İlköğretim 7. Sınıf Öğrencilerin Fene Karşı Meraklarının İncelenmesi/Investıgatıon of 7th grade elementary students' Scıence curıosıty

Öz Özet Bu çalışmanın amacı, ilköğretim 7. sınıf öğrencilerin fene karşı olan meraklarını incelemektir. Çalışma, 2007 yılının Mart ayında Ankara'nın Gölbaşı ilçe merkezindeki üç devlet ilköğretim okulundan toplam 152 öğrenciyle gerçekleştirilmiştir. Veri toplama aracı olarak Harty ve Beall (1984)'in geliştirdiği fen merak ölçeği Türkçe'ye çevrilerek kullanılmıştır. Ölçüm aracının Türkçe versiyonunun Cronbach Î± güvenirlik katsayısı 0.87 olarak bulunmuştur. Ölçekten elde edilen veriler, aritmetik ortalamalar, iki yönlü ANOVA ve Pearson korelasyon katsayıları ile çözümlenmiştir. Analiz sonuçlarına göre öğrencilerin genel olarak fene meraklı oldukları söylenebilir. Türk, Meksikalı ve ABD'li öğrencilerin aynı ölçüm aracından aldıkları fen merak puanları karşılaştırıldığında Türk öğrencilerin merak seviyesinin daha yüksek olduğu görülmüştür. Kız öğrencilerin fen merak seviyesinin erkek öğrencilerden daha yüksek olduğu bulunmuştur. Ayrıca, akademik başarısı yüksek olan öğrencilerin akademik başarısı düşük olan öğrencilere göre fene karşı merak seviyelerinin daha yüksek olduğu sonucuna ulaşılmıştır. Son olarak, fen merak seviyesi ile akademik başarı arasında pozitif anlamlı bir korelasyon gözlenmiştir. Anahtar Kelimeler: Fen eğitimi, Merak, Akademik başarı, Cinsiyet INVESTIGATION OF 7TH GRADE ELEMENTARY STUDENTS' SCIENCE CURIOSITY Abstract The purpose of this study is to investigate 7th grade students' science curiosity. The current study was conducted in March 2007 in Gölbaşı district of Ankara by participation of 152 seventh grade students from three public elementary schools. As a measurement tool, “Children's Science Curiosity Scale” which was developed by Harty and Beall (1984) was used by translating it to Turkish. The reliability coefficient of Cronbach Î± was found to be 0,87 for Turkish version of the instrument. The data obtained from the instrument were analyzed through mean of the scores, two-way ANOVA and Pearson correlation coefficient. In general, it can be said that students are curious about science. When compared with the students from Mexico and USA, Turkish students get higher science curiosity score from the same instrument. It is found that science curiosity level of girls is higher than that of boys. Moreover, students with high academic achievement have higher science curiosity level than students with low academic achievement. Lastly, it is observed that there is a significant positive correlation between science curiosity level and academic achievement. Key Words: Science education, Curiosity, Academic achievement, Gender

Anahtar Kelimeler:

Fen eğitimi, Merak, Akademik başarı, Cinsiyet

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Kaynakça

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