Görüntüleme
60
İndirme
25
Araştırmanın amacı normal gelişim gösteren ve üstün yeenekli ortaokul öğrencilerinin fen bilimleri özyeterliklerini ve özyeterliklerine cinsiyetin etkisini incelemektir. tespit etmektir. Araştırma 2016-2017 eğitim öğretim yılında Kayseri ili Melikgazi ilçesinde yapılmıştır. Çalışma grubu ortaokul çağındaki üstün yetenekli 191 ve normal gelişim gösteren 443 olmak üzere toplam 634 öğrenciden oluşmaktadır. Araştırmada nicel araştırma yöntemlerinden tarama deseni kullanılmıştır. Veri toplama aracı olarak “Fen Bilimleri Özyeterlik Ölçeği” kullanılmıştır. Araştırmada kullanılan ölçeğin güvenirlik katsayısı 0.917 olarak bulunmuştur. Verilerin analizi için bağımsız örneklem t-testi kullanılmıştır. Araştırma sonuçları ortaokul öğrencileri ile aynı düzeydeki üstün yetenekli öğrencilerin fen bilimleri özyeterlikleri arasında üstün yetenekli öğrenciler lehine anlamlı bir farklılık olduğunu göstermektedir. Çalışmada iki gruptaki öğrencilerin fen özyeterlikleri arasında ustalık, duyuşsal özellikler ve teşvik faktörleri açısından anlamlı bir farklılık olup olmadığını tespit etmek amacıyla, bu faktörler tek tek ele alınarak incelenmiştir. Sonuçta uygulanan ölçekteki ustalık, duyuşsal özellikler ve teşvik faktörleri açısından üstün yetenekli öğrenciler lehine anlamlı farklılık olduğu görülmüştür. Her iki gruptaki ortaokul öğrencilerinin özyeterlik puanları cinsiyet değişkeni açısından incelendiğinde farklı cinsiyetteki öğrencilerin özyeterlik düzeyleri arasında anlamlı bir farklılık olmadığı görülmektedir.
The research’s aim is to examine the effect of gender on science self-efficacy and science self-efficacy of gifted and nongifted middle school students. The research has been carried out at the education and training term of 2016-2017 in Melikgazi district of city of Kayseri. 634 students have constituted the total research sample, 191 of whom are gifted middle school students and the remaining 443 students are middle school students with normal development. Survey research, which is one of quantitative methods, has been implemented in the research. Likert Type "Science Self-Efficacy Scale" have been used as a data collection tool. The reliability coefficient of scale used in the research has been found out as 0.917. The independent sample t-test was used to data analysis. The results show that; there is a meaningful difference in behalf of gifted students between gifted middle school students and other middle school students' science self-efficacy scores. During the research, mastery, emotional and verbal factors have been studied one by one in order to find out if there is a meaningful difference between science self-efficacy levels of two groups of students in terms of three factors. In conclusion, a meaningful difference has been appeared on behalf of gifted students in terms of mastery, emotional and verbal. When the self-efficiency scores of the middle school students in both groups were examined in terms of gender variation, it was seen that there was no significant difference between the self-efficiency levels of the students of different sexes.
The research’s aim is to examine the effect of gender on science self-efficacy and science self-efficacy of gifted and nongifted middle school students. The research has been carried out at the education and training term of 2016-2017 in Melikgazi district of city of Kayseri. 634 students have constituted the total research sample, 191 of whom are gifted middle school students and the remaining 443 students are middle school students with normal development. Survey research, which is one of quantitative methods, has been implemented in the research. Likert Type “Science Self-Efficacy Scale” have been used as a data collecting tool. The reliability coefficient of scale used in the research has been found out as 0.917. The independent sample t-test was used to data analysis. The results show that; there is a meaningful difference in behalf of gifted students between gifted middle school students and other middle school students' science self-efficacy scores. During the research, mastery, emotional and verbal factors have been studied one by one in order to find out if there is a meaningful difference between science self-efficacy levels of two groups of students in terms of three factors. In conclusion, a meaningful difference has been appeared on behalf of gifted students in terms of mastery, emotional and verbal. When the self-efficacy scores of the middle school students in both groups were examined in terms of gender variation, it was seen that there was no significant difference between the self-efficacy levels of the students of different sexes.
Alan : Eğitim Bilimleri
Dergi Türü : Uluslararası
Makale Detay 
Benzer Makaleler
PDF Görüntüle
Dergi Bilgisi
Eseri Dinleyin
Alıntı Yap
Bu Sayfayı Yazdırın
Paylaş
Mendeley
