Research Article
Determining the Relationships between Conceptions of Learning Science, Constructivist Learning Environment Perceptions and Self-Efficacy of Learning Science
Abstract
The aim of this study is to investigate the relationships between middle school students’ conceptions of learning science, constructivist learning environment perceptions and self-efficacy of applying science learning to daily life. The sample of the study consists of 592 7th and 8th grade students. The data were collected from the students at just one point in time by considering correlation research. In data analysis, correlation and regression analyses were run. As a result of the correlation analysis, significant and positive relationships between students’ conceptions of learning science, constructivist learning environment perceptions and self-efficacy of applying science learning to daily life. Moreover, as a result of regression analysis, it was determined that students’ conceptions of leaning science in “increase of knowledge”, “applying” and “understanding and seeing in a new way” and constructivist learning environment perceptions in “though provoking” and “collaborative” dimensions positively and significantly explained their self-efficacy of applying science learning to daily life. In the light of these results, if constructivist learning environments are created in the lessons and learning methods and techniques that improve students’ higher-level conceptions of learning science are used, it can be expected that students’ self-efficacy of applying science leaning to daily life can be increased.
References
- Alpaslan, M., & Işık, H. (2016). Fizik öz-yeterlilik ölçeği’nin geçerliliği ve güvenirliliği. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 13(33), 111-122. https://dergipark.org.tr/tr/pub/mkusbed/issue/19579/209062
- Alt, D. (2015). Assessing the contribution of a constructivist learning environment to academic self-efficacy in higher education. Learning Environments Research, 18(1), 47-67. https://doi.org/10.1007/s10984-015-9174-5
- Arkün, S., & Aşkar, P. (2010). Yapılandırmacı öğrenme ortamlarını değerlendirme ölçeğinin geliştirilmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 39(39), 32-43. http://www.efdergi.hacettepe.edu.tr/shw_artcl-457.html
- 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. https://doi.org/10.30935/scimath/9404
- Bandura, A. (1997). Self-efficacy: The Exercise of Control. New York, NY: Cambridge University Press.
- Bartimote-Aufflick, K., Bridgeman, A., Walker, R., Sharma, M., & Smith, L. (2016). The study, evaluation, and improvement of university student self-efficacy. Studies in Higher Education, 41(11), 1918-1942. https://doi.org/10.1080/03075079.2014.999319
- Boz, Y., Yerdelen-Damar, S., Aydemir, N., & Aydemir, M. (2016). Investigating the relationships among students’ self-efficacy beliefs, their perceptions of classroom learning environment, gender, and chemistry achievement through structural equation modeling. Research in Science and Technological Education, 34(3), 307-324. https://doi.org/10.1080/02635143.2016.1174931
- Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö.E., Karadeniz, Ş., & Demirel, F., (2012). Bilimsel Araştırma Yöntemleri. Ankara: Pegem Akademi Yayınevi.
- Cohen, J. (1988). Statistical Power Analysis for The Behavioural Sciences. Hillsdale (NJ): Lawrence Erlbaum Associates.
- Dorman, J. P. (2001). Associations between classroom environment and academic efficacy. Learning Environments Research, 4(3), 243-257. https://doi.org/10.1023/A:1014490922622
- Dökmecioğlu, B., Taş, Y., & Yerdelen, S. (2018). Predicting students' self-efficacy towards learning science by constructivist learning environment perceptions. Akdeniz Eğitim Araştırmaları Dergisi, 12(24), 85-97. https://doi.org/10.29329/mjer.2018.147.5
- Fosnot, C. T., & Perry, R. S. (1996). Constructivism: A psychological theory of learning. Constructivism: Theory, Perspectives, and Practice, 2(1), 8-33.
- Hızlıok, A. (2012). İlköğretim birinci kademe 4. sınıf fen ve teknoloji dersinde uygulanan bilimsel süreç becerileri temelli etkinliklerin öğrencilerin fen ve teknoloji özyeterliklerine ve akademik başarılarına etkisi. Yüksek Lisans Tezi, Niğde Ömer Halisdemir Üniversitesi, Niğde.
- Ho, H. N. J., Liang, J.-C., & Tsai, C.-C. (2022). The interrelationship among high school students’ conceptions of learning science, self-regulated learning science, and science learning self-efficacy. International Journal of Science and Mathematics Education, 20(5), 943-962. https://doi.org/10.1007/s10763-021-10205-x
- Karasar, N. (2005). Bilimsel Araştırma Yöntemi. Ankara: Nobel Yayınları.
- Kingir, S., Tas, Y., Gok, G. & Vural, S. S. (2013). Relationships among constructivist learning environment perceptions, motivational beliefs, self-regulation and science achievement. Research in Science and Technological Education, 31(3), https://doi.org/205-226. 10.1080/02635143.2013.825594
- 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. https://doi.org/10.1002/sce.20245
- 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 and Technological Education, 31(3), 308-323. https://doi.org/10.1080/02635143.2013.841673
- Lin, C.-L., Tsai, C.-C., & Liang. J.-C. (2012). An investigation of two profiles within conceptions of learning science: An examination of confirmatory factor analysis. European Journal of Psychology of Education, 27(4), 499-521. https://doi.org/10.1007/s10212-011-0092-3
- Milli Eğitim Bakanlığı [MEB]. (2018). Fen Bilimleri Dersi Öğretim Programı. Ankara: Milli Eğitim Bakanlığı.
- Pallant, J. (2005). SPSS Survival Manual. Crows Nest, Ailen and Unwin.
- Partin, M. L., & Haney, J. J. (2012). The CLEM model: Path analysis of the mediating effects of attitudes and motivational beliefs on the relationship between perceived learning environment and course performance in an undergraduate non-major biology course. Learning Environments Research, 15(1), 103-123. https://doi.org/10.1007/s10984-012-9102-x
- Saban, A. (2000). Öğrenme Öğretme Süreci. Ankara: Nobel Yayınları.
- Sadi, Ö., & Dağyar, M. (2015). High school students’ epistemological beliefs, conceptions of learning, and selfefficacy for learning biology: A study of their structural models. Eurasia Journal of Mathematics, Science and Technology Education, 11(5), 1061-1079. https://doi.org/10.12973/eurasia.2015.1375a
- Say, M. (2005). Fen bilgisi öğretmenlerinin öz-yeterlik inanışları. Yüksek Lisans Tezi, Marmara Üniversitesi, İstanbul.
- Säljö, R. (1979). Learning in The Learner’s Perspective, 1: Some Commonsense Conceptions. Gothenburg, Sweden: Institute of Education, University of Gothenburg.
- Schermelleh-Engel, K., Moosbrugger, H., & Müller, 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.
- Shen, K. M., Lee, M. H., Tsai, C. C., & Chang, C. Y. (2016). Undergraduate students’ earth science learning: relationships among conceptions, approaches, and learning self-efficacy in Taiwan. International Journal of Science Education, 38(9), 1527-1547. https://doi.org/10.1080/09500693.2016.1198060
- Tabachnick, B. G., & Fidell, L. S. (2013). Using Multivariate Statistics. Upper Saddle River, NJ: Pearson Education. Taconis, R., den Brok, P., & Pilot, A. (2016). Teachers Creating Context-Based Learning Environments in Science. Rotterdam: Sense Publishers.
- Tan, A. L., Liang, J. C., & Tsai, C. C. (2021). Relationship among high school students’ science academic hardiness, conceptions of learning science and science learning self-efficacy in Singapore. International Journal of Science and Mathematics Education, 19(2), 313-332. https://doi.org/10.1007/s10763-019-10040-1
- Taylor, P. C., Fraser, B. J., & Fisher. D. L. (1997). Monitoring constructivist classroom learning environments. International Journal of Educational Research, 27(2), 293-302. https://doi.org/10.1016/S0883-0355(97)90011-2
- Tsai, C.-C., Ho, H. N., 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. https://doi.org/10.1016/j.learninstruc.2011.05.002
- Tsai, C.-C., & Kuo, P.-C. (2008). Cram school students’ conceptions of learning and learning science in Taiwan. International Journal of Science Education, 30(3), 351- 373. https://doi.org/10.1080/09500690701191425
- Wong, S. Y., Liang, J.-C., & Tsai, C.-C. (2021). Uncovering Malaysian secondary school students’ academic hardiness in science, conceptions of learning science, and science learning self-efficacy: a structural equation modelling analysis. Research in Science Education, 51(2), 537-564. https://doi.org/10.1007/s11165-019-09908-7
Fen Öğrenme Anlayışları, Yapılandırmacı Öğrenme Ortamı Algıları ve Fen Öğrenme Özyeterlikleri Arasındaki İlişkilerin Belirlenmesi
Abstract
Bu araştırmanın amacı ortaokul öğrencilerinin fen öğrenme anlayışları, yapılandırmacı öğrenme ortamı algıları ve fen öğrenmeyi günlük hayata uygulama özyeterlikleri arasındaki ilişikleri belirlemektir. Araştırmanın örneklemini 7. ve 8. sınıftaki 592 öğrenci oluşturmaktadır. Veriler ilişkisel araştırma yöntemi düşünülerek öğrencilerden tek seferde toplanmıştır. Veri analizinde korelasyon ve regresyon analizleri kullanılmıştır. Korelasyon analizi sonucunda öğrencilerin üst düzey fen öğrenme anlayışları, yapılandırmacı öğrenme ortamı algıları ve fen öğrenmeyi günlük hayata uygulama özyeterlikleri arasında anlamlı ve pozitif ilişkiler tespit edilmiştir. Ayrıca, regresyon analizi sonucunda öğrencilerin üst düzey fen öğrenme anlayışlarından “bilginin artması”, “uygulama” ve “anlama ve farklı bakış” ve yapılandırmacı öğrenme ortamı algılarından “düşündüren” ve “işbirlikli” boyutlarının, fen öğrenmeyi günlük hayata uygulama özyeterliklerini anlamlı ve pozitif bir şekilde açıkladığı bulunmuştur. Tüm bu sonuçlar ışığında, derslerde yapılandırmacı öğrenme ortamları oluşturulabilirse ve öğrencilerin üst düzey fen öğrenme anlayışlarını geliştirecek öğretim yöntem ve teknikleri kullanılırsa, öğrencilerin fen öğrenmeyi günlük hayata uygulamaya yönelik özyeterliklerinin daha yüksek olması beklenebilir.
References
- Alpaslan, M., & Işık, H. (2016). Fizik öz-yeterlilik ölçeği’nin geçerliliği ve güvenirliliği. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 13(33), 111-122. https://dergipark.org.tr/tr/pub/mkusbed/issue/19579/209062
- Alt, D. (2015). Assessing the contribution of a constructivist learning environment to academic self-efficacy in higher education. Learning Environments Research, 18(1), 47-67. https://doi.org/10.1007/s10984-015-9174-5
- Arkün, S., & Aşkar, P. (2010). Yapılandırmacı öğrenme ortamlarını değerlendirme ölçeğinin geliştirilmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 39(39), 32-43. http://www.efdergi.hacettepe.edu.tr/shw_artcl-457.html
- 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. https://doi.org/10.30935/scimath/9404
- Bandura, A. (1997). Self-efficacy: The Exercise of Control. New York, NY: Cambridge University Press.
- Bartimote-Aufflick, K., Bridgeman, A., Walker, R., Sharma, M., & Smith, L. (2016). The study, evaluation, and improvement of university student self-efficacy. Studies in Higher Education, 41(11), 1918-1942. https://doi.org/10.1080/03075079.2014.999319
- Boz, Y., Yerdelen-Damar, S., Aydemir, N., & Aydemir, M. (2016). Investigating the relationships among students’ self-efficacy beliefs, their perceptions of classroom learning environment, gender, and chemistry achievement through structural equation modeling. Research in Science and Technological Education, 34(3), 307-324. https://doi.org/10.1080/02635143.2016.1174931
- Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö.E., Karadeniz, Ş., & Demirel, F., (2012). Bilimsel Araştırma Yöntemleri. Ankara: Pegem Akademi Yayınevi.
- Cohen, J. (1988). Statistical Power Analysis for The Behavioural Sciences. Hillsdale (NJ): Lawrence Erlbaum Associates.
- Dorman, J. P. (2001). Associations between classroom environment and academic efficacy. Learning Environments Research, 4(3), 243-257. https://doi.org/10.1023/A:1014490922622
- Dökmecioğlu, B., Taş, Y., & Yerdelen, S. (2018). Predicting students' self-efficacy towards learning science by constructivist learning environment perceptions. Akdeniz Eğitim Araştırmaları Dergisi, 12(24), 85-97. https://doi.org/10.29329/mjer.2018.147.5
- Fosnot, C. T., & Perry, R. S. (1996). Constructivism: A psychological theory of learning. Constructivism: Theory, Perspectives, and Practice, 2(1), 8-33.
- Hızlıok, A. (2012). İlköğretim birinci kademe 4. sınıf fen ve teknoloji dersinde uygulanan bilimsel süreç becerileri temelli etkinliklerin öğrencilerin fen ve teknoloji özyeterliklerine ve akademik başarılarına etkisi. Yüksek Lisans Tezi, Niğde Ömer Halisdemir Üniversitesi, Niğde.
- Ho, H. N. J., Liang, J.-C., & Tsai, C.-C. (2022). The interrelationship among high school students’ conceptions of learning science, self-regulated learning science, and science learning self-efficacy. International Journal of Science and Mathematics Education, 20(5), 943-962. https://doi.org/10.1007/s10763-021-10205-x
- Karasar, N. (2005). Bilimsel Araştırma Yöntemi. Ankara: Nobel Yayınları.
- Kingir, S., Tas, Y., Gok, G. & Vural, S. S. (2013). Relationships among constructivist learning environment perceptions, motivational beliefs, self-regulation and science achievement. Research in Science and Technological Education, 31(3), https://doi.org/205-226. 10.1080/02635143.2013.825594
- 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. https://doi.org/10.1002/sce.20245
- 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 and Technological Education, 31(3), 308-323. https://doi.org/10.1080/02635143.2013.841673
- Lin, C.-L., Tsai, C.-C., & Liang. J.-C. (2012). An investigation of two profiles within conceptions of learning science: An examination of confirmatory factor analysis. European Journal of Psychology of Education, 27(4), 499-521. https://doi.org/10.1007/s10212-011-0092-3
- Milli Eğitim Bakanlığı [MEB]. (2018). Fen Bilimleri Dersi Öğretim Programı. Ankara: Milli Eğitim Bakanlığı.
- Pallant, J. (2005). SPSS Survival Manual. Crows Nest, Ailen and Unwin.
- Partin, M. L., & Haney, J. J. (2012). The CLEM model: Path analysis of the mediating effects of attitudes and motivational beliefs on the relationship between perceived learning environment and course performance in an undergraduate non-major biology course. Learning Environments Research, 15(1), 103-123. https://doi.org/10.1007/s10984-012-9102-x
- Saban, A. (2000). Öğrenme Öğretme Süreci. Ankara: Nobel Yayınları.
- Sadi, Ö., & Dağyar, M. (2015). High school students’ epistemological beliefs, conceptions of learning, and selfefficacy for learning biology: A study of their structural models. Eurasia Journal of Mathematics, Science and Technology Education, 11(5), 1061-1079. https://doi.org/10.12973/eurasia.2015.1375a
- Say, M. (2005). Fen bilgisi öğretmenlerinin öz-yeterlik inanışları. Yüksek Lisans Tezi, Marmara Üniversitesi, İstanbul.
- Säljö, R. (1979). Learning in The Learner’s Perspective, 1: Some Commonsense Conceptions. Gothenburg, Sweden: Institute of Education, University of Gothenburg.
- Schermelleh-Engel, K., Moosbrugger, H., & Müller, 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.
- Shen, K. M., Lee, M. H., Tsai, C. C., & Chang, C. Y. (2016). Undergraduate students’ earth science learning: relationships among conceptions, approaches, and learning self-efficacy in Taiwan. International Journal of Science Education, 38(9), 1527-1547. https://doi.org/10.1080/09500693.2016.1198060
- Tabachnick, B. G., & Fidell, L. S. (2013). Using Multivariate Statistics. Upper Saddle River, NJ: Pearson Education. Taconis, R., den Brok, P., & Pilot, A. (2016). Teachers Creating Context-Based Learning Environments in Science. Rotterdam: Sense Publishers.
- Tan, A. L., Liang, J. C., & Tsai, C. C. (2021). Relationship among high school students’ science academic hardiness, conceptions of learning science and science learning self-efficacy in Singapore. International Journal of Science and Mathematics Education, 19(2), 313-332. https://doi.org/10.1007/s10763-019-10040-1
- Taylor, P. C., Fraser, B. J., & Fisher. D. L. (1997). Monitoring constructivist classroom learning environments. International Journal of Educational Research, 27(2), 293-302. https://doi.org/10.1016/S0883-0355(97)90011-2
- Tsai, C.-C., Ho, H. N., 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. https://doi.org/10.1016/j.learninstruc.2011.05.002
- Tsai, C.-C., & Kuo, P.-C. (2008). Cram school students’ conceptions of learning and learning science in Taiwan. International Journal of Science Education, 30(3), 351- 373. https://doi.org/10.1080/09500690701191425
- Wong, S. Y., Liang, J.-C., & Tsai, C.-C. (2021). Uncovering Malaysian secondary school students’ academic hardiness in science, conceptions of learning science, and science learning self-efficacy: a structural equation modelling analysis. Research in Science Education, 51(2), 537-564. https://doi.org/10.1007/s11165-019-09908-7
There are 34 citations in total.
Details
| Primary Language | Turkish |
|---|---|
| Subjects | Studies on Education |
| Journal Section | Araştırma Makalesi |
| Authors | |
| Publication Date | December 20, 2022 |
| Submission Date | July 1, 2022 |
| Published in Issue | Year 2022 Volume: 10 Issue: 2 |
Cited By
ORTAOKUL ÖĞRENCİLERİNİN FEN ÖĞRENME ANLAYIŞLARI, FEN ÖĞRENME ÖZ YETERLİKLERİ VE BİLİMSEL SÜREÇ BECERİLERİ ARASINDAKİ İLİŞKİLERİN BELİRLENMESİ
Uluslararası Eğitim Bilim ve Teknoloji Dergisi
https://doi.org/10.47714/uebt.1378895
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Dergiye çalışma göndermeyi düşünen araştırmacılar https://dergipark.org.tr/tr/pub/fbod dergi adresinde bulunan “Yazım Kuralları”, "Yazarlar İçin Rehber" ve “Makale Gönder” sayfalarını inceleyerek çalışmalarını internet ortamında gönderebilirler. FBÖD ücretsiz bir dergi olup, dergiye gönderilen çalışmalar için yazarlardan değerlendirme veya basım ücreti talep edilmemektedir. Dergide yayımlanan çalışmaların tamamının tam metinleri ücretsiz erişime açıktır. Dergide yayımlanan makalelerden kaynak gösterilmek suretiyle alıntı yapılabilir.
Dergide yayımlamak üzere çalışmalarınızı bekler, derginin ülkemizde fen bilimleri eğitimi ve öğretiminin gelişmesi, bilim okur-yazarlığının yaygınlaşması ve öğretmenlerin uygulamaya dönük ihtiyaçlarının karşılanması amaçlarına katkı sağlamasını temenni ederiz.
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