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Bu çalışmanın amacı, ortaokullarda öğrenim gören öğrencilerin yapılandırmacı öğrenme ortamı algısı ve fen bilimleri dersine katımlarının demografik değişkenler açısından değişimini ve bu iki faktör arasındaki ilişkiyi tespit etmektir. Çalışmada nicel araştırma yaklaşımlarından betimsel model kullanılmıştır. Bu doğrultuda çalışmanın örneklemini Erzurum ili Yakutiye ve Aziziye ilçesine bağlı 5 ortaokulda öğrenim gören 206 öğrenci oluşturmaktadır. Çalışmada veri toplama aracı olarak “Yapılandırmacı Öğrenme Ortamı Ölçeği” ve “Derse Katılım Ölçeği” kullanılmıştır. Yapılan analizler doğrultusunda öğrencilerin yapılandırmacı öğrenme ortamı algısı ve derse katılım düzeyleri cinsiyet, sınıf düzeyi ve öğretmenin cinsiyeti açısından değişmezken yapılandırmacı öğrenme ortam algısı öğrencilerin öğrenim gördüğü sınıf mevcudu açısından anlamlı fark göstermektedir. Ayrıca yapılandırmacı öğrenme ortam algısı ile derse katılım ve derse katılım boyutları olan davranışsal, duyuşsal, bilişsel ve aracı katılım arasında ilişkinin olduğu tespit edilmiştir.
The aim of this study is to determine the change in the perception of the constructivist learning environment and the engagement of science lesson students in terms of demographic variables and the relationship between these two factors. Descriptive model which is a quantitative research approach was used in the study. The sample of this study consisted of 206 students who were studying in 5 middle schools in Yakutiye and Aziziye district of Erzurum province. In the study, "Constructivist Learning Environment Survey" and "Student Engagement Scale" were used as data collection tools. In the light of the analyses, while the constructivist learning environment perception and the level of engagement of the students do not change in terms of sex, class level and sex of the teacher. Constructivist learning environment perception has a significant difference in terms of the number of students in class. In addition, it has been found that there is a relationship between constructivist learning environment perception and classroom engagement. It was determined that there is a relationship between behavioral, emotional, cognitive and agentic engagement dimensions of classroom engagement.
The aim of this study is to determine the change in the perception of constructivist learning environment and the engagement of science lesson students in terms of demographic variables and the relationship between these two factors. Descriptive model which is a quantitative research approach was used in the study. The sample of this study consisted of 206 students who were studying in 5 middle schools in Yakutiye and Aziziye district of Erzurum province. In the study, “Constructivist Learning Environment Survey” and “Student Engagement Scale” were used as data collection tools. In the light of the analyzes, while the constructivist learning environment perception and the level of engagement of the students do not change in terms of sex, class level and sex of the teacher. Constructivist learning environment perception has a significant difference in terms of number of students in class. In addition, it has been found that there is a relationship between constructivist learning environment perception and classroom engagement. It was determined that there is a relationship between behavioral, emotional, cognitive and agentic engagement dimensions of classroom engagement.
Field : Eğitim Bilimleri
Journal Type : Ulusal
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