Fen Bilgisi öğRetmen Adaylarının çAlışma Alışkanlıkları, Akademik Başarıları ve Demografik öZellikleri Arasındaki Ilişkinin Araştırılması

Abstract

Bu galigmanin amaci fen bilgisi 6Sretmen adaylarinin ders calisma aliskanliklari, demografik 6zellikleri ve akademik basarilan arasindaki iliskileri arastirmaktir. Caligma 2018-2019 egitim-dgretim yill bahar déneminde, Dokuz Eylil Universitesi, Bartin Universitesi ve Siirt Universitesi’nde 6%renim goren 320 kadin ve 105 erkek olmak iizere toplam 425 6%retmen adayi ile yiiriitiilmiistiir. Arastirma genel tarama modeliyle gerceklestirilmistir. Alanyazinda giinlik galisma aliskanliklarini degerlendirmek igin okullarda kolayca kullanilabilen birkag dlgme aracina rastlanmistir. Bu galismanin amacina uygun olarak kullanilan dlgek, Brown ve Holtzman (1976) tarafindan gelistirilen, The Survey of Study Habits and Attitudes (SSHA) adh 6lgegin Atilgan (1998) tarafindan “Ders Caligsma Aliskanliklarim Belirleme Anketi” olarak Tiirkgeye uvarlanan seklidir. Arastirmada fen bilgisi 6gretmen adaylarmin verimli ve etkili ders galismaya iliskin aligkanhiklan, dl¢ck uygulamas: sonucunda clde edilen verilere dayali olarak betimicnmistir. Veriler SPSS kullanilarak analiz edilmistir. Agimlavici istatistik bilgileri verilmis, ANOVA ve korclasyon analizleri yapilmistir. Yapilan analizler sonucunda sinif degiskenine gére ders caligsma aliskanliklan. puanlan karsilastinldiginda dlgesin bir alt boyutunda, cinsiyet deSiskenine gore ders calisma aliskanliklan karsilastinildiginda dlcgesin toplami ve dort alt bovyutu arasinda kadin 6grenciler lehine, gene] akademik not ortalamasina gére ders calisma aliskanlig1 puanlari arasinda anlamli fark bulunmustur. Ogretmen adaylarinin ailelerinin avlik gelir seviyelerine gére ders galisma aliskanliklan karsilastinldiginda délgegin toplami ve bir alt bovutu arasinda, kaldiklan yere gére ders ¢aligsma aliskanliklan karsilagtinidiginda 6lgesin toplami ve tig alt boyutu arasinda, giinliik ders caligsma saatine gore ders calisma aliskanliklan karsilastinldiginda Ol¢cSin toplami ve biitiin alt boyutlari arasinda, ders galistiklan yere gére ders caligsma aliskanhiklari karsilastirildiginda 6l¢cgin bir alt boyutunda anlamli farkliik bulunmustur. Bulgular 6Sretmen adaylarinin ders calisma aliskanligi ve galisgmada kullamlan defiskenler arasindaki iliskiler g6z 6niinde bulundurularak degerlendirilmistir.

Alternate abstract:

The aim of this study was to investigate the relationship among study habits, academic achievement, and demographic features of pre-service science teachers. The study was carried out with 425 pre-service science teachers in the spring semester of 2018-2019 academic year, 320 female and 105 male students at Dokuz Eylii l Unive rs ity, Bartin University and Siirt University. The research was conducted via general screening model. In the literature, there are several measurement tools which can be used easily in schools to evaluate students’ study habits. The scale used in accordance with the pupose of this study is a revised from “Questionnaire for Determining Study Habits” by Ati lgan (1998) , adapted from The Survey of Study Habits and Attitudes (SSHA) developed by Brown and Holtzman (1976). In the research, the pre-service science teachers' habits related to efficient and effective study were described based on the data obtained from the scale application. Data were analyzed using the SPSS. Exploratory statistics were provided, ANOVA and correlation analyzes were performed. As a result of the analyzes, when the study habits scores were compared according to the class variable, a significant difference was found in a component of the scale according to the grade levels. When the study habits scores were compared according to the gender, there was a significant difference between the total and four components of the scale. When the study habits scores were compared according to the general academic achievement, a significant difference between the study habits scores according to the general academic achievement. When the study habits scores of the preservice science teachers were compared according to their monthly income levels, a significant difference was found between the total and a component of the scale. A significant difference was found between the total and three sub-dimensions of the scale when the scores of the study habits were compared according to the place of pre-service science teachers. When the study habits scores of the pre-service teachers were compared according to the daily working hours, a significant difference was found between the total of the scale and all sub-dimensions according to the working hours. When the study habits scores of the pre-service teachers were compared according to place of study, a significant difference was found in a sub-dimension of the scale. Findings were evaluated by considering the relationships between the study habits and the variables used in the study.