İlköğretim 4 ve 5. sınıf öğrencilerinin fen bilgisi dersindeki başarılarını etkileyen faktörler

Abstract

237 ABSTRACT Bıkmaz,Fatma (2001). The Factors Effected on The Science Achievement of Fourth and Fifth Graders. Unpublished Doctoral Dissertation, Ankara University Institute of Social Sciences, x + 238pp (Adviser: Prof. Dr. Tanju Gûrkan) The purpose of the study was to determine; a) the effects of socioeconomic status, gender and class on science achievement and attitude toward science of fourth and fifth graders, b) the difficulty degree of the problems in science teaching that teacher meet their science class, c) teachers views about science lessons, d) the relationship between family characteristics and students science achievement, e) the relationship between parents views about science lessons and their socioeconomic status. Subjects consisted of 547 students, 19 teacher and 250 parents from three elementary schools that represent different socioeconomic status characteristics. Data were collected by science achievement tests for forth and fifth grade student and two questionnaire forms were used developed by researcher. One of them was for determining teachers views about science lessons and problems in science teaching; the other one was for determining parents' family characteristics and their views on science lessons. In addition an attitude toward science scale was used for carrying out attitudes of fourth and fifth graders. Some important findings of this study as follows: 1. Statistically significant gender, socioeconomic status and class differences were found in science achievement for fourth and fifth graders. 2. Statistically significant class differences were found in attitude toward science and no significant differences in gender and socioeconomic status. 3. There was a positive correlation between fourth and fifth grade students science achievement and attitude toward science. 4. Almost half of the class teachers stated that they have some difficulties on planning, classroom management, evaluating student performance and the usage of some instructional materials in science lessons. i