Fen bilgisi öğretmen adaylarının fen laboratuvar kaygısı ile tutumları arasındaki ilişkinin incelenmesi
Küçük Resim Yok
Tarih
2024
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
İnönü Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu çalışmanın amacı, fen bilgisi öğretmen adaylarının fen laboratuvar kaygısı ile fen laboratuvarına yönelik tutum düzeyini belirleyerek, çeşitli değişkenler açısından incelemek ve aralarındaki ilişkiyi ortaya koymaktır. Bu amaç doğrultusunda, nicel araştırma desenlerinden ilişkisel tarama modeli olan korelasyon yaklaşımı ve betimsel araştırma modeli kullanılmıştır. Araştırmada ayrıca fen bilgisi öğretmen adaylarının cinsiyet, sınıf düzeyi ve mezun olduğu lise durumlarına göre karşılaştırma da amaçlandığından ilişkisel tarama modellerinden karşılaştırma yaklaşımı kullanılmıştır. Araştırmanın örneklemi 2023-2024 eğitim öğretim yılı Malatya ili İnönü Üniversitesi Fen bilgisi öğretmenliği 1., 2., 3. ve 4. sınıfa devam eden 122 öğretmen adayından oluşmaktadır. Bu araştırmada fen laboratuvarı kaygı ölçeği ile fen bilgisi laboratuvarları tutum ölçeği kullanılmıştır. Verilerin analiziyle elde edilen sonuçlara göre, fen bilgisi öğretmen adaylarının fen laboratuvar kaygısı ile fen laboratuvar tutumu arasında orta düzeyde, negatif ve anlamlı bir ilişkinin olduğu görülmüştür. Fen bilgisi öğretmen adayları fen laboratuvarına yönelik olumlu tutum sergilerken, orta düzeyde kaygıya sahip oldukları görülmüştür. Fen laboratuvar kaygısı cinsiyet, sınıf düzeyi ve mezun olunan lise değişkenleri açısından istatistiksel olarak anlamlı bir fark gözlenmemiştir. Fen laboratuvar tutumu cinsiyet, sınıf düzeyi ve mezun olunan lise değişkenleri açısından istatistiksel olarak anlamlı bir fark gözlenmemiştir. Fen bilgisi öğretmen adaylarının fen laboratuvar kaygısı ile fen laboratuvar tutumu arasında negatif yönde orta bir ilişkinin olduğu; fen laboratuvarına yönelik olumlu tutum sergilediği; fen laboratuvarına yönelik orta düzeyde kaygıya sahip olduğu; fen laboratuvar kaygısının ve tutumunun cinsiyet, sınıf düzeyi ve mezun olunan lise değişkenleri açısından anlamlı bir fark olmadığı sonucu ortaya çıkmıştır.
The aim of this study is to determine the level of pre-service science teachers' science laboratory anxiety and attitudes towards science laboratory, to examine them in terms of various variables and to reveal the relationship between them. For this purpose, correlation approach, which is a relational screening model, and descriptive research model were used. In the study, since it was also aimed to compare pre-service science teachers according to their gender, grade level and high school graduated from, the comparison approach from the relational survey models was used. The sample of the study consisted of 122 pre-service teachers attending the 1st, 2nd, 3rd and 4th year of science teaching at Inonu University in Malatya province of 2023-2024 academic year. In this research, science laboratory anxiety scale and science laboratory attitude scale were used. According to the results obtained by analysing the data, it was seen that there was a moderate, negative and significant relationship between pre-service science teachers' science laboratory anxiety and science laboratory attitude. While pre-service science teachers had positive attitudes towards science laboratory, it was observed that they had moderate anxiety. There was no statistically significant difference in science laboratory anxiety in terms of gender, grade level and graduated high school variables. There was no statistically significant difference in science laboratory attitude in terms of gender, grade level and graduated high school variables. It was concluded that there was a moderate negative relationship between preservice science teachers' science laboratory anxiety and science laboratory attitude; that they had positive attitudes towards science laboratory; that they had moderate anxiety towards science laboratory; and that there was no significant difference between science laboratory anxiety and attitude in terms of gender, class level and graduated high school variables.
The aim of this study is to determine the level of pre-service science teachers' science laboratory anxiety and attitudes towards science laboratory, to examine them in terms of various variables and to reveal the relationship between them. For this purpose, correlation approach, which is a relational screening model, and descriptive research model were used. In the study, since it was also aimed to compare pre-service science teachers according to their gender, grade level and high school graduated from, the comparison approach from the relational survey models was used. The sample of the study consisted of 122 pre-service teachers attending the 1st, 2nd, 3rd and 4th year of science teaching at Inonu University in Malatya province of 2023-2024 academic year. In this research, science laboratory anxiety scale and science laboratory attitude scale were used. According to the results obtained by analysing the data, it was seen that there was a moderate, negative and significant relationship between pre-service science teachers' science laboratory anxiety and science laboratory attitude. While pre-service science teachers had positive attitudes towards science laboratory, it was observed that they had moderate anxiety. There was no statistically significant difference in science laboratory anxiety in terms of gender, grade level and graduated high school variables. There was no statistically significant difference in science laboratory attitude in terms of gender, grade level and graduated high school variables. It was concluded that there was a moderate negative relationship between preservice science teachers' science laboratory anxiety and science laboratory attitude; that they had positive attitudes towards science laboratory; that they had moderate anxiety towards science laboratory; and that there was no significant difference between science laboratory anxiety and attitude in terms of gender, class level and graduated high school variables.
Açıklama
Eğitim Bilimleri Enstitüsü, Matematik ve Fen Bilimleri Eğitimi Ana Bilim Dalı, Fen Bilgisi Eğitimi Bilim Dalı
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training
