ÖZETBu çalışmanın amacı üstün yetenekli ortaokul öğrencilerinin fen öğrenmede zihinsel risk alma davranışlarının cinsiyet ve sınıf düzeyi açısından incelenmesidir. Çalışmada 53 altıncı, yedinci ve sekizinci sınıf üstün yetenekli öğrenci yer almıştır. Çalışmada veri toplama aracı olarak, fen bilimleri başarı testi, zihinsel risk alma ölçeği ve bireysel bilgi formu kullanılmıştır. Araştırmadan elde edilen verilerin analizinde değişkenler arasındaki ilişkiyi belirlemek için Spearman Rho korelasyon katsayısı hesaplanmıştır, karşılaştırmalar için ise Kruskal Wallis testi ve Mann-Whitney U testi kullanılmıştır. Araştırmanın bulguları üstün yetenekli öğrencilerin fen öğrenmede zihinsel risk alma ile fen bilimleri başarısı arasında istatistiksel olarak anlamlı negatif bir ilişki olduğunu göstermiştir. Karşılaştırmalara ilişkin bulgular ise 8. sınıfların diğer sınıflardan istatistiksel olarak anlamlı bir şekilde daha düşük fen öğrenmede zihinsel risk alma davranışı düzeylerine sahip olduklarını göstermiştir. Fakat cinsiyet açısından gruplar arasında zihinsel risk alma düzeylerinde anlamlı bir farklılık gözlenmemiştir. ABSTRACTThe purpose of this study is to examine intellectual risk taking levels of middle school gifted students in learning science in terms of gender and grade level. The study is consisted of 53 sixth, seventh and eighth grade gifted students. As data collection tools, science achievement test, intellectual risk taking scale and personal information form were used. Collected data were analyzed by Spearman Rho for associations, Kruskal Wallis Test and Mann-Whitney U tests for comparisons. The findings revealed that there was a statistically significant negative relationship between science achievement and intellectual risk taking levels of middle school gifted students. Findings about the comparisons showed that eight grade student had lower levels of intellectual risk taking than seventh and sixth grade students. But there was no significant difference in intellectual risk taking levels in terms of gender.
The purpose of this study is to investigate association of data collectors' differences with the differences in reliability and validity of scores regarding affective variables (motivation toward science learning and science attitude) that are measured by Likert-type scales. Four researchers trained in data collection and seven science teachers who did not undergo any training, gathered data from 391 ninth-grade students. The data collection instruments were the "Motivation toward Science Learning Scale" and "Science Attitude Scale." Data collection applications were conducted in four stages, two of which were accomplished four weeks apart by the researchers. The remaining two stages were accomplished four weeks apart by the teachers. A principal component analysis, confirmatory factor analysis, Cronbach's alpha reliability analysis, Pearson correlation test for convergent validity, and t-test for the differences between the mean scores of each data collection stage were used for the data analysis. The results showed that motivation toward science learning and attitude toward science were high but the factor structures and reliability values, which were obtained by different data collectors, were different for the two scales. As another result, the convergent validity between the scores on the scales was shown to be sufficient for the measurements. However, the results of difference tests on the mean scores of the applications showed that there was a statistically significant difference between the mean scores of the two motivation scale applications by the teachers.
Abstract:The purpose of this study is to investigate scientific epistemological predictors of science achievement of middle school students. In line with this purpose correlational research method was utilized. The study involved 100 fifth, sixth and eighth grade middle school students.
The aim of our study is to get an overview of the studies on twice-exceptional and reveals the bibliometric features of this subject. This research is a survey model and descriptive research design is used. In this study, the Scopus database which contains many different disciplines has used. Only the articles have taken into consideration in the survey, and the obtained studies consisted of 96 articles between 1999-2020 years. In analyzing the data, the bibliometric analysis method has used. The bibliometric analysis of the obtained data has visualized by the VOSviewer program. As a result of this research; the distribution of the studies on the concept of twice-exceptional according to the publication years, citation counts by years, working places, countries and universities in which they are published, journals which they are published, citing numbers of publications, ınformation such as the frequency of keywords used in publications have analyzed. In addition, a number of statistical information has presented about the general structure of the keywords used in the publications on the subject. The study is thought to bring an overview of the studies on twice-exceptional and will provide preliminary information to the researchers in future studies.
This study aimed to perform a scale adaptation to determine students' perceptions of a classroom learning environment. The sample of the study consisted of 337 students for exploratory factor analysis and 1,639 students for confirmatory factor analysis. The scale known as My Class Activity adapted in this study was developed by Gentry and Gable (2001). The adapted scale is a five-point Likert-type scale consisting of four factors (interest, choice, challenge, and enjoyment). The scale was previously adapted to Turkish culture by Deniz and Saranli (2017), and in this study, we readapted the scale to Turkish culture. Exploratory factor analysis and reliability analysis of the data obtained from the scales were completed with SPSS software and confirmatory factor analysis with AMOS. As a result of the analyses of the adapted scale, it was decided to remove the challenge dimension. After the validity and reliability studies obtained from the three-factor (interest, choice, enjoyment) structure of the scale, it was concluded that the scale could be used in Turkish culture.
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