Ortaokul Öğrencilerinin Bilim Öğrenmeye Yönelik Daimî Motivasyonlarinin Farklı Değişkenlere Göre Incelenmesi

Bu çalışmada ortaokul öğrencilerinin bilim öğrenmeye yönelik daimi motivasyonlarını farklı değişkenlere göre incelemek amaçlanmıştır. . Araştırmanın yöntemi betimsel araştırma yöntemlerinden tarama modelidir. Çalışma grubununda, 2015-2016 eğitim-öğretim yılı bahar döneminde, Eskişehir merkezinde yer alan 4 ortaokulun 5, 6, 7 ve 8. sınıflarında öğrenim gören 1454 öğrenci yer almıştır. Araştırmada veri toplama aracı olarak Fortus ve Vedder-Weiss (2014) tarafından geliştirilen Erdoğan, Çakır, Gürel ve Şeker (2015) tarafından Türkçe’ye uyarlanan ”Daimi Bilim Öğrenme Motivasyonu (Continuing Motivation for Science Learning)” ölçeği kullanılmıştır. Araştırmadan elde edilen verilerin analizinde non-parametrik testlerden olan Mann-Whitney U testi ve Kruskall Wallis testi kullanılmıştır. Verilerin analizi sonucunda ortaokul öğrencilerinin daimi bilim öğrenmeye yönelik motivasyonlarının cinsiyetlerine, sınıf düzeylerine, yaşlarına, fen dersi başarı notlarına anne ve baba eğitim düzeylerine göre anlamlı düzeyde farklılaştığı belirlenmiştir.

Examination of Middle School Students’ Continuing Motivation for Science Learning According to Different Variables

The aim of this study is to examine middle school students’ continuing motivation for science learning according to different variables. The method of the study is survey model that is one of the descriptive research methods. Sample of the study consisted of 1454 students who were studying at 5th, 6th, 7th and 8th grades of 4 secondary schools located at the city center of Eskişehir, during 2015-2016 academic years. In this study, (Continuing Motivation for Science Learning)” which has been developed by Fortus and Vedder-Weiss (2014) and adapted to Turkish by Erdoğan, Çakır, Gürel and Şeker (2015), was used as the data collection tool. Mann-Whitney U test and Kruskall Wallis test were used in the analysis of data obtained from the study. As the result of data analysis, it was found that students’ continuing motivation for science learning was signiﬁcantly differentiated according to gender, class, age, school, ﬁnal science grade, and parents’ education levels.

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