Developing people who are innovator, creative, sensitive, compatible and capable of critically and analytically thinking is possible with education. Providing the equality of opportunity in education is a fundamental requirement in social state understanding (Dönmez, Gürbüz, & Tekçe, 2018; Sarıer, 2010). Thus the inequality for opportunity in education created by private teaching institutions in our country can be indicated as one of the reasons for the radical change in the sector of private teaching institutions since 2014. In this context, some private teaching institutions were closed down while some
ÖZETAraştırmada ortaokul (5, 6, 7 ve 8. sınıf) öğrencilerinin bilimsel süreç becerileri düzeylerinin belirlenmesi ve bilimsel süreç becerilerinin bazı değişkenler (sınıf derecesi, anaokulu veya kreşe gidip gitmeme durumu, cinsiyet, kardeş sayısı, anne ve baba mesleği, doğal alanları ziyaret etme sıklığı) açısından incelenmesi amaçlanmıştır. Araştırma tarama modeli içinde yürütülmüştür. Aydoğdu, Buldur, Tatar ve Yıldız (2012) tarafından geliştirilmiş "Bilimsel Süreç Becerileri" testi veri toplama aracı olarak kullanılmıştır. Veri toplama aracı Çanakkale ili Merkez ilçesinde bulunan 7 ortaokulun 5, 6, 7 ve 8. sınıflarında öğrenim gören 553 öğrenciye uygulanmıştır. Verilerin analizinde aritmetik ortalama, yüzde, ANOVA ve t testi kullanılmıştır. Analiz sonuçlarına göre öğrencilerin bilimsel süreç becerileri düzeyi orta düzeyde olduğu tespit edilirken, cinsiyetlerine göre anlamlı bir farklılık göstermemektedir. Kreşe giden öğrencilerin bilimsel süreç becerileri düzeyi kreşe gitmeyen öğrencilerin bilimsel süreç becerilerine göre daha düşüktür. 7. sınıf öğrencilerinin bilimsel süreç becerileri düzeyi diğer sınıflarda öğrenim gören öğrencilerin bilimsel süreç becerileri düzeyine göre daha düşüktür. Annesi özel sektörde çalışan öğrencilerin bilimsel süreç becerileri düzeyi diğer öğrencilere göre daha yüksektir. Babası özel sektörde çalışan öğrencilerin bilimsel süreç becerileri düzeyinin diğer öğrencilere göre daha yüksek olduğu sonucuna ulaşılmıştır. Anahtar Kelimeler: Bilimsel süreç becerileri, fen ve teknoloji EXAMINING SECONDARY SCHOOL STUDENTS' COGNİTİVE PROCESS SKILLS (ÇANAKKALE SAMPLE) ABSTRACTThe aim of this research is to determine how the students' cognitive development is influenced by their gender, education level and occupation of their parents. This research was realized with descriptive scanning model. "Cognitive Process Skill Test", developed by Aydoğdu, Buldur, Tatar and Yıldız (2012) was used as data collection tool. Data collection tool was applied to 553 students educated in the 5th, 6th, 7th and 8th grades in the chosen seven schools located in the centre of Çanakkale.In the analysis of the data ANOVA and t test were used. According to statistical results, there is no significant consistency with their cognitive development level in terms of their gender. Cognitive development level of students who did not go to nursery school is higher. The cognitive development level of 7th grade students is lower than others. The cognitive levels of students' whose mothers are working at private sector, are higher than other students. The levels of cognitive skills of students whose fathers' work at private sector are higher than others.
In this study, the attitudes of students toward STEM education were examined according to various demographic characteristics and mixed research method was used. 170 students ranging between 7 and 14 years old participating municipalities in a province outside of school STEM workshops in Turkey constituted the sample of the study. The sampling was determined by non-random sampling method. Data were collected by STEM Attitude Scale adapted to Turkish by Yıldırım and Selvi (2015) and semi-structured interviews with students were conducted in order to get the opinions of the students in detail. Results indicated that out-of-school STEM workshops improve students' attitudes towards STEM. In addition, STEM attitude scores of the students did not differ by gender. It was also investigated whether the scores of the students from STEM attitude scale differ according to mother and father education level. There was only significant difference in engineering sub-dimension of the STEM attitude scale in terms of mother education status. On the other hand, it was determined that STEM attitude scale scores of the students did not differ according to father education status. Semi-structured interviews showed that students had lack of knowledge about STEM education and, also concluded that the achievement of a concrete result for children learning by doing affects their attitudes positively.
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