Öğrenmeyi etkileyen önemli faktörlerden biri de derse karşı geliştirilen kaygıdır. Bu araştırmada, öğrencilerde fen dersine yönelik kaygıya yol açan nedenleri belirlemek amaçlanmıştır. Araştırma 2017-2018 eğitim-öğretim yılının ilk döneminde yürütülmüş olup, araştırmaya 6., 7. Ve 8. Sınıfta öğrenim gören toplam 296 ortaokul öğrencisi katılmıştır. Öğrencilerin görüşleri doğrultusunda elde edilen veriler içerik analizi tekniğiyle çözümlenmiştir. Araştırmanın güvenirliğini sağlamak için öğrencilerin yazılı görüşleri iki araştırmacı tarafından ayrı ayrı kodlanmıştır. Araştırmanın bulgularına göre, öğrenciler fen dersine yönelik kaygılarının nedenlerini; derse (%55,4), öğretmenlerine (%26,7), kendilerine (%3,4), sosyal çevrelerine (%4,1), geçmişteki bazı yaşanmış olaylara (%1,7) ve mesleki kaygılara (%3,4) bağlamıştır. Görüşleri alınan öğrencilerin %2,4’ü fen dersine ilişkin her şeyin onları kaygılandırdıklarını belirtirken, %3’ü ise fen dersine yönelik hiçbir kaygı duymadıklarını belirtmişlerdir. Bu araştırmanın sonuçlarının, aile ve öğretmenlere öğrencilerdeki fen dersine yönelik kaygısıyla başa çıkabilmeleri için yol gösterici olacağı düşünülmektedir. Fen kaygısının nedenlerinin anlaşılması, öğretmenlerin derslerini tasarlamaları açısından da önemlidir.
One of the important factors that influence learning is the fear developed against the lesson. This study aims to identify the causes of concern for the course of science in students. The research was carried out in the first period of the 2017-2018 educational year, and the research was carried out in 6, 7. and 8. A total of 296 high school students participated in the class. The data obtained in accordance with the opinions of the students are analyzed by content analysis technique. To ensure the reliability of the research, the written opinions of students are coded separately by two researchers. According to the findings of the study, students linked the causes of their concerns about the course of science; lessons (55.4 percent), teachers (26.7 percent), themselves (3.4 percent), social environments (4.1 percent), some past events (1.7 percent) and professional concerns (3.4 percent). 2.4 percent of the students who received the opinions said they were concerned about everything about the science course, while 3 percent said they were not concerned about the science course. It is believed that the results of this study will be a guide for families and teachers to cope with their concerns about the course of science in students. Understanding the reasons for science concern is also important for teachers to design their lessons.
One of the most important factors which affect learning is the level of students’ anxiety towards the course. This study aims to identify the reasons of students’ anxiety towards science course. The study was conducted in the first semester of 2017-2018 education year and 296 secondary school students in total in 6th, 7th and 8th grades participated in the study. Content analysis technique was used for analysis of data obtained in accordance with students’ views. For reliability of analysis, written expressions of students were coded by two researchers, respectively. According to findings of research, students attribute the reasons of science anxiety to the course (55,4%), teachers (26,7%), their own inadequacies (3,4%), social environments (4,1%), their past experiences (1,7%) and professional anxiety (3,4%). While 2,4 % of students claim that almost everything makes them anxious about science course; 3 percent of students expressed nothing of any anxiety towards science course. It is thought that the findings of this study will play a guiding role for parents and teachers when coping with students’ science anxiety. Understanding the reasons of science anxiety is crucial for teachers in the process of designing their instruction.
Alan : Eğitim Bilimleri
Dergi Türü : Uluslararası
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