Secondary School Students' Academic Risk-Taking Levels in Turkish Lesson

Varışoğlu, Behice; Çelikpazu, Esra Ekinci

doi:10.29329/ijpe.2019.203.18

Cited by 5 publications

(5 citation statements)

References 14 publications

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“…Age also matters when it comes to risk-taking. We note that as learners grow older, tolerance for failure is reduced as the importance of grades, post-secondary plans, and fear of criticism impedes adolescent willingness to take chances (Çetin et al, 2014;Dachner et al, 2017;Teagarden et al, 2018;Varışoǧlu & Çelikpazu, 2019). Context is also significant: Critical to fostering an appetite for risk-taking is learner ability and interest (Beghetto, 2009) and instructional sequencing that prepares students for more challenging tasks (Sharma, 2015).…”

Section: Discussion: Evidence Of Academic Risk-taking As Windows Into the Impact Of Culturally Relevant Pedagogy Upon Diverse Learnersmentioning

confidence: 99%

“…Yet, as learners age, their tolerance for failure decreases and they are less willing to take risks (Beghetto, 2009;Clifford et al, 1990Clifford et al, , 2014, circumstances that may be partially attributed to the importance of grades (i.e., post-secondary plans, scholarships, etc.) (Dachner et al, 2017;Teagarden et al, 2018), the fear of negative criticism (Çetin et al, 2014;Varışoǧlu & Çelikpazu, 2019), and the impact of poverty on learner willingness to take risks (Brownell et al, 2006(Brownell et al, , 2010Clifford et al, 1990;Roos et al, 2006;Tan et al, 2016). Furthermore, if a teacher's expectations are not understood, or perceived as beyond the student's own abilities, again, learners are less likely to participate in IRT (Clifford et al, 1990;Dachner et al, 2017;Teagarden et al, 2018).…”

Section: Academic Risk-taking: Adolescents' Willingness To Engage In Risk-taking For the Purposes Of Learningmentioning

confidence: 99%

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Identifying the Impact of Culturally Relevant Pedagogy: Evidence of Academic Risk-Taking in Culturally and Economically Diverse Nova Scotia Classrooms

Mitton

Murray-Orr

2021

CJE/RCE

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This article reports on findings from a qualitative research study investigating ways to support learners from populations who have been historically underserved by the Nova Scotia education system, particularly African Nova Scotian and Mi’kmaq learners, and learners who experience poverty. Working with middle school teachers located in rural schools with a proven track record of enabling students to succeed and thrive, we spent two years in their classrooms observing and documenting pedagogical practices in the teaching of science and social studies. The results of this research not only complement what is known about how to support vulnerable learners in diverse school contexts, but also provide insights into how these teachers created conditions in which students felt able to take risks academically. The findings of this study show how the idea of academic risk-taking can complement, and expand, scholarship on culturally relevant pedagogy.

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Section: Discussion: Evidence Of Academic Risk-taking As Windows Into the Impact Of Culturally Relevant Pedagogy Upon Diverse Learnersmentioning

confidence: 99%

Section: Academic Risk-taking: Adolescents' Willingness To Engage In Risk-taking For the Purposes Of Learningmentioning

confidence: 99%

Identifying the Impact of Culturally Relevant Pedagogy: Evidence of Academic Risk-Taking in Culturally and Economically Diverse Nova Scotia Classrooms

Mitton

Murray-Orr

2021

CJE/RCE

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“…Deveci (2018) analitik risk almayı, risk alma davranışının ikinci basamağı ve çocukluk dönemlerinde genel olarak benzer olan bir özellik olarak belirtmektedir. Aynı zamanda analitik risk alma davranışı sergileyen bireylerin yeni şeyler deneyimlemek ve ortaya konulan ödülü kazanmak için bu davranışı sergiledikleri ifade edilmektedir (Varışoğlu & Çelikpazu, 2019). Bu kapsamda öğrencilerin akademik risk alma düzeylerini yükseltmek için uygun koşullarda ve zamanda ödül sisteminin işe koşulması önemli görülmektedir.…”

Section: Tartışma Ve Sonuçunclassified

“…Bu durumun ortaya çıkmasında birçok faktör etkili olabilir (Beghetto, 2009). Örnek olarak; sınıf seviyesi ilerledikçe laboratuvar uygulamalarının zorlaşması, kendisini bu konuda yetersiz hisseden öğretmenlerin laboratuvar uygulamalarına az yer vermesi, öğrenci seçimine dayalı sınav sisteminin öğrencilerde rekabet duygusu oluşturması, sınav odaklı öğrenmelerin ön plana çıkması gibi durumlar gösterilebilir (Varışoğlu & Çelikpazu, 2019). Tüm bu değerlendirmeler ışığında ortaokul öğrencilerinin fen bilimleri laboratuvar çalışmalarına yönelik akademik risk alma düzeylerini yükseltmek için önerilerde bulunulmuştur:…”

Section: Tartışma Ve Sonuçunclassified

Examination of Academic Risk Taking Tendencies of Secondary School Students on Science Laboratory Studies

Nacaroğlu¹,

Yıldırım²

2021

Erzincan Üniversitesi Eğitim Fakültesi Dergisi

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In this research, it is aimed to examinate the academic risk taking tendencies of secondary school students on science laboratory studies. In the study, the survey designs, which is one of the quantitative research methods, was used. The sample of the research consisted of 408 secondary school students who continue their education in the 2019-2020 academic years. Middle School Science Laboratory Academic Risk Taking Scale was used as data collection tool. In the analysis of the data, independent groups t-test was used to examine whether the academic risk taking levels of the participants on science laboratory studies differed in terms of gender and type of school, and ANOVA was used to examine the level of class. It was found that students' risk taking levels on science laboratory studies were moderate. When the answers given to the sub-dimensions of the scale were examined, it was seen that the students' tendency to exhibit cautious risk taking behavior was the highest and the tendency to exhibit uninhibited risk taking behavior was the lowest. In addition, although there was no significant difference in terms of gender between the total scores obtained from the scale and the cautious risk taking and uninhibited risk taking dimensions of the scale, a significant difference was found in favor of male in the analytical risk taking dimension of the scale. It is recommended to create appropriate laboratory environments that allow students to experiment in individual and small groups.

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“…Risk taking is expressed as a desire to act against an uncertain situation (Young, 1991). Academic risk taking is expressed in different ways in the literature and it is generally defined as the willingness and courage of students to cope with the problems they face in their learning environments (Bozpolat & Koç, 2017;Varışoğlu & Çelikpazu, 2019;Yaman & Köksal, 2014). Academic risk taking skills allow students to think critically and deeply on problems that do not have a definite answer and to develop their experiences (Hills, Stroup & Wilensky, 2005;Weiner, 1994).…”

Section: Introductionmentioning

confidence: 99%

Investigation of Gifted Students’ Science Laboratory Academic Risk Taking Tendencies and Science Learning Orientations in Terms of Some Variables

Nacaroğlu¹,

Kızkapan²

2020

OJER

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In this research, it was aimed to investigate academic risk taking tendencies on laboratory activities and science learning orientations of gifted students. In the research (survey) quantitative research method designs was used. The sample of the research consisted of 187 gifted students who are studying in a Science and Art Center in the Eastern Anatolia Region. In the research, Science Laboratory Academic Risk Taking Scale and Learning Engagement in Science Scale were used as data collection tools. The findings indicated that the academic risk taking tendencies on laboratory activities and science learning tendencies of the gifted students were high. In addition, it was found that there was a moderate and significant relationship between the academic risk taking tendencies and their science learning orientations of gifted students.

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Secondary School Students' Academic Risk-Taking Levels in Turkish Lesson

Cited by 5 publications

References 14 publications

Identifying the Impact of Culturally Relevant Pedagogy: Evidence of Academic Risk-Taking in Culturally and Economically Diverse Nova Scotia Classrooms

Identifying the Impact of Culturally Relevant Pedagogy: Evidence of Academic Risk-Taking in Culturally and Economically Diverse Nova Scotia Classrooms

Examination of Academic Risk Taking Tendencies of Secondary School Students on Science Laboratory Studies

Investigation of Gifted Students’ Science Laboratory Academic Risk Taking Tendencies and Science Learning Orientations in Terms of Some Variables

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