher confidence for learning science.

Öğrencilerin Fen Öğrenmeye Yönelik Öz-Yeterliklerinin Yapılandırmacı Öğrenme Ortamı Algıları ile Yordanması

Bu çalışmada, öğrencilerin yapılandırmacı fen öğrenme ortamı algılarının, fen öğrenmeye yönelik öz-yeterlikleri üzerindeki yordayıcı etkisi araştırılmıştır. Çalışmaya Erzurum'daki 15 devlet okulundan 663 yedinci sınıf öğrencisi katılmıştır. Veriler 2016-2017 akademik yılının bahar döneminde ölçekler uygulanarak toplanmıştır. Çoklu doğrusal regresyon analizi, algılanan yapılandırmacı fen öğrenme ortamının tüm alt boyutlarının (Dünya’yı öğrenme, bilimi öğrenme, düşüncelerini ifade etmeyi öğrenme, öğrenmeyi öğrenme ve iletişim kurmayı öğrenme) öğrencilerin fen öğrenmeye yönelik öz-yeterlik inancını istatistiksel olarak anlamlı ve pozitif olarak yordadığını göstermiştir. Öğrencilerin yapılandırmacı öğrenme ortamı algıları, öz-yeterlik inançlarındaki varyansın %56.5'ini açıklamıştır. Bu bulgulara dayanarak, öğrencilerin kendi öğrenmelerinde aktif rol aldıkları, sınıfta öğrendikleri bilgilerle kendi deneyimlerini ilişkilendirebildikleri, rahatça soru sorma fırsatı buldukları, sınıf içi tartışmalara katıldıkları ve bilgilerini paylaşma şansına sahip oldukları sınıflarda, fen konularını öğrenme ve hatta zor olan fen problemlerini çözme konusunda daha fazla güven geliştirebildikleri söylenebilir.

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