Abstract
Bu araştırmanın amacı Ankara Fen Lisesi öğrencilerinin Fizik dersine yönelik tutumlarıyla akademik benlik tasarımlarını a) cinsiyet, b) sınıf düzeyi, c) başarı düzeyi, d) öğrenim görmeyi planladığı fakülte bazında incelemektir. Veri elde etmek amacıyla bir adet fizik dersine yönelik tutum ölçeği ile bir adet akademik benlik tasarımı ölçeği kullanılmıştır, ölçekler Ankara Fen Lisesinde öğrenim gören toplam 339 öğrenciye uygulanmıştır. Veri elde etmek amacıyla bir adet fizik dersine yönelik tutum ölçeği ile bir adet akademik benlik tasarımı ölçeği kullanılmıştır. Araştırmadan elde edilen sonuçlara göre, Fen Lisesi öğrencilerin fizik dersine yönelik tutumları erkek öğrenciler lehine değişmektedir. Yine, öğrencilerin fizik dersine yönelik tutumları ile akademik benlik tasarımlarının sınıf düzeyi, başarı düzeyi ve öğrenim görmeyi planladıkları fakülteye göre anlamlı farklılıklar olduğu bulunmuştur.
Highlights
The purpose of the research is to investigate the students’ attitudes’ and academic self-concepts with a) gender, b) class level, c) level of success and d) the faculty they plan to study towards Physics course of Ankara Science High School
Finding and Discussion: This research was conducted in order to examine attitudes and academic self-concepts of science high school students towards the physics lesson based on a) gender, b) class level, c) success level and d) the faculty they plan to study
According to the results of the research conducted on 339 students studying in Ankara Science High School; 1) Attitudes of students studying in Ankara Science High School towards physics lesson differ according to the gender
Summary
The purpose of the research is to investigate the students’ attitudes’ and academic self-concepts with a) gender, b) class level, c) level of success and d) the faculty they plan to study towards Physics course of Ankara Science High School. Having a positive thought for physics course, refers to both loving physics and feeling oneself good about the capacity of coping with the situations containing physics knowledge (Leder, 1992) Within this conceptual scope, in this study, attitudes and academic self-concepts of students, expected to contribute to the purpose of producing science and technology, towards physics lesson, which is one of the basic disciplines, were examined, and answers were sought for the following questions;. Do attitudes and academic self-concepts of Science High School students towards physics course differ according to the class level?
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
