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WOS: 000429586600009 In this study, ninth grade students' attitudes towards science were investigated in terms of self-regulation strategies, motivational beliefs and gender variables. The sample of this study includes 322 male and 296 female in total 618 students from 3 different high schools (Science high school, Anatolian high school, and Vocational high school) in center district of Amasya city. To collect the data, the researchers employed "Motivated Strategies for Learning Questionnaire" which has been developed by Pintrich and De Groot in 1990, adapted into Turkish by Uredi in 2005 and consists of 44 items and "Colorado Learning Attitudes about Science Survey (CLASS)" has been developed by Adams and others in 2006, adapted into Turkish by Bayar and Karamustafaoglu in 2015 and consists of 36 items. For data analysis, mean, standard deviation, independent t-test and correlation were addressed. The results of this study show that there are statistically significant relationships between 9th grade students' attitudes towards science and self-regulation strategies, motivational beliefs, and gender.

Bu çalismanin amaci, fizik dersi ögretim programinda yer alan 11. siniflara ait manyetizma konusunda TGA (Tahmin et-Gözle-Açikla) stratejisine dayali bir deney etkinligi gelistirilerek fizik ögretmenlerin kullanimina sunmak ve görüslerini almaktir. Tasarlanan bu etkinlikle miknatis, alternatif akim, elektromanyetik indüklenme, manyetik alan gibi kavram veya kavramlar arasi iliskilerin anlasilmasi amaçlanmistir. Bu etkinlik ögrencilerin bilissel, duyussal ve psikomotor becerilerini gelistirmekle birlikte bilimsel süreç becerilerini kazandiracak niteliktedir. Betimsel nitelik tasiyan bu çalisma, amaci dogrultusunda olgubilim arastirma yöntemi kapsaminda yürütülmüstür. TGA stratejisine göre hazirlanan etkinlik plani ve deney videosu 12 fizik ögretmeni ile paylasilmistir. Ögretmenler etkinlik plani ve deney videosu dogrultusunda deney etkinligini uygulamistir. Ögretmenlerle etkinlik hakkinda yari-yapilandirilmis görüsmeler gerçeklestirilmistir. Elde edilen verilerden, bu deney etkinliginin birebir aynisini ögretmenlerin % 62’sinin ilgili konunun ögretiminde hiç yapmadigi anlasilmistir. Çalisma sonunda, bu etkinliginin kolaylikla uygulanabilecegi, ögrencilerin ilgisini çekebilecegi, manyetizma konusu ile ilgili kavramlarin daha iyi anlasilmasina yardimci olacagi ve ögretmenlerin tamaminin manyetizma konusunda bu deneyden faydalanabilecegini sonucuna ulasilmistir. The aim of this research is to develop an experimental activity based on the POE (Predictive-Visual-Explain) strategy on the magnetism involved in the physics teaching program belonging to the 11th grade and present it to the use of physics teachers and take their opinions. The purpose of this activity is to understand the relationships between concepts or concepts such as magnet, alternating current, electromagnetic induction, magnetic field. This activity will improve students' cognitive, emotional and psychomotor skills and gain scientific process skills. This descriptive study has been carried out by a phenomenology research method. The activity plan and experiment videos prepared according to the POE strategy were shared with 12 physics teachers. Teachers practiced experiment activity in the direction of the activity plan and experiment videos. Semi-structured interviews were held with teachers on the activity. From the data obtained, it was understood that 62% of the teachers did not exacly the same this experiment activity at all in the teaching of the relevant subject. At the end of the study, it has been reached that this activity can be applied easily, students can draw interest, help to understand the concepts related to magnetism and all teachers can benefit from this experiment on magnetism.

Bu çalismada, gelisimci arastirma yaklasimi kapsaminda enlemesine arastirma yöntemi kullanilarak ögrencilerin sahip olduklari ögrenme stilleri farkli degiskenler açisindan incelenmesi amaçlanmistir. Arastirmanin çalisma grubunu Çorum Ismail Kakaç Ortaokulu, Istanbul Malazgirt Ortaokulu, Tokat Gazi Osman Pasa Ortaokulu 5., 6., 7. ve 8.sinif ögrencileri olusturmaktadir. Arastirmada ögrencilerin ögrenme stillerini belirlemek amaciyla “Grasha-Riechmann Ögrenme Stilleri Ölçegi” ve “Kisisel Bilgi Formu” kullanilmistir. Verilerin analizinde frekans, yüzde, t testi ve ki-kare kullanilmistir. Verilerden ögrencilerin en fazla %29,8 oranla Isbirlikçi ve %27,6 oranla bagimli ögrenme stiline sahip olduklari görülmüstür. Ayrica ögrencilerin ögrenme stilleri ile anne egitimi, baba egitimi ve dershaneye gitme gitmeme durumu arasinda anlamli bir iliski olmadigi görülmüstür. Ama ögrencilerin ögrenme stilleri ile sinif seviyesi, yasanilan sehir, cinsiyet ve akademik basari arasinda anlamli iliski oldugu görülmüstür. In this study, it is aimed to investigate the learning styles of the students related to the different variables by using cross-sectional method in phenomenographic research approach. The sample group of the study consists of students attending to the 5thÇorum Ismail Kakaç, Istanbul Malazgirt and Tokat Gazi Osman Pasa Secondry Schools. In the research, 'Grasha-Riechmann Learning Styles Scale' and 'Demographic Knowledge Form' were used to determine the learning styles of the students. For the analyzing of the data, frequencies and percentages of the data were taken and t-test and chi-square test were used. It was figured out from the data that at least %29.8 of the students has collaborative and %27.6 of them has dependent learning styles. Furthermore, it was observed that there was no meaningful relation between the learning styles of the students and their parents' education levels, whether they were attending to the private course or not. On the contrary, there was a meaningful relation between the learning styles of the students and their class levels, the city where they live, gender, and their academic successes.

Bu arastirma betimsel bir çalisma olup, iliskisel tarama modelinde yürütülmüstür. Çalismanin amaci devlet okullarinda ve özel okullarda ögrenim gören ortaögretim yas grubu ögrencilerinin, ögrenme stillerini incelemek, inceleme sonuçlarini siniflara göre ayirip karsilastirmak ve ayni zamanda cinsiyet degiskeninin ögrenme stiline etkisini arastirmaktir. Verilerin toplanmasinda Kolb Ögrenme Stili Envanteri kullanilmistir. Arastirma 2013-2014 egitimögretim yili güz döneminde, Amasya ve Tokat ilinde bulunan devlet okullarindaki ve özel okullardaki ortaokul ögrencilerinin ögrenme stillerini belirlemek ve ögrenme stillerinin cinsiyet, okul türü, basari durumu degiskenleriyle karsilastirilmasini arastirmaktadir. Arastirmadaki örneklem N=430 kisi olup kolay ulasilabilir örneklem seçim yöntemiyle belirlenmistir. Ortaokul ögrencilerinin cinsiyet, genel basari durumu ile ögrenme stilleri arasinda anlamli bir fark bulunamamistir. Ancak ögrencilerin devam ettikleri okul türü ile ögrenme stilleri arasinda anlamli bir fark oldugu görülmüstür. Bu farlilik ise devlet okullari lehinedir. Bu bulgular isiginda ögrenme sekillerinin kisisel oldugu ve her bireyin ögrenme stilinin farkli oldugu sonucuna varabiliriz. Bu nedenle ögrencilerin ögrenme stillerini tespit edip ögrenme- ögretmen sürecinin kisilerin ögrenme stillerine göre planlanmasi bireylerin ögrenmesinde faydali olabilir. This research is a descriptive study and the relational model was conducted. The aim is to examine the learning skills of secondary class students in private and state schools and to get out if there is any relationship due to sex, class and learning skills. The Kolb Learning Style Inventory was used for the data collections. This research was conducted with secondary class private and state schools in Amasya and Tokat during 2013-2014 academic years. In addiction this research aims to define the learning skills of students in relationship to sex, school and academic success. For this the scale was conducted with 430 students. Secondary students gender, there was no significant difference between learning styles and success in general. However, the type of school they attend students were found to be a significant difference between learning styles. These differences in favor of the public schools. These findings suggest that there is a personal way of learning, and we can conclude that in the light of each individual's learning style is different. Therefore, to detect students' learning styles and learning styles of individuals based on the planning of teacher-learning process can be useful in the learning of individuals