Lise öğrencilerinin fizik dersine yönelik umutsuzluk düzeyleri

Abstract

Abstract

The Effect of Context-Based Problem-Solving Instructional Approach on Gender Differences in Affective Characteristics and Mechanics Achievement of Pre-Service Science Teachers

“…Therefore, it can be said that the contextbased problem-solving instructional approach implemented in this study is an effective approach to increasing the physics achievement of women compared to men. Thus, as mentioned in the literature, it can be said that it can reduce the difference between boys and girls in favor of boys in terms of physics achievement (Ateş, 2008;Beaton et al, 1996;Güneş & Akdağ, 2017;Koca & Şen, 2006;Pehlivan, 2019;Sencar & Eryılmaz, 2004). Indeed, according to the findings of this study, physics achievement is statistically and practically significant for both genders.…”

“…Studies examining academic achievement in physics courses and student attitudes and motivations towards physics result in findings in favor of male students (Ateş, 2008;Çığık et al, 2016;Koca & Şen, 2006;Pehlivan, 2019;Güneş & Akdağ, 2017). Context-based instructional approaches can be used to reduce this difference mentioned in the literature and to ensure that female students are as successful as male students in physics.…”

An Investigation of the Mathematic Hopelessness of Secondary Education Students According to Various Variables

“…Literatürde umutsuzluk ve kaygı düzeyleri ile ilgili araştırma sonuçlarını destekleyen çalışmalara rastlanmıştır (Hackett, 1985;Meece, 1981;Tüfekçiyaşar, 2014). Tüfekçiyaşar (2014) (Güneş and Taştan-Akdağ, 2017;Ma, 1998;Reyes, 1984). In international exams such as the International Mathematics and Science Trends Survey (TIMSS) and the International Student Assessment Program (PISA), the affective characteristics of the students are measured as well as their academic success.…”

“…Mathematics Hopelessness is the prediction that the future plans will result in failure based on the learner's current situation in the mathematics lesson (Çetin et al, 2015). Looking at the existing literature on hopelessness and mathematics hopelessness, the variables whose relationship with hopelessness are examined can be listed as follows; anxiety (Özmen et al, 2008), motivational beliefs (Aras, 2011;Taner, 2008), and academic achievement (Güneş and Taştan-Akdağ, 2017;Taşdemir, 2018;Yenilmez, 2010;Yorgancı et al, 2014).…”

Sinif Öğretmeni̇ Adaylarinin Fi̇zi̇k İle İlgi̇li̇ Düşünce, Görüş Ve Algilarinin İncelenmesi̇

“…Literatür incelendiğinde fizik dersine yönelik katılımcıların tutumlarını (Çağan, Kızılcık & Ünlü-Yavaş, 2020;Özyürek & Eryılmaz, 2001;Pehlivan, 2019;Yiğit, Kurnaz & Şahinoğlu, 2015), görüş/düşüncelerini (Alptekin, Demirbaş & Arıkan, 2009;Ekici, 2016;Oruncak, Ünal & Özek, 2005;Ünlü, Pehlivan & Tarhan, 2010), metaforlarını (Çetin, 2016;Çoştu, 2022;Durukan & Paliç-Şadoğlu, 2018;Harman & Çökelez, 2017;Palic-Sadoglu & Uzun, 2014), özyeterlik inançlarını (Demir & Maskan, 2012;Demircioğlu & Selçuk, 2018;Maskan, 2010;Yener, Aydın & Köklü, 2012), umutsuzluk düzeylerini (Güneş & Taştan Akdağ, 2017) belirleyen farklı çalışmalar bulunmaktadır. Ayrıca, (Davey, 1991, akt: Aytaçlı, 2012.…”