8. Sınıf Öğrencilerinin Fen ve Teknoloji Dersine Yönelik Metaforik Algıları

Abstract

ABSTRACT The aim of the thesis is to identify metaphorical perceptions of 8th grade students in secondary school towards the science and technology courses and to uncover the relationships between the level of motivation for learning and academic achievement through these metaphorical perceptions. The question ‘What are the metaphorical perceptions of 8th grade students in secondary school towards the science and technology courses, is there a relationship between the level of motivation for learning and academic achievement through these metaphorical perceptions?’ constitutes the main problem of this study. In this context, subproblems of the thesis: They are defined as (1) What are the metaphorical perceptions of 8th grade students in secondary school towards the science and technology courses? (2) In which conceptual categories, these defined metaphorical perceptions can be grouped into according to their reasons? (3) Do conceptual categories indicate a significant difference in terms of students' motivation level for learning science and technology courses? (4) Do conceptual categories indicate a significant difference according to the achievement levels of students' in science and technology courses? (5) Is there a significant relationship between the level of motivation for students to learn science and technology courses and their success of science and technology courses? This research was conducted on 133 students in 8th classs in a state school connected to the the Ministry of Education in Ankara Gölbaşı district in 2014-2015 education-training year in order to get answers to the questions above. This research is a qualitative and quantitative study using screening model. In the study, students were asked to complete the sentence "Science and technology course is like .... Because ... ". As a result, 80 different metaphors were obtained. Totally 7 different conceptual categories have been established by classifying each metaphorical perceptions produced by students according to their justification. These categories are defined as ; Love-Happiness-Entertainment (% 17,29), Both Positive and Negative(%17,29), Essential-Precious-Significant(%24,06), Difficult-Complexvi Boring-Disliked(%10,53), Requiring study(%7,52), Wide Ranging(%11,28), New and Various Information(%12,03).Of the analyzes result, it was determined that students' motivation scores showed statistically meaningful difference according to the conceptual categories obtained from metaphorical perceptions in science and technology courses but the achievement scores of students showed no statistically significant difference. It was seen that there is a meaningful relationship between the motivation scores of students and achievement levels statistically at a low level and in a positive direction. Keywords: Science and technology, metaphor, academic achievement, motivation Advisor: Asst. Prof. Dr. E. Berna GÜCÜM, Hacettepe University, Department of Elementary Education Division of Elementary Science Education