An Investigation into the Secondary School Students’ Motivation toward Science Learning

Yıldırım, Halil İbrahim; Kansız, Feride

doi:10.30703/cije.423383

Cited by 7 publications

(6 citation statements)

References 17 publications

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“…Motivation, a dependent variable of the study, is one of the important affective characteristics that have impacts on learning-teaching (Lazowski & Hulleman, 2016;Yıldırım & Karataş, 2018). Motivation can be defined as the power that helps people to focus on a certain objective, sets them into motion, assists in realizing a certain behaviour, stimulates and directs actions to attain goals, maintains intellectual and/or physical effort accordingly, and provides continuance of these actions mentioned (Selçuk, 2015;Topçuoğlu Ünal & Bursalı, 2013;Yıldırım & Karataş, 2018). Previous studies indicate that motivation is one important affective factor in science courses.…”

Section: Motivation During Teaching and Its Importancementioning

confidence: 99%

“…In fact, it is of crucial importance for the overall learning process and realization of learning. Thus, instructors should be aware of the importance of motivation, consider affective factors like motivation during educational processes, and create appropriate learning environments for students to increase students' affective properties like motivation for learning (Yıldırım & Karataş, 2018). Hence it is important to support students' formal teaching process with learning-teaching environments like OSLE to increase their motivation.…”

Section: Motivation During Teaching and Its Importancementioning

confidence: 99%

“…Based on the above-mentioned information, this study gains importance as it investigates the effect of OSLE on motivation in science classes that are directly related with real life. Considering that motivation is one important affective factor for learning along with success and students should be motivated to learning during their education (Yıldırım & Karataş, 2018), studies investigating the effect of learning environments on motivation will make a contribution to the relevant literature.…”

Section: Significance and Justification Of The Studymentioning

confidence: 99%

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The Effect of Using Out-of-School Learning Environments in Science Teaching on Motivation for Learning Science

Yıldırım

2020

Participatory Educational Research

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This study aims to determine the effect of using out-of-school learning environments in science teaching on motivation for learning science. It is a quasi-experimental study and it has been designed as pre-and posttest experimental study. The study was carried out with seventh grade students enrolled in a secondary school in the city centre of a metropolis of Turkey in 2018 within a period of 20 weeks. There were 28 students in the control group and 28 students in the experiment group. Students' motivation for science learning was evaluated using the Motivation Scale for Science Learning. The scale was used as pretest before the study, post-test at the end of the study, and follow-up test 12 weeks after the study. In the research, the application step was carried out by the science teacher and the researcher. In the control group, science teaching process was performed in accordance with the present science curriculum. Out-of-school learning environments related to the objectives of the current science teaching were used for the experiment group during the science teaching. The students in the experiment group visited out-of-school learning environments like nature trips, botanic parks, science fairs, science museums, natural history museums, the observatory, anatomy exhibitions, and energy parks for the subjects that were taught to them. It was found in the study that using out-of-school learning environments in science teaching had a significant effect in developing students' motivation for learning science. Based on this finding, formal education of science students can be supported with out-of-school learning environments.

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Section: Motivation During Teaching and Its Importancementioning

confidence: 99%

Section: Motivation During Teaching and Its Importancementioning

confidence: 99%

Section: Significance and Justification Of The Studymentioning

confidence: 99%

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The Effect of Using Out-of-School Learning Environments in Science Teaching on Motivation for Learning Science

Yıldırım

2020

Participatory Educational Research

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“…Bu içerik fizik, kimya, biyoloji, astronomi gibi alanların yanında mühendislik, matematik, coğrafya gibi alanların kavramlarını da kapsamaktadır. Fen bilimleri, yaşamın merkezinde yer alan bir konu alanı olmakla birlikte ülkemizde öğrencilerin öğrenme düzeyinin ve motivasyonunun en düşük olduğu derslerden biridir (Alkış Küçükaydın, 2019;Çelikler & Kara, 2016;Deniş Çeliker, Tokcan & Korkubilmez, 2015;İnel Ekici, Kaya & Mutlu, 2014;Yaman, 2018;Yıldırım & Karataş, 2018). Birçok ülkenin eğitim hedefleri arasında okullarda fen eğitimini geliştirme ve fene karşı olumlu bir tutum oluşturma çabası yer alır (Demirci, 2017:4).…”

Section: Introductionunclassified

Türkiye’de Fen Eğitimi Alanında Doktora Düzeyinde Yapılan Tez Çalışmalarının Bibliyografik Analizi

Hastürk

Sönmez

2020

İnsan Ve Toplum Bilimleri Araştırmaları Dergisi

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“…Motivation is stimulation of an individual with his/her own will and demand in order to achieve a target (Carroll and Alexandris, 1997). According to Meece and Pintrich (2013) "motivation is the power which directs the individual to the behavior, determines the volume of the behavior, and ensures its continuation" (Cited by: Yıldırım and Karataş, 2018).…”

Section: Introductionmentioning

confidence: 99%

Examining the Impact of Participating in the School Sports and Selected Variables on School Motivation

Kiliç¹

2019

JETS

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The objective of this study is to investigate the impact of participating in the school sports on the school motivation according to selected variables. 1463 secondary school students, 790 of whom were male (54%) and 673 female (46%), participated in the study with an age average of 12,46 ± 1.23 years. The school motivation levels of the students were determined via the "School Motivation Scale for the Secondary School Students", which was developed by Kaynak, Özhan and Kan (2017), comprising of 14 articles. The data of the study were analyzed through SPSS 15 package program. The school motivation levels of the students were positively influenced from their participation in school teams, in regular physical activities, in school social activity programs, and their attendance levels to the school (p<0.05). In order to increase the school motivation levels of the secondary school students, it was suggested that they should be encouraged to participate in school teams, they should be motivated for physical activities, they should be invited to school social activity programs, and necessary measures should be taken to minimize their absence from the school.

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An Investigation into the Secondary School Students’ Motivation toward Science Learning

Abstract: This paper was checked for plagiarism using iThenticate during the preview process and before publication. / Bu çalışma ön inceleme sürecinde ve yayımlanmadan önce iThenticate yazılımı ile taranmıştır.

Cited by 7 publications

References 17 publications

The Effect of Using Out-of-School Learning Environments in Science Teaching on Motivation for Learning Science

The Effect of Using Out-of-School Learning Environments in Science Teaching on Motivation for Learning Science

Türkiye’de Fen Eğitimi Alanında Doktora Düzeyinde Yapılan Tez Çalışmalarının Bibliyografik Analizi

Examining the Impact of Participating in the School Sports and Selected Variables on School Motivation

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