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THE PREDICTIVE POWER OF HIGH SCHOOL STUDENTS’ CONCEPTIONS OF LEARNING PHYSICS ON THEIR APPROACHES TO LEARNING PHYSICS, SELFEFFICACY OF LEARNING PHYSICS AND INTEREST IN PHYSICS

Year 2017, Issue: 25, 133 - 158, 27.04.2017

Serkan Kapucu

Abstract

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’ lowlevel 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.

Keywords

Conceptions of learning physics self-efficacy of learning physics approaches to learning physic interest in physics

References

  • Bahçivan, E., & Kapucu, S. (2014). Adaptation of conceptions of learning science questionnaire into Turkish and science teacher candidates’ conceptions of learning science. European Journal of Science and Mathematics Education, 2(2), 106-118.
  • Bandura, A. (1997.) Self-efficacy: The Exercise of Control. New York: W. H. Freeman and Company.
  • Biggs, J. (1993). What do inventories of students’ learning processes really measure? A theoretical view and clarification. British Journal of Educational Psychology, 63 , 3-19.
  • Biggs, J. (1994). Approaches to learning: Nature and measurement of. In T. Husen & T. N. Postlethwaite (Eds.), The international encyclopedia of education (2nd ed., Vol. 1, pp. 319–322). Oxford, England: Pergamon.
  • Biggs, J., Kember D., & Leung, D. Y. P. (2004). Examining the multidimensionality of approaches to learning through the development of a revised version of the learning process questionnaire. British Journal of Educational Psychology, 74(2), 261-280.
  • Buehl, M. M., & Alexander, P. A. (2001). Beliefs about academic knowledge. Educational Psychology Review, 13(4), 325-351.
  • Büyüköztürk, Ş., Akgün, Ö. E., Özkahveci, Ö., & Demirel, F. (2004). The validity and reliability study of the turkish version of the motivated strategies for learning questionnaire. Educational Sciences: Theory & Practice, 4(2), 231-239.
  • Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö., Karadeniz, Ş. ve Demirel, F. (2013). Bilimsel araştırma yöntemleri. Ankara: Pegem A Yayınları
  • Byrne, B. M. (2010). Structural equation modeling with AMOS. Basic concepts, applications and programming. Taylor & Francis Group: New York.
  • Chiou, G.-L., & Liang, J.-C. (2012). Exploring the structure of science self-efficacy: a model built on high school students’ conceptions of learning and approaches to learning in science. The Asia-Pacific Education Researcher, 21(1), 83-91.
  • Chiou, G.-L., Lee, M.-H., & Tsai, C.-C. (2013). High school students’ approaches to learning physics with relationship to epistemic views on physics and conceptions of learning physics. Research in Science & Technological Education, 31(1), 1-15.
  • Chiou, G.-L., Liang, J.-C., Tsai, C.-C. (2012). Undergraduate students’ conceptions of and approaches to learning in biology: a study of their structural models and gender differences. International Journal of Science Education, 34(2), 167-195.
  • Çolak, E., & Fer, S. (2007). Öğrenme yaklaşımları envanterinin dilsel eşdeğerlik, güvenirlik ve geçerlik çalışması. Ç.Ü. Sosyal Bilimler Enstitüsü Dergisi, 16( 1).197-212.
  • Dart, B. C., Burnett, P. C., Purdie, N., Boulton-Lewis, G., Campbell, J., & Smith, D. (2000). Students' conceptions of learning, the classroom environment, and approaches to learning. The Journal of Educational Research, 93(4), 262-270.
  • Entwistle, N. J., & Peterson, E. R. (2004). Conceptions of learning and knowledge in higher education: Relationships with study behaviour and influences of learning environments. International Journal of Educational Research, 41(6), 407-428.
  • Fishbein, M., & Ajzen, I. (1975). Belief, attitude, intention and behaviour: An introduction to theory and research. Reading, MA: Addison-Wesley
  • Lee, M.-H., Johanson, R. E., & Tsai, C.-C. (2008). Exploring Taiwanese high school students’ conceptions of and approaches to learning science through a structural equation modeling analysis. Science Education, 92(2),191-220.
  • Liang, J.-C., & Tsai, C.-C. (2010). Relational analysis of college science-major students’ epistemological beliefs toward science and conceptions of learning science. International. Journal of Science Education, 32(17), 2273-2289.
  • Lin, T.-J., & Tsai, C.-C. (2013). An investigation of Taiwanese high school students’ science learning self-efficacy in relation to their conceptions of learning science. Research in Science & Technological Education, 31(3), 308-323.
  • Osborne, J. W., & Overbay, A. (2004). The power of outliers (and why researchers should always check for them). Practical Assessment, Research & Evaluation, 9(6).
  • Pallant, J. (2005). SPSS survival manual: A step by step guide to data analysis using SPSS for windows (Version 12). (2nd ed.) Maidenhead: Open University Press.
  • Pintrich, P. R., Smith D. A. F., Garcia, T., & Mckeachie, W. J. (1993). Reliability and predictive validity of the motivated strategies for learning questionnaire (mslq). Educational and Psychological Measurement, 53(3), 801–813.
  • Rokeach, M. (1968). Beliefs, Attitudes and Values. San Francisco: Jossey-Bass Inc.
  • Schermelleh-Engel, K., & Moosbrugger, H. (2003). Evaluating the fit of structural equation models: Tests of significance and descriptive goodness-of-fit measures. Methods of Psychological Research Online, 8(2), 23-74.
  • Tabachnick, B. G., & Fidell, L. S. (2007). Using multivariate statistics (5th ed.). Boston, Massachusetts: Allyn and Bacon.
  • Tekbıyık, A., & Akdeniz. A. R. (2010). A contemporary physics attitude scale for secondary school students: development, validity and reliability. Journal of Turkish Science Education, 7(4), 134-144.
  • Tsai, C.-C. (2004). Conceptions of learning science among high school students in Taiwan: A phenomenographic analysis. International Journal of Science Education, 26(14), 1733-1750.
  • Tsai, C.-C., Ho, H. N. J., Liang, J.-C., & Lin, H.-M. (2011). Scientific epistemic beliefs, conceptions of learning science and self-efficacy of learning science among high school students. Learning and Instruction, 21(6), 757-769.
  • Tsai, C.-C. (2004). Conceptions of learning science among high school students in Taiwan: A phenomenographic analysis. International Journal of Science Education, 26(14), 1733-1750.

LİSE ÖĞRENCİLERİNİN FİZİK ÖĞRENME ANLAYIŞLARININ, FİZİK ÖĞRENME YAKLAŞIMLARINI, FİZİK ÖĞRENME ÖZYETERLİLİKLERİNİ VE FİZİĞE YÖNELİK İLGİLERİNİ YORDAMA GÜCÜ

Year 2017, Issue: 25, 133 - 158, 27.04.2017

Serkan Kapucu

Abstract

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 tarama araştırması düşünülerek öğrencilere anket 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 fiziğe yönelik ilgileri, üst düzey öğrenme anlayışlarından ‘anlama ve farklı bakış’; derin fizik öğrenme yaklaşımları üst düzey öğrenme anlayışları, ‘bilginin artması’, ‘uygulama’, ‘anlama ve farklı bakış’; yüzeysel fizik öğrenme yaklaşımı alt düzey öğrenme anlayışlarından ‘ezberleme’ ve ‘test çözme’ tarafından pozitif ve anlamlı bir şekilde yordanmıştır. Ayrıca öğrencilerin derin fizik öğrenme yaklaşımları, alt düzey öğrenme anlayışlarından ‘ezberleme’; yüzeysel fizik öğrenme yaklaşımları, üst düzey öğrenme anlayışlarından ‘uygulama’ tarafından negatif ve anlamlı bir şekilde yordanmıştır.

Keywords

Fizik öğrenme anlayışları fizik öğrenme özyeterlilikleri fizik öğrenme yaklaşımları fiziğe yönelik ilgi

References

  • Bahçivan, E., & Kapucu, S. (2014). Adaptation of conceptions of learning science questionnaire into Turkish and science teacher candidates’ conceptions of learning science. European Journal of Science and Mathematics Education, 2(2), 106-118.
  • Bandura, A. (1997.) Self-efficacy: The Exercise of Control. New York: W. H. Freeman and Company.
  • Biggs, J. (1993). What do inventories of students’ learning processes really measure? A theoretical view and clarification. British Journal of Educational Psychology, 63 , 3-19.
  • Biggs, J. (1994). Approaches to learning: Nature and measurement of. In T. Husen & T. N. Postlethwaite (Eds.), The international encyclopedia of education (2nd ed., Vol. 1, pp. 319–322). Oxford, England: Pergamon.
  • Biggs, J., Kember D., & Leung, D. Y. P. (2004). Examining the multidimensionality of approaches to learning through the development of a revised version of the learning process questionnaire. British Journal of Educational Psychology, 74(2), 261-280.
  • Buehl, M. M., & Alexander, P. A. (2001). Beliefs about academic knowledge. Educational Psychology Review, 13(4), 325-351.
  • Büyüköztürk, Ş., Akgün, Ö. E., Özkahveci, Ö., & Demirel, F. (2004). The validity and reliability study of the turkish version of the motivated strategies for learning questionnaire. Educational Sciences: Theory & Practice, 4(2), 231-239.
  • Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö., Karadeniz, Ş. ve Demirel, F. (2013). Bilimsel araştırma yöntemleri. Ankara: Pegem A Yayınları
  • Byrne, B. M. (2010). Structural equation modeling with AMOS. Basic concepts, applications and programming. Taylor & Francis Group: New York.
  • Chiou, G.-L., & Liang, J.-C. (2012). Exploring the structure of science self-efficacy: a model built on high school students’ conceptions of learning and approaches to learning in science. The Asia-Pacific Education Researcher, 21(1), 83-91.
  • Chiou, G.-L., Lee, M.-H., & Tsai, C.-C. (2013). High school students’ approaches to learning physics with relationship to epistemic views on physics and conceptions of learning physics. Research in Science & Technological Education, 31(1), 1-15.
  • Chiou, G.-L., Liang, J.-C., Tsai, C.-C. (2012). Undergraduate students’ conceptions of and approaches to learning in biology: a study of their structural models and gender differences. International Journal of Science Education, 34(2), 167-195.
  • Çolak, E., & Fer, S. (2007). Öğrenme yaklaşımları envanterinin dilsel eşdeğerlik, güvenirlik ve geçerlik çalışması. Ç.Ü. Sosyal Bilimler Enstitüsü Dergisi, 16( 1).197-212.
  • Dart, B. C., Burnett, P. C., Purdie, N., Boulton-Lewis, G., Campbell, J., & Smith, D. (2000). Students' conceptions of learning, the classroom environment, and approaches to learning. The Journal of Educational Research, 93(4), 262-270.
  • Entwistle, N. J., & Peterson, E. R. (2004). Conceptions of learning and knowledge in higher education: Relationships with study behaviour and influences of learning environments. International Journal of Educational Research, 41(6), 407-428.
  • Fishbein, M., & Ajzen, I. (1975). Belief, attitude, intention and behaviour: An introduction to theory and research. Reading, MA: Addison-Wesley
  • Lee, M.-H., Johanson, R. E., & Tsai, C.-C. (2008). Exploring Taiwanese high school students’ conceptions of and approaches to learning science through a structural equation modeling analysis. Science Education, 92(2),191-220.
  • Liang, J.-C., & Tsai, C.-C. (2010). Relational analysis of college science-major students’ epistemological beliefs toward science and conceptions of learning science. International. Journal of Science Education, 32(17), 2273-2289.
  • Lin, T.-J., & Tsai, C.-C. (2013). An investigation of Taiwanese high school students’ science learning self-efficacy in relation to their conceptions of learning science. Research in Science & Technological Education, 31(3), 308-323.
  • Osborne, J. W., & Overbay, A. (2004). The power of outliers (and why researchers should always check for them). Practical Assessment, Research & Evaluation, 9(6).
  • Pallant, J. (2005). SPSS survival manual: A step by step guide to data analysis using SPSS for windows (Version 12). (2nd ed.) Maidenhead: Open University Press.
  • Pintrich, P. R., Smith D. A. F., Garcia, T., & Mckeachie, W. J. (1993). Reliability and predictive validity of the motivated strategies for learning questionnaire (mslq). Educational and Psychological Measurement, 53(3), 801–813.
  • Rokeach, M. (1968). Beliefs, Attitudes and Values. San Francisco: Jossey-Bass Inc.
  • Schermelleh-Engel, K., & Moosbrugger, H. (2003). Evaluating the fit of structural equation models: Tests of significance and descriptive goodness-of-fit measures. Methods of Psychological Research Online, 8(2), 23-74.
  • Tabachnick, B. G., & Fidell, L. S. (2007). Using multivariate statistics (5th ed.). Boston, Massachusetts: Allyn and Bacon.
  • Tekbıyık, A., & Akdeniz. A. R. (2010). A contemporary physics attitude scale for secondary school students: development, validity and reliability. Journal of Turkish Science Education, 7(4), 134-144.
  • Tsai, C.-C. (2004). Conceptions of learning science among high school students in Taiwan: A phenomenographic analysis. International Journal of Science Education, 26(14), 1733-1750.
  • Tsai, C.-C., Ho, H. N. J., Liang, J.-C., & Lin, H.-M. (2011). Scientific epistemic beliefs, conceptions of learning science and self-efficacy of learning science among high school students. Learning and Instruction, 21(6), 757-769.
  • Tsai, C.-C. (2004). Conceptions of learning science among high school students in Taiwan: A phenomenographic analysis. International Journal of Science Education, 26(14), 1733-1750.
There are 29 citations in total.

Details

Primary Language Turkish
Journal Section Articles
Authors

Serkan Kapucu

Publication Date April 27, 2017
Published in Issue Year 2017 Issue: 25

Cite

APA Kapucu, S. (2017). LİSE ÖĞRENCİLERİNİN FİZİK ÖĞRENME ANLAYIŞLARININ, FİZİK ÖĞRENME YAKLAŞIMLARINI, FİZİK ÖĞRENME ÖZYETERLİLİKLERİNİ VE FİZİĞE YÖNELİK İLGİLERİNİ YORDAMA GÜCÜ. Adıyaman Üniversitesi Sosyal Bilimler Enstitüsü Dergisi(25), 133-158.