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LİSE ÖĞRENCİLERİNİN FİZİK ÖĞRENME ANLAYIŞLARININ, FİZİK ÖĞRENME YAKLAŞIMLARINI, FİZİK ÖĞRENME ÖZ-YETERLİLİKLERİNİ VE FİZİĞE YÖNELİK İLGİLERİNİ YORDAMA GÜCÜ

Serkan KAPUCU Adıyaman Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, Yıl: 9, Sayı: 25, Nisan 2017 134 THE PREDICTIVE POWER OF HIGH SCHOOL STUDENTS’ CONCEPTIONS OF LEARNING PHYSICS ON THEIR APPROACHES TO LEARNING PHYSICS, SELF-EFFICACY OF LEARNING PHYSICS AND INTEREST IN PHYSICS

Journal Name:

  • Adıyaman Üniversitesi Sosyal Bilimler Enstitüsü Dergisi

Publication Year:

  • 2017

Key Words:

Keywords (Original Language):

Author NameUniversity of Author
Abstract (2. Language): 
The purpose of this study is to identify how well high school students’ conceptions of learning physics explain their approaches to learning physics, interests in physics and self-efficacy of learning physics. 307 (male=128, female=179) students in 9th and 10th grade students participated in the study. Considering the correlational research, questionnaires were administered to students while collecting the data. According to results of regression analyses, students’ conceptions of learning physics significantly explained their self-efficacy of learning physic, interests in physics, deep approaches to learning physics and surface approaches to learning physics. Students’ high-level conception of learning physics ‘understanding and seeing in a new way’ positively and significantly explained their interests in physics, high-level conceptions of learning physics ‘increase of knowledge’, ‘applying’ and ‘understanding and seeing in a new way’ positively and significantly explained their deep approaches to learning physics, and low-level conceptions of learning physics ‘memorizing’ and ‘testing’ positively and significantly explained their surface approaches to learning physics. In addition, students’ low-level conception of learning physics ‘memorizing’ negatively and significantly explained their deep approaches to learning physics, and their high-level conception of learning physics ‘applying’ negatively and significantly explained their surface approaches to learning physics.
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Abstract (Original Language): 
Bu çalışmanın amacı lise öğrencilerinin fizik öğrenme anlayışlarının, fizik öğrenme yaklaşımlarını, fiziğe yönelik ilgilerini ve fizik öğrenme öz-yeterliliklerini ne derecede açıkladığını belirlemektir. Çalışmaya 9. ve 10. sınıftaki 307 (erkek=128, kız=179) öğrenci katılmıştır. Veriler toplanırken korelasyonel araştırma kapsamında öğrencilere anketler uygulanmıştır. Regresyon analizleri sonuçlarına göre öğrencilerin fizik öğrenme anlayışları; fizik öğrenme öz-yeterliliklerini, fiziğe yönelik ilgilerini, derin fizik öğrenme yaklaşımlarını ve yüzeysel fizik öğrenme yaklaşımlarını anlamlı bir şekilde açıklamıştır. Öğrencilerin üst düzey öğrenme anlayışı ‘anlama ve farklı bakış’ fiziğe yönelik ilgilerini, üst düzey öğrenme anlayışları ‘bilginin artması’, ‘uygulama’ ve ‘anlama ve farklı bakış’ derin fizik öğrenme yaklaşımlarını ve alt düzey öğrenme anlayışları ‘ezberleme’ ve ‘test çözme’ yüzeysel fizik öğrenme yaklaşımlarını pozitif ve anlamlı bir şekilde yordamıştır. Ayrıca öğrencilerin alt düzey öğrenme anlayışı ‘ezberleme’ derin fizik öğrenme yaklaşımlarını ve üst düzey öğrenme anlayışı ‘uygulama’ yüzeysel fizik öğrenme yaklaşımlarını negatif ve anlamlı bir şekilde yordamıştır.
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