Hamide ERTEPINAR, Esme HACIEMİNOĞLU, Özgül TÜZÜN YILMAZ

Investigating elementary students' learning approaches, motivational goals, and achievement in science

Bu çalışmada öğrencilerin öğrenme yaklaşımları, güdüsel hedefleri, daha önceki fen dersi başarıları ve atom teorisi ile ilgili kavramlardaki başarıları arasındaki ilişki incelenmiştir. Ayrıca cinsiyetin ve sosyodemografik değişkenlerin öğrencilerin öğrenme yaklaşımlarına, güdüsel hedeflerine ve atom teorisi ile ilgili kavramlardaki başarılarına etkisi araştırılmıştır. Çalışmanın örneklemini 416 yedinci sınıf öğrencileri oluşturmaktadır. Fen Başarı Testi (özellikle atom konusuyla ilgili kavramlar için hazırlanmış), Öğrenme Yaklaşımları Ölçeği, ve Başarı Motivasyonu Ölçeği öğrencilere uygulanmıştır. Korelasyon analizlerinin sonucuna göre öğrencilerin anlamlı öğrenme, performans oryantasyonları, ve kendine güvenleri arasında pozitif bir ilişki bulunmuştur. Öğrencilerin daha önceki fen dersi başarıları ile atom teorisi ile ilgili kavramlardaki başarıları, anlamlı öğrenme ve kendine güvenleri arasında pozitif bir ilişki bulunurken, performans oryantasyonları ve ezbere dayalı öğrenme arasında negatif bir ilişki bulunmuştur. ANOVA analizi sonuçlarına göre katılımcıların anne ve babalarının eğitim durumlarının, atom teorisi ile ilgili kavramlardaki başarıları, anlamlı öğrenme, ezbere dayalı öğrenme, ve performans oryantasyonaları yaklaşımları üzerinde anlamlı etkisi bulunmuştur.

İlkokul öğrencilerinin öğrenme yaklaşımlarının, güdüsel hedeflerinin ve fen başarılarının incelenmesi

This study examined the relationships among students’ learning approaches, motivational goals, previous science grades, and their science achievement for the concepts related to atomic theory and explored the effects of gender and sociodemographic variables on students’ learning approaches, motivational goals, and their science achievement for the concepts related to atomic theory. The sample constituted 416 seventh grade elementary students. A Science Achievement Test (specifically designed for atomic theory), A Learning Approach Questionnaire, and An Achievement Motivation Questionnaire were administered to the students. Results of the correlation analyses revealed positive relationships among meaningful learning, performance orientation, and self efficacy. Students’ previous science grades were positively correlated with achievement, meaningful learning, and self-efficacy and negatively correlated with rote learning and performance orientations. ANOVA results revealed that participants’ parents’ education level had significant effect on their achievement and meaningful learning, rote learning, and approach performance orientations.

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