Özet:

The aim of this study is to determine the level of the relationship between the students who study in primary school’s self-question and the motivation to learn science, how these variables change in terms of the students’ parents and the time of study and the time of speech in the class. In this context, the method of relational scan was used. The examples of the study are made up of 152 primary school students studying in three primary schools connected to the Erzurum or Yakutiye district. The appropriate sample method is used in the selection of the sample. In the study, the Science Learning Motivation Scale, the Research Question Self-Perception Scale and Demographic Information Survey were used as a data collection tool. After all, the motivation for students to learn science differs from the point of view of their parents and the time of study, while the perceptions of self-sufficiency to question research differ from the point of view of the time the teacher gives students to express themselves in the course. Correlation analysis has established a high-level meaningful relationship between the perception of the student’s self-sufficiency to learn science and the level of motivation to learn science. There are also significant relationships between the perception of self-evidence towards learning and the lower dimensions of the motivation scale towards learning.

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