4-6. sınıf öğrencilerinin özkontrol- özyönetim algılarının belirlenmesi ve fen eğitimine yönelik önyargılarının incelenmesi
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Date
2023
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Niğde Ömer Halisdemir Üniversitesi
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info:eu-repo/semantics/openAccess
Abstract
Fen bilimleri dersinde, öğrenciler bilimsel bilgiyi öğrenme ve anlamlandırabilme sürecinde bir dizi problemle karşılaşmaktadır. Alanyazında da belirtildiği gibi öğrencinin bireysel özellikleri, ailesi, okulu (fiziki yapı-akran-öğretmen), ders araç-gereçleri bakımından ve çevrimiçi ortamda deney gibi uygulamaları yapmadaki ve matematik becerilerindeki sınırlılıklar öğrencilerin fen bilimleri konularını öğrenmelerini etkilemektedir. Bu çalışmada öğrencilerin fen bilimleri dersine yönelik önyargıları ile bu önyargılara neden olduğu düşünülen ve öğrenme süreçlerini yönetmelerinde etkili olan öz-kontrol ve öz yönetim algılarının incelenmesi amaçlanmıştır. Bu araştırmanın örneklemini 2020-2021 eğitim ve öğretim yılında Konya Büyükşehir Belediyesi Bilgehanelerine kayıtlı 4-6. sınıf öğrencileri oluşturmaktadır. Araştırmada nicel ve nitel yöntem kullanılmıştır. Öğrencilere önce özkontrol-özyönetim algıları ölçeği sonra fen eğitimine yönelik ön yargı soru formu isimli iki ölçme aracı uygulanmıştır. Özkontrol-özyönetim ölçeği verileri SPSS 25 (IBM Corp. Released 2017. IBM SPSS Statistics for Windows, Version 25.0. Armonk, NY: IBM Corp.) programı aracılığı ile fen eğitimine yönelik ön yargı soru formu verileri ise Niğde Ömer Halisdemir Üniversitesinde Doç. Dr. Ahmet Yavuz tarafından geliştirilmekte olan NKod programı ile analiz edilmiştir. Bu araştırmanın sonucunda öğrencilerin genelinin öz kontrol-özyönetim algı seviyeleri orta düzeyin biraz üstü olarak bulunmuştur. Fen terimlerini öğrenme ve bilgiyi hatırlama konusunda zorlanma, fen eğitiminde çevrimiçi uzaktan eğitimin olumsuz etkileri, kalabalık sınıf mevcudu, matematik becerilerinin yetersizliğinin öğrencilerin fen dersini öğrenmelerinde önyargılara neden olduğu görülmüştür. Anahtar Kelimeler: Fen eğitiminde önyargı, özkontrol-özyönetim algısı, NKod
In the science course, students encounter a series of problems in the process of learning and making sense of knowledge. As stated in the literature, limitations due to personal characteristics of students, family, school (physical structure-peer-teacher), materials, and application limitations in the online environment where experiments are conducted, and lack of mathematics skills affect students' learning of science subjects. This study has aimed to examine the prejudices of the students towards the science course and their perceptions of selfcontrol-selfmanagement, which are thought to cause prejudices and are effective in managing their learning processes. The sample of this research was 4th-6th grade students registered in Konya Metropolitan Municipality Bilgehanes in 2020-2021 education and instruction year. Quantitative and qualitative methods were used in the research. The self-control-self-management perceptions scale and then the prejudice questionnaire for science education were administered to the group. The data of selfcontrol-selfmanagement scale were analysed through SPPS 25 (IBM Corp. Released 2017. IBM SPSS Statistics for Windows, Version 25.0. Armonk, NY: IBM Corp.) program and the data of prejudice for science education questionnaire were analysed by NKod, which was developed by Assoc. Dr. Ahmet Yavuz at Niğde Ömer Halisdemir University. As a result of this research, the selfcontrol-selfmanagement perceptions of the students in general were found to be slightly above the medium level. It has been observed that the difficulty in learning science terms and remembering information, the negative effects of online distance education in science education, crowded classrooms, and inadequacy of mathematics skills cause students' prejudices towards learning science. Keywords: Prejudice in science education, perception of self-control-self-management, NKod
In the science course, students encounter a series of problems in the process of learning and making sense of knowledge. As stated in the literature, limitations due to personal characteristics of students, family, school (physical structure-peer-teacher), materials, and application limitations in the online environment where experiments are conducted, and lack of mathematics skills affect students' learning of science subjects. This study has aimed to examine the prejudices of the students towards the science course and their perceptions of selfcontrol-selfmanagement, which are thought to cause prejudices and are effective in managing their learning processes. The sample of this research was 4th-6th grade students registered in Konya Metropolitan Municipality Bilgehanes in 2020-2021 education and instruction year. Quantitative and qualitative methods were used in the research. The self-control-self-management perceptions scale and then the prejudice questionnaire for science education were administered to the group. The data of selfcontrol-selfmanagement scale were analysed through SPPS 25 (IBM Corp. Released 2017. IBM SPSS Statistics for Windows, Version 25.0. Armonk, NY: IBM Corp.) program and the data of prejudice for science education questionnaire were analysed by NKod, which was developed by Assoc. Dr. Ahmet Yavuz at Niğde Ömer Halisdemir University. As a result of this research, the selfcontrol-selfmanagement perceptions of the students in general were found to be slightly above the medium level. It has been observed that the difficulty in learning science terms and remembering information, the negative effects of online distance education in science education, crowded classrooms, and inadequacy of mathematics skills cause students' prejudices towards learning science. Keywords: Prejudice in science education, perception of self-control-self-management, NKod
Description
Eğitim Bilimleri Enstitüsü, Matematik ve Fen Bilimleri Ana Bilim Dalı, Fen Bilgisi Eğitimi Bilim Dalı
Keywords
Eğitim ve Öğretim, Education and Training, Psikoloji
