ÖZBu araştırmada amaç, nispeten küçük örneklemlerden elde edilen veriler üzerinden öğrencilerin fene yönelik motivasyonları ile fen başarıları arasındaki ilişkiyi inceleyen çalışmaların sonuçlarının meta-analiz yoluyla sentezlenmesidir. Bu doğrultuda 2000-2014 yılları arasında yayınlanmış ve öğrencilerin fene yönelik motivasyonları ile fen başarıları arasındaki ilişkiyi inceleyen 6 çalışma meta analize dahil edilmiştir. İlgili araştırmaların katılımcıları dikkate alındığında toplamda 5903 kişilik bir örneklem grubundan elde edilen bulgular meta-analiz yöntemiyle sentezlenmiştir. Araştırmada meta-analize dahil edilen 6 çalışmanın tamamında, fene yönelik motivasyon ile fen başarısı arasında istatistiksel açıdan anlamlı ve pozitif bir ilişkinin olduğu görülmüştür. Meta-analiz sonucunda fene yönelik motivasyon ile fen başarısı arasındaki ilişki, Sabit (r=.31) ve Rastgele (r=.32) Etkiler Modelleri'ne göre hesaplanmıştır. Meta-analiz çalışmasının sonucunda elde edilen her iki etki büyüklüğü değerleri dikkate alındığında, öğrencilerin fene yönelik motivasyon düzeyleri arttıkça, fen başarısının da artacağı söylenebilir. Benzer şekilde motivasyonun azalmasıyla başarının da azalacağı düşünülebilir.Anahtar Kelimeler: meta-analiz, fen eğitimi, motivasyon ABSTRACT This meta-analysis study aims to synthesize the results of individual studies on respectively small samples investigating the correlations between motivation for science learning and science achievement. In this respect, six studies that published between 2000 and 2014 and examined the relationship between students' motivation for science and science achievement were included in the meta-analysis. When the participants of the related studies were taken into account, the findings from a sample group of 5903 subjects were synthesized by meta-analysis. The results of the analysis for all six studies involved suggested positive and statistically significant correlations between students' motivation for science and science achievement. The combined effect size was calculated for all studies according to both Fixed (r=-.31) and Random (r=-.32) Effect Models. When both effect size values obtained as a result of the meta-analysis study are taken into account, it can be said that as the level of motivation for the students increases, the science achievement will also increase. Likewise, success can be expected to decrease with decreased motivation.

Bu araştırma üstün yetenekli öğrencilerin ve üstün yetenekli olmayan akranlarının baskın öğrenme stillerini belirlemek ve öğrencilerin öğrenme stillerinin cinsiyet, sınıf düzeyi ve yaş aralığı değişkenlerine göre ilişkilerini saptamak amacıyla yapılmıştır. Çalışma 2018-2019 eğitim öğretim yılının güz döneminde Malatya Bilim ve Sanat Merkezi'nde öğrenimlerine devam eden 187 üstün yetenekli öğrenci (87 kız, 100 erkek) ile devlet okullarında öğrenim gören 188 öğrenci (96 kız, 92 erkek) ile yürütülmüştür. Bu doğrultuda öğrencilerin öğrenme stillerini belirlemek amacıyla, Kolb (1999) tarafından geliştirilen, Evin Gencel (2007) tarafından Türkçeye uyarlanarak geçerlik ve güvenirlik çalışmaları yapılan Kolb Öğrenme Stili Envanteri-III (KÖSE-III) kullanılmıştır. Ölçeğin boyutları için güvenirlik katsayıları 0.69 ile 0.75 arasında bulunmuştur. Veriler betimsel istatistikler ve kay-kare testi kullanılarak çözümlenmiştir. Araştırma bulgularına göre; çalışmaya katılan üstün yetenekli öğrencilerin sahip oldukları öğrenme stillerinin baskın olarak "Yerleştiren" (%35.3), "Değiştiren" (%27.8) ve "Ayrıştıran" (%25.1) olduğu görülürken; üstün yetenekli olmayan akranlarının ise "Değiştiren" (%45.7) ve "Yerleştiren" (%27.1) öğrenme stillerine sahip oldukları görülmüştür. Öğrecilerin öğrenme stilleri her iki öğrenci grubunda da cinsiyet, sınıf düzeyi ve yaş aralığına göre anlamlı bir şekilde farklılaşmamıştır.

"The aim of this research is to develop a test to determine the Science ability of 6th grade students. For this purpose, taking into consideration the 6th grade Science course outcomes; ability test was developed and validity and reliability studies were conducted. In the study, the steps of determining the purpose of the test, determining the properties to be measured, writing the items, reviewing the items, preparing the trial form, applying the trial form, scoring the test, item analysis and selection, and the final form of the test were followed, respectively. The study group of the research consists of 295 students studying in two different schools. According to the findings, item difficulty indexes of the questions in the developed ability test ranged between 0.26 and 0.80, while item discrimination indexes varied between 0.32 and 0.68. Item-total correlations of questions take values between 0.27 and 0.51. While the overall difficulty coefficient of the questions in the test was 0.53, the discrimination index was calculated as 0.47. The KR-20 reliability coefficient calculated for the reliability of the test was 0.84, and the split-half value was 0.71. It can be said that the ability test developed in line with all these results is valid and reliable."

The aim of this study is to investigate the constructivist learning environment perceptions and metacognition awareness levels of secondary school students in terms of gender and grade level variables and to determine the relationship between them. Participants of the study using the survey model consisted of 207 secondary school (100 female, 107 male) students. As data collection tools, Constructivist Learning Environment Scale which was developed by Arkün and Aşkar (2010) and Metacognitive Awareness Inventory which was developed Sperling, Howard, Miller and Murphy (2002) and adapted to Turkish by Aydın and Ubuz (2010) are used. The F Test and Simple Linear Regression analysis were used to analyze the data. According to the survey constructivist learning environment by gender perceptions according to the F test results compared to "Current Related" and "Different Perspectives" subscales female students favor significant difference was observed. The metacognition awareness levels of the students did not differ significantly according to gender. Another noteworthy result of the study was that there was no significant difference between students' constructivist learning environment perceptions according to class level variable, while metacognition awareness levels differed significantly according to class level variable. A high level relationship was found between secondary school students' constructivist learning environment perceptions and metacognition awareness levels.

The purpose of this study is to develop a concrete material for teaching and changing misconceptions of prospective science teachers on mitosis. Design & Methodology: In the study, three stakeholder groups (prospective science teachers (n = 36), science teachers (n = 4) and education specialists (n = 5) were consulted for material development. This study is a case study in an integrated single state. The focus of the study is on "development of material to be used in teaching". For this purpose, a prototype of the teaching material was created before taking stakeholder opinions. Subsequently, the prototype of the teaching material was presented to the stakeholders' evaluation. Open-ended questionnaires were used to get the views of stakeholders. In addition, four teacher candidates were interviewed to increase the depth of the obtained data. As a separate set of data, self-assessments made by the researcher were also included in the study. For the analysis of the obtained data, the "comparison of conflicting ideas" was used. An explanatory suggestion in this way has been used to develop the framework model. Findings: The results of the study showed that the prospective teachers, the experts and the science teachers suggested more on "usability", "alignment with teaching objectives" and "understandability" for increasing quality of the material as a teaching material while they suggested more on "intelligibility", "fruitfulness" and "plausibility" aspects for providing conceptual change. In addition, findings of the experimental study showed that the material contributed to decrease prospective science teachers' misconceptions regarding functions of sentrosomes, content of stages in mitosis, functions of spindle and resulting number of cells in mitosis. Implications & Suggestions: As a result of the study, it is thought that the changes made to increase the usability of the structured model for mitosis division in the direction of stakeholder opinions will contribute to make the model become an instructional material that can be used in teaching abstract concepts. The study focused on a model development process; but to be tested in humans such as the productivity of this process is useful in any process completed. That is, the application of the final shape of the model to future research will be an advantage. There is a need to test the generated model for teaching with a larger sample group of potential and effectiveness, and to determine whether the model used has created new misunderstandings.