Fen öğrenme yaklaşımlarının öğrenme ortamı algıları ve hedef yönelimleri ile ilişkisi

Bu çalışmada, lise öğrencilerinin fen öğrenme yaklaşımlarınınöğrenme ortamı algıları ve başarı hedefleri ile olan ilişkisininincelenmesi amaçlanmıştır. Çalışmaya üç lisenin 9-12. sınıflarındaöğrenim gören 800 lise öğrencisi katılmıştır. Alanyazın taramasınadayandırılarak oluşturulan kavramsal model yapısal eşitlikmodellemesi kullanılarak test edilmiştir. Çalışmada toplananverilerin analizi önerilen modeli desteklemiştir. Çalışmanınbulguları öğrenme ortamı algılarının ve öğrenme yaklaşmahedeflerinin öğrencilerin derin öğrenme yaklaşımlarını olumluolarak etkilediğini göstermiştir. Ayrıca öğrencilerin öğrenmeyaklaşma hedef yönelimlerinin fen öğrenme yaklaşımları veöğrenme ortamı algıları arasındaki ilişkiyi etkilediği tespitedilmiştir. Başka bir ifadeyle öğrencilerin öğrenme yaklaşmahedefleri, öğrenme ortamı algılarının derin öğrenme yaklaşımlarıüzerindeki olumlu etkisini artırmıştır. Ayrıca, öğrencilerinperformans yaklaşma, performans uzaklaşma ve öğrenmeuzaklaşma hedeflerinin yüzeysel öğrenme yaklaşımlarını olumluyönde etkilediği sonucuna ulaşılmıştır. Son olarak, öğrencilerinöğrenme ortamı algılarının öğrenme yaklaşma hedeflerini olumluyönde etkilediği tespit edilmiştir. Çalışmanın öğretim veöğrenmeye yönelik uygulamaları tartışılmıştır.

Relations of approaches to learning with perceptions of learning environment and goal orientations

This study aimed to investigate the relationships among highschool students approaches to learning science, perceptions ofclassroom learning environment, and achievement goals. Theparticipants of the study included 800 high school students from9th to 12th grade in three public schools. A conceptual modelconstructed based on literature were tested with structuralequation modeling. The analysis of the data collected in this studysupported the hypothesized model. The findings revealed thatstudents pe rceptions of classroom environment and mastery-approach goals affected positively their deep approaches tolearning science. In this study, the mediated effect of mastery-approach goals was observed. Mastery approach goals increasedthe effect of the perce ptions of classroom learning environment ondeep approaches to learning science. Moreover, it was found thatperformance - approach, performance -avoidance and mastery-avoidance goals were positively associated with surface -approaches to learning science. Finally, in this study, the positiveeffect of students perceptions of classroom learning environmenton their mastery- approach goals was observed. The implicationsof the study for teaching and learning were discussed.

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